sign language input to students: what and how to offer when? · sign language input to students:...
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Sign language input to students:
what and how to offer when?Beppie van den Bogaerde
Research Unit Deaf Studies
Utrecht University of Applied Sciences
In collaboration with
Institute for Sign, Language & Deaf Studies, UUAS
Eveline Boers Miranda Deijn Emmy Kauling Lieke Kielstra Willem Terpstra
Background information
4 year bachelor program teacher/interpreter NGT
Majority of students no prior knowledge of NGT
NGT training
Start of the year: language immersion week
(minimum 4 hours per day = 20 hours)
Year 1: 4 modules, 30 ec’s (± 840 NGT hrs)
Year 2: 4 modules, 20 ec’s (± 700 NGT hrs)
Year 3: 3 modules, 20 ec’s (± 700 hrs,
Didactics/Linguistics/NGT grammar)
Year 4: 3 modules, 15 ec’s (± 420 hrs, related)2Lectoraat Dovenstudies23-02-2-2011
Common European Framework of
Languages: CEFRL 6 levels
3Beppie van den Bogaerde29-10-2010
A1 A2 B1 B2 C1 C2
Basic User Independent User Proficient User
Break-
through
stage
100 h
Waystage
300 h
Threshold
700 h
Vantage
1300 h
Effective
Operational
Proficiency
2100 h
Mastery
3300 h
Questions from teachers NGT
How do we determine which signed texts to
offer to our students at what point of time in
their language learning process?
What do we know about the characteristics of
these texts, and
How do these characteristics relate to / or
determine the language level / difficulty of the
text?
4Lectoraat Dovenstudies23-02-2-2011
Procedures and analysis
2 texts: Level ZERO – no NGT knowledge
2 texts: offered in module 1 - A1 (100 hours)
2 texts: offered in module 2 - A2 (300 hours)
1. Theme of text and sign choice
2. Rate of signs per minute, use of visual clues
3. Length of sign utterances
4. Use of oral/spoken components
5. Use of NMGM, use of space, use of verbs
5Lectoraat Dovenstudies23-02-2-2011
Language Samples
Level of text
(as used)
Teacher/signers
and Theme
Duration of film
1a. Zero Corien
Cars riding
0.54 minutes
1b. Zero Bertha
Transport
1.06 minutes
2a. Module 1 (A1) Adde
Introducing himself
1.41 minutes
2b. Module 1 (A1) Annieck
Flat tire
0.43 minutes
3a. Module 2 (A2) Adde
Caps for sale
2.16 minutes
3b. Module 2 (A2) Tony
British Museum
1.54 minutes
23-02-2-2011 6Lectoraat Dovenstudies
Clips of film samples
23-02-2-2011 7Lectoraat Dovenstudies
ZERO A1 A2
1a Corien 2a Adde 3a Adde
3b Tony2b Annieck1b Bertha
Themes and sign choice
(corrected for time: 1 minute)
Samples Theme Passive
iconic /
Frozen
Active
iconic /
Productive
Gestures Total
1a. Zero Cars 19
(31%)
13
(41%)
9
(24%)
42
1b. Zero Transport 39
(87%)
1
(2%)
4
(9%)
44
2a. A1 Introduction 32
(74%)
6
(14%)
5
(12%)
43
2b. A1 Flat tire 75
(87%)
8
(9%)
3
(3%)
86
3a. A2 Caps for
sale
20
(49%)
16
(39%)
5
(12%)
41
3b. A2 British
Museum
39
(78%)
10
(20%)
2
(4%)
50
23-02-2-2011 8Lectoraat Dovenstudies
Sign/gesture choice
(corrected for time 1 minute)
23-02-2-2011 9Lectoraat Dovenstudies
0%
20%
40%
60%
80%
100%
1a Zero1b Zero
2a A12b A1
3a A23b A2
Gestures
AI
PI
Rate of signs/m and visual clues
Samples Signs/min Visual clues
1a. Zero 42 Use of pictures, smart screen, present people
whole body and many head nods (DM)
1b. Zero 40 Use of pictures, repetition of signs while
producing spoken component, facial expression
2a. A1 43 Written text, conventional gestures, mime
2b. A1 73 North/South (NL versus Belgium), facial
expression, eye gaze direction
3a. A2 41 Body, language/CA facial expression, eye gaze
direction
3b. A2 50 CA, facial expression, eye gaze direction, use of
pictures e.g. statue Farao behind signer
23-02-2-2011 10Lectoraat Dovenstudies
MLU(signs) and MLUL5
Samples MLU
signs
MLUL5 signs MLU
morph
MLUL5 morph
1a. Zero
Corien
3,5 4,0 4,3 6,6
1b. Zero
Bertha
3,7 4,8 4,0 6,0
2a. A1
Adde
2,5 5,6 2,6 6,2
2b. A1
Annieck
5,2 7 5,8 8,2
3a. A2
Adde
2,9 4,8 4,1 7
3b. A2
Tony
6,2 9,8 8,2 12
23-02-2-2011 11Lectoraat Dovenstudies
MLU(signs) and MLUL5
Samples MLU
signs
MLUL5 signs MLU
morph
MLUL5 morph
1a. Zero
Corien
3,5 4,0 4,3 6,6
1b. Zero
Bertha
3,7 4,8 4,0 6,0
2a. A1
Adde
2,5 5,6 2,6 6,2
2b. A1
Annieck
5,2 7 5,8 8,2
3a. A2
Adde
2,9 4,8 4,1 7
3b. A2
Tony
6,2 9,8 8,2 12
23-02-2-2011 12Lectoraat Dovenstudies
MLU(signs) and MLUL5
Samples MLU
signs
MLUL5 signs MLU
morph
MLUL5 morph
1a. Zero
Corien
3,5 4,0 4,3 6,6
1b. Zero
Bertha
3,7 4,8 4,0 6,0
2a. A1
Adde
2,5 5,6 2,6 6,2
2b. A1
Anniek
5,2 7 5,8 8,2
3a. A2
Adde
2,9 4,8 4,1 7
3b. A2
Tony
6,2 9,8 8,2 12
23-02-2-2011 13Lectoraat Dovenstudies
Oral and spoken components
(corrected for time, 1 minute)
23-02-2-2011 14Lectoraat Dovenstudies
oral types
oral tokens
spoken types
spoken tokens
0
5
10
15
20
25
30
35
40
1a Zero1b Zero
2a A12b A1
3a A23b A2
oral types
oral tokens
spoken types
spoken tokens
NMGM, verbs + use of space
Samples NM(G)M Verbs+grammar Use of space
1a. Zero aff, mm, wh-q, you-know DRIVE, OVERTAKE
asp:manner
B-classifier (CAR)
use of smart board+ IX
high-low, front-back,
localization, relation btw 2
cars
1b. Zero Y/n-q, aff, neg COME, WALK IX present persons, (S+P)
eye-gaze
2a. A1 wh-q, aff,neg, intense,
rel.cl.marker
KNOW, LIVE, DRIVE,
DRIVEto-and-fro
Tracing 1-cl
Writing+ IX, towns
localised in space and
distance btw with IX
2b. A1 pup-pup, mm, pfff, bm FINISH, LEAVE, RAIN,
DRIVE, KNOW, CROSSTimeline, Localisation,
eye-gaze
3a. A2 Many facial expressions in
role play
22 lexical signs (types)
asp: manner
classifiers and eye gaze
High-low, eye gaze,
localized objects, CA
3b. A2 Intensifiers, role play, 8 lexcial signs (types) Timeline, Verbs+eye
gaze, high-low, around,
CA23-02-2-2011 15Lectoraat Dovenstudies
How do we determine which signed texts to
offer to our students at what point of time in
their language learning process?
Until sept.2010
Selection of theme/subject
by instinct and experience, driven by
students’ comprehension and production
levels
Since sept.2010
Driven by theme/subject of CEFLR
Based on descriptors of CEFLR
16Lectoraat Dovenstudies23-02-2-2011
What do we know about the
characteristics of these texts
1. Theme of text and sign choice -> relevant
2. Rate of signs per minute, use of visual clues
-> relevant but only in combination with other factors
3. Length of sign utterances -> MLU in morphemes
4. Use of oral/spoken components -> oral > spoken
5. Use of NMGM, use of space, use of verbs ->
1. Increasing complexity of NMGM
2. Use of space: used always, highly iconic
3. Use of verbs: increasingly used
17Lectoraat Dovenstudies23-02-2-2011
How do these characteristics relate to / or
determine the language level / difficulty of the
text?
Themes/signs are determined by the
descriptors of CEFRL: do we need research
into frequency of signs?
Follow up research
Try out more measures: CA, cohesion, eye-
gaze
have students look at these clips, and let them
rate the texts for ease of comprehension re:
themes , lexicon, grammar
Analyze texts of all teachers for all levels
RECOMMENDATIONS PLEASE!18Lectoraat Dovenstudies23-02-2-2011
