Relevant bibliographies by topics / Kenyan Sign Language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Kenyan Sign Language'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Kenyan Sign Language"

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Morgan, Hope E., and Rachel I. Mayberry. "Complexity in two-handed signs in Kenyan Sign Language." New Methodologies in Sign Language Phonology: Papers from TISLR 10 15, no. 1 (August 29, 2012): 147–74. http://dx.doi.org/10.1075/sll.15.1.07mor.

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This paper investigates whether two-handed signs in Kenyan Sign Language, a relatively young school-based sign language, conform to the same constraints on combinations of movement and handshape that hold in other sign languages. An analysis of 467 two-handed signs, separated into four types based on complexity, found that KSL is highly constrained, with only a few signs that violate proposed conditions. Three hypotheses to account for handshape restrictions on the non-dominant hand in highly complex signs are tested. Findings show that a universal unmarked set accounts for most of these handshapes; a language-specific unmarked set does no better; and a constraint on markedness at the featural level essentially accounts for all the signs. Further analyses discover that a preference for unmarked handshapes in the most complex signs extends to all two-handed signs to some degree. Finally, a phonotactic preference for the G/1 handshape on the dominant hand in complex signs is uncovered. Some evidence suggests that this tendency may surface in other languages as well.
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Miyamoto, Ritsuko, and Soya Mori. "Is Kenyan Sign Language a sister language of ASL?" Japanese Journal of Sign Language Studies 24 (2015): 17–30. http://dx.doi.org/10.7877/jasl.24.17.

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Luchivya, Rosemary Ogada, Tom Mboya Omolo, and Sharon Anyango Onditi. "CHALLENGES PARENTS FACE IN LEARNING KENYAN SIGN LANGUAGE: HEARING PARENTS OF DEAF CHILDREN’S PERSPECTIVES." African Journal of Education and Practice 6, no. 7 (October 28, 2020): 1. http://dx.doi.org/10.47604/ajep.1159.

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Purpose: The purpose of this study was to find out the challenges faced in learning Kenyan sign language from the perspective of hearing parents of deaf learners. Methodology: This study employed case study design, qualitative research approach adopting the interpretive paradigm. The study adopted purposive sampling technique to come up with a study sample of 177 informants. Data was collected using interview schedules, Focus Group Discussion guides and Document analysis guide. Qualitative data was transcribed, coded and organized into themes and reported. Findings: Results revealed that parents had three major challenges in learning Kenyan sign language: that Kenyan sign language was too difficult to learn, it was too costly to learn and that the institutions for parents to learn in were not readily available. Unique contribution to theory, practice and policy: The recommendations of this study were that; hearing parents of children with hearing impairments be given support in the process of learning Kenyan sign language and that parents should make deliberate efforts to learn Kenyan sign language and other modes of communication in order to communicate with their children with hearing impairments.
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Muthomi Samuel, Rwaimba. "School based factors affecting learning of Kenyan sign language in primary schools for hearing impaired in Embu and Isiolo counties, Kenya." Revista Brasileira de Educação do Campo 1, no. 2 (December 13, 2016): 584–605. http://dx.doi.org/10.20873/uft.2525-4863.2016v1n2p584.

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Morgan, Hope E. "Argument structure and the role of the body and space in Kenyan Sign Language." Special Issue in Memory of Irit Meir 23, no. 1-2 (October 30, 2020): 38–72. http://dx.doi.org/10.1075/sll.00043.mor.

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Abstract This paper investigates how systematically a young macro-community sign language, Kenyan Sign Language, uses two different means to communicate about events: (i) word order, and (ii) verb agreement using spatial co-reference. The study finds that KSL signers rely primarily on word order and using the body as a referent, rather than verb agreement, when representing transitive events. Yet, by looking separately at how KSL signers use the sub-components of verb agreement, a pattern emerges that indicates a possible path toward ‘canonical verb agreement’. These sub-components are evaluated using Meir’s stages/types of grammaticalization of verb agreement (Meir 2011, 2016), and compared with other young and emerging sign languages.
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HWANG, SO-ONE, NOZOMI TOMITA, HOPE MORGAN, RABIA ERGIN, DENIZ İLKBAŞARAN, SHARON SEEGERS, RYAN LEPIC, and CAROL PADDEN. "Of the body and the hands: patterned iconicity for semantic categories." Language and Cognition 9, no. 4 (November 8, 2016): 573–602. http://dx.doi.org/10.1017/langcog.2016.28.

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abstractThis paper examines how gesturers and signers use their bodies to express concepts such as instrumentality and humanness. Comparing across eight sign languages (American, Japanese, German, Israeli, and Kenyan Sign Languages, Ha Noi Sign Language of Vietnam, Central Taurus Sign Language of Turkey, and Al-Sayyid Bedouin Sign Language of Israel) and the gestures of American non-signers, we find recurring patterns for naming entities in three semantic categories (tools, animals, and fruits & vegetables). These recurring patterns are captured in a classification system that identifies iconic strategies based on how the body is used together with the hands. Across all groups, tools are named with manipulation forms, where the head and torso represent those of a human agent. Animals tend to be identified with personification forms, where the body serves as a map for a comparable non-human body. Fruits & vegetables tend to be identified with object forms, where the hands act independently from the rest of the body to represent static features of the referent. We argue that these iconic patterns are rooted in using the body for communication, and provide a basis for understanding how meaningful communication emerges quickly in gesture and persists in emergent and established sign languages.
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Mweri, Jefwa G. "Cohesion: Structuring Content Through Textual Features in Kenyan Sign Language (KSL) Formal Discourse." Linguistics and Literature Studies 3, no. 4 (July 2015): 131–47. http://dx.doi.org/10.13189/lls.2015.030402.

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Ilondanga, Lenod Salanwa, P. A. Oracha, L. O. A. Othuon, and E. M. Simatwa. "Implications of Teacher Competence and Medium of Instruction on the Implementation of Kenyan Sign Language Curriculum in Secondary Schools in Kenya: Analytical Assessment." Greener Journal of Educational Research 5, no. 2 (March 20, 2015): 037–49. http://dx.doi.org/10.15580/gjer.2015.2.020915029.

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Green, Jennifer, Anastasia Bauer, Alice Gaby, and Elizabeth Marrkilyi Ellis. "Pointing to the body." Gesture 17, no. 1 (October 19, 2018): 1–36. http://dx.doi.org/10.1075/gest.00009.gre.

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Abstract Kinship plays a central role in organizing interaction and other social behaviors in Indigenous Australia. The spoken lexicon of kinship has been the target of extensive consideration by anthropologists and linguists alike. Less well explored, however, are the kin categories expressed through sign languages (notwithstanding the pioneering work of Adam Kendon). This paper examines the relational categories codified by the kin signs of four language-speaking groups from different parts of the Australian continent: the Anmatyerr from Central Australia; the Yolŋu from North East Arnhem Land; the Kuuk Thaayorre from Cape York and the Ngaatjatjarra/​Ngaanyatjarra from the Western Desert. The purpose of this examination is twofold. Firstly, we compare the etic kin relationships expressed by kin signs with their spoken equivalents. In all cases, categorical distinctions made in the spoken system are systematically merged in the sign system. Secondly, we consider the metonymic relationships between the kin categories expressed in sign and the various parts of the body at which those signs are articulated.
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Russo Cardona, Tommaso. "Metaphors in sign languages and in co-verbal gesturing." Dimensions of gesture 8, no. 1 (May 15, 2008): 62–81. http://dx.doi.org/10.1075/gest.8.1.06rus.

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In analyses of the grammatical structure of sign languages (Liddell, 2003), “classifier forms” which play a major role in these spatialised grammars, are looked upon as a “gestural” component of sign language. Kendon (2004) pointed out that some of the organizational principles of co-verbal gesturing can be compared to “classifiers” in sign languages. In this paper drawing on previous analyses of LIS (Italian Sign Language) metaphors in discourse (Russo, 2004a, 2005) the role of “classifier forms” in SL metaphors is examined and compared with some aspects of gestural metaphors produced during academic lectures in Italian. It is shown that similarities and differences between the two communicative devices can be pointed out only if the multimodal organization of both face-to-face speech activity and face-to-face sign language communication is taken into account. The gestural actions produced by speakers and the non-manual gestures produced by signers are interpreted as framing a speech act unit in this way providing a perspective for the interpretation of the lexical items within it. The distinction between langue and parole proposed by Ferdinand de Saussure (1916) is discussed and reframed by this analysis.
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Dissertations / Theses on the topic "Kenyan Sign Language"

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Biggs, Nalini Asha. "HIV/AIDS education in Kenyan schools for the deaf : teachers' attitudes and beliefs." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2a3a2ac0-133d-46f6-b0f3-fcdd2e588a96.

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How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.
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Books on the topic "Kenyan Sign Language"

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Kenyan sign language & simultaneous communication: Differential effects on memory and comprehension in deaf children in Kenya. Kisumu, Kenya: Lake Publishers & Enterprises, 2004.

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Hillewaert, Sarah. Morality at the Margins. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286515.001.0001.

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This book considers the day-to-day lives of young Muslims on the island of Lamu (Kenya) who live simultaneously “on the edge and in the center”: they are situated at the edge of the (inter)national economy and at the margins of Western notions of modernity; yet they are concurrently the focus of (inter)national campaigns against Islamic radicalization and are at the heart of Western (touristic) imaginations of the untouched and secluded. What does it mean to be young, modern, and Muslim in this context? And how are these denominators differently imagined and enacted in daily encounters? Documenting the everyday lives of Lamu youth, this ethnography explores how young people negotiate different cultural, religious, political and economic pressures and expectations through nuanced deployments of language, dress, and bodily comportment. It thereby illustrates how seemingly mundane practices—from how young people greet others, to how they walk, dress, and talk—can become tactics in the negotiation of moral personhood. A central concern of the book lies with the shifting meaning and ambiguity of such everyday signs and thus the dangers of semiotic misconstrual. By examining this uncertainty of interpretation in projects of self-fashioning, the book highlights how shifting and scalable discourses of tradition, modernity, secularization, nationalism, and religious piety inform changing notions of moral subjectivity. Documenting how Lamu youth navigate this contested field in a fast-changing place with a fascinating history, this book offers a distinctly linguistic anthropological approach to discussions of ethical self-fashioning and everyday Islam.
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Book chapters on the topic "Kenyan Sign Language"

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Nyaga, Casam Njagi, Ruth Diko Wario, and Lizette De Wet. "Pedagogical Interface Agent for Kenya Sign Language." In Lecture Notes in Networks and Systems, 461–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80091-8_54.

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