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Börstell, Carl, Thomas Hörberg, and Robert Östling. "Distribution and duration of signs and parts of speech in Swedish Sign Language." Sign Language and Linguistics 19, no. 2 (2016): 143–96. http://dx.doi.org/10.1075/sll.19.2.01bor.
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In this paper, we investigate frequency and duration of signs and parts of speech in Swedish Sign Language (SSL) using the SSL Corpus. The duration of signs is correlated with frequency, with high-frequency items having shorter duration than low-frequency items. Similarly, function words (e.g. pronouns) have shorter duration than content words (e.g. nouns). In compounds, forms annotated as reduced display shorter duration. Fingerspelling duration correlates with word length of corresponding Swedish words, and frequency and word length play a role in the lexicalization of fingerspellings. The sign distribution in the SSL Corpus shows a great deal of cross-linguistic similarity with other sign languages in terms of which signs appear as high-frequency items, and which categories of signs are distributed across text types (e.g. conversation vs. narrative). We find a correlation between an increase in age and longer mean sign duration, but see no significant difference in sign duration between genders.
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Mesch, Johanna, and Lars Wallin. "Gloss annotations in the Swedish Sign Language Corpus." International Journal of Corpus Linguistics 20, no. 1 (2015): 102–20. http://dx.doi.org/10.1075/ijcl.20.1.05mes.
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The Swedish Sign Language Corpus (SSLC) was compiled during the years 2009–2011 and consists of video-recorded conversations with 42 informants between the ages of 20 and 82 from three separate regions in Sweden. The overall aim of the project was to create a corpus of Swedish Sign Language (SSL) that could provide a core data source for research on language structure and use, as well as for dictionary work. A portion of the corpus has been annotated with glosses for signs and Swedish translations, and annotation of the entire corpus is ongoing. In this paper, we outline our scheme for gloss annotation and discuss issues that are relevant in creating the annotation system, with unique glosses for lexical signs, fingerspelling and productive signs. The annotation guidelines discussed in this paper cover both one- and two-handed signs in SSL, based on 33,600 tokens collected for the SSLC.
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Holmström, Ingela, and Krister Schönström. "Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective." Applied Linguistics Review 9, no. 1 (2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.
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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.
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Nilsson, Anna-Lena. "Embodying metaphors: Signed language interpreters at work." Cognitive Linguistics 27, no. 1 (2016): 35–65. http://dx.doi.org/10.1515/cog-2015-0029.
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AbstractThe present study describes how Swedish Sign Language (SSL) interpreters systematically use signing space and movements of their hands, arms and body to simultaneously layer iconic expressions of metaphors for differences and for time, in ways previously not described. This is analyzed as the interpreters embodying metaphors, and each of the conceptual metaphors they embody seems to be expressed in a distinct manner not noted before in accounts of the structure of signed languages. Data consists of recordings of Swedish-SSL interpreting by native SSL signers. Rendering spoken Swedish into SSL, these interpreters produce complex sequences making abundant use of the circumstance that in signed language you can express several types of information simultaneously. With little processing time, they produce iconic expressions, frequently using several underlying conceptual metaphors to simultaneously layer information. The interpreters place individual signs in relation to time lines in order to express metaphorical content related to time, and use movement’s of their bodies to express comparisons and contrasts. In all of the analyzed sequences, the interpreters express the metaphor difference-between-is-distance-between. In addition, they layer metaphors for difference and time simultaneously, in some instances also expressing the orientational metaphor pair more-is-up and less-is-down at the same time.
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Crasborn, Onno A., Els van der Kooij, Dafydd Waters, Bencie Woll, and Johanna Mesch. "Frequency distribution and spreading behavior of different types of mouth actions in three sign languages." Sign Language and Linguistics 11, no. 1 (2008): 45–67. http://dx.doi.org/10.1075/sll.11.1.04cra.
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In this paper, we present a comparative study of mouth actions in three European sign languages: British Sign Language (BSL), Nederlandse Gebarentaal (Sign Language of the Netherlands, NGT), and Swedish Sign Language (SSL). We propose a typology for, and report the frequency distribution of, the different types of mouth actions observed. In accordance with previous studies, we find the three languages remarkably similar — both in the types of mouth actions they use, and in how these mouth actions are distributed. We then describe how mouth actions can extend over more than one manual sign. This spreading of mouth actions is the primary focus of this paper. Based on an analysis of comparable narrative material in the three languages, we demonstrate that the direction as well as the source and goal of spreading may be language-specific.
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Fenlon, Jordan, Tanya Denmark, Ruth Campbell, and Bencie Woll. "Seeing sentence boundaries." Sign Language and Linguistics 10, no. 2 (2007): 177–200. http://dx.doi.org/10.1075/sll.10.2.06fen.
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Linguists have suggested that non-manual and manual markers are used in sign languages to indicate prosodic and syntactic boundaries. However, little is known about how native signers interpret non-manual and manual cues with respect to sentence boundaries. Six native signers of British Sign Language (BSL) were asked to mark sentence boundaries in two narratives: one presented in BSL and one in Swedish Sign Language (SSL). For comparative analysis, non-signers undertook the same tasks. Results indicated that both native signers and non-signers were able to use visual cues effectively in segmentation and that their decisions were not dependent on knowledge of the signed language. Signed narratives contain visible cues to their prosodic structure which are available to signers and non-signers alike.
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Wallin, Lars. "Two kinds of productive signs in Swedish Sign Language." Sign Language and Linguistics 3, no. 2 (2000): 237–56. http://dx.doi.org/10.1075/sll.3.2.05wal.
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Productive signs in Swedish Sign Language come in many kinds. This paper concentrates on two groups. The first group describes entities in motion, expressing location and movement, like a bird is sitting on a telephone line or the boy jumps off a ledge. I call these signs polysynthetic. The second group describes the size and shape of entities, like a piece of A4 sized paper. I call these signs size and shape specifying. In polysynthetic signs, which denote entities in movement situations, the manual articulation of the movement denotes the motion itself (e.g. movement or location) and the handshape denotes the entity as a classifier. This paper argues that there are two main types of classifiers used in polysynthetic signs to denote motion situations: agentive and non-agentive. In contrast to polysynthetic signs, in signs that specify size and shape of an object, the manual articulation (movement) denotes the extent of the largest dimension of the entity whereas the handshape denotes the extent of the smallest dimension of the entity being described. This description of classifiers, particularly agentive classifiers, in Swedish Sign Language polysynthetic signs differs from those offered for other sign languages because it is based on the salient properties of the part of the entity that is to be handled. Other descriptions are based on the entitys appearance. Another difference is that I offer my own description of the dimensionality of entities (inspired by Bierwisch 1967). I will show how a handshape with different orientation denotes different dimensions. I will demonstrate that the agentive classifier handshapes in polysynthetic signs and the handshapes in size and shape specifying signs are chosen according to the same dimensions.
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Da Silva, Lidia, and Cristina Chen. "Educação linguística em segunda língua: uma análise comparativa da Swedish Sign Language (SSL) e da Libras." Matraga - Revista do Programa de Pós-Graduação em Letras da UERJ 32, no. 64 (2025): 70–84. https://doi.org/10.12957/matraga.2025.85133.
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Este trabalho compara a educação linguística em segunda língua (L2) na Suécia com a Swedish Sign Language (SSL), e, no Brasil, com a Língua Brasileira de Sinais (Libras). Baseado nos pressupostos teóricos da educação linguística (Bagno; Rangel, 2005; Santos, 2010; Tonelli, 2023) e na metodologia de análise de conteúdo, o estudo analisa dados de uma entrevista com um professor surdo da Universidade de Estocolmo. Os resultados revelam similaridades nos aspectos teórico-metodológicos da educação linguística em ambos os países, e diferenças na adoção de diretrizes curriculares, presentes na Suécia e ausentes no Brasil. Conclui-se que, apesar das limitações econômicas, o Brasil promove a educação linguística em Libras de forma proporcional ao que ocorre com a SSL na Suécia.
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Bergman, Brita. "From Signed Swedish to Swedish Sign Language in the 1970s." Sign Language Studies 24, no. 2 (2024): 474–85. http://dx.doi.org/10.1353/sls.2024.a920124.
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Nilsson, Anna-Lena. "Form and discourse function of the pointing toward the chest in Swedish Sign Language." Sign Language and Linguistics 7, no. 1 (2004): 3–30. http://dx.doi.org/10.1075/sll.7.1.03nil.
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The object of this study is a sign glossed index-c, a point toward the signer’s chest, and its use in Swedish Sign Language. The sign has often been referred to as the first person pronoun of Swedish Sign Language, and it has been claimed that index-c is only used for non-first person reference in reported speech (Wallin 1987; Ahlgren 1991; Simper-Allen 1999). In the analyzed material, however, index-c is also used for non-first person reference when the actions and thoughts of a referent are rendered. A closer look also made it clear that there are actually two different forms of index-c, with different distribution, and that there appears to be an indefinite pronoun in Swedish Sign Language. What is presented here is thus an analysis of the use and meaning of two forms of the sign that was initially glossed index-c.
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Thoutenhoofd, Ernst D., and Liz Adams Lyngbäck. "Bimodal-Bilingual Teacher Training in Sweden." Sign Language Studies 23, no. 4 (2023): 555–76. http://dx.doi.org/10.1353/sls.2023.a905539.
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Abstract: In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.
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Power, Justin M., Guido W. Grimm, and Johann-Mattis List. "Evolutionary dynamics in the dispersal of sign languages." Royal Society Open Science 7, no. 1 (2020): 191100. http://dx.doi.org/10.1098/rsos.191100.
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The evolution of spoken languages has been studied since the mid-nineteenth century using traditional historical comparative methods and, more recently, computational phylogenetic methods. By contrast, evolutionary processes resulting in the diversity of contemporary sign languages (SLs) have received much less attention, and scholars have been largely unsuccessful in grouping SLs into monophyletic language families using traditional methods. To date, no published studies have attempted to use language data to infer relationships among SLs on a large scale. Here, we report the results of a phylogenetic analysis of 40 contemporary and 36 historical SL manual alphabets coded for morphological similarity. Our results support grouping SLs in the sample into six main European lineages, with three larger groups of Austrian, British and French origin, as well as three smaller groups centring around Russian, Spanish and Swedish. The British and Swedish lineages support current knowledge of relationships among SLs based on extra-linguistic historical sources. With respect to other lineages, our results diverge from current hypotheses by indicating (i) independent evolution of Austrian, French and Spanish from Spanish sources; (ii) an internal Danish subgroup within the Austrian lineage; and (iii) evolution of Russian from Austrian sources.
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Nilsson, Anna-Lena. "Expressing time through space." Signed Language Interpreting and Translation 13, no. 1 (2018): 6–26. http://dx.doi.org/10.1075/tis.00002.nil.
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Abstract This study describes how temporal discourse content is expressed in signing space in Swedish Sign Language (SSL) and identifies and describes the differences between L1- and L2-interpreters’ signed target language output. The study found that L1-interpreters systematically use complex simultaneous combinations of lexical signs and various hand, arm and body movements on and along time lines. The L2-interpreters stand more still, and their use of body movements differs from that of the L1-interpreters. Though the L2-interpreters in the study often succeed in showing that two or more entities/events are separate, they are less successful in showing the more specific, temporal and/or other, relationship(s) between them. This crucial aspect of idiomatic signed language production, therefore, should be included in interpreter training to improve the quality of interpreted target language output.
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Lanesman, Sara, and Rose Stamp. "A Sociolinguistic Analysis of Name Signs in Israeli Sign Language." Sign Language Studies 25, no. 2 (2025): 293–324. https://doi.org/10.1353/sls.2025.a953724.
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Abstract: Name sign systems have been described in many deaf communities around the world. The most frequent name sign types are associated with an individual's appearance, for example, a signers' hairstyle, clothes, and physical features such as height, weight, etc. However, a recent study that examined name signs in Swedish Sign Language, for example, found a decrease in name signs based on appearance and an increase in person name signs, suggesting that name signs are undergoing changes. This study examines name signs produced by 160 deaf signers of Israeli Sign Language (ISL), a sign language that emerged in Israel around ninety years ago. The findings show that, like in other studies, name signs based on appearance are the most frequent in ISL. However, the distribution of name sign types differed based on signers' age and language background. Older signers and deaf people from hearing families are more likely to have name signs related to their appearance while younger signers and deaf people from deaf families are more likely to have name signs related to their legal name, including initialized name signs or signs based on the literal translation of the name. The results are discussed in light of changes in society including changes in deaf education and a rise in political correctness.
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Warnicke, Camilla, and Charlotta Plejert. "The headset as an interactional resource in a video relay interpreting (VRI) setting." Interpreting. International Journal of Research and Practice in Interpreting 20, no. 2 (2018): 285–308. http://dx.doi.org/10.1075/intp.00013.war.
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Abstract Video relay interpreting (VRI) enables communication between a signed language user, remotely connected to an interpreter by videophone, and an interlocutor in spoken contact with the interpreter by telephone. Both users of the service are physically separated from each other and from the interpreter, who is in a studio. Essential technical components of the system include such items as videophones, telephones, computers, software, and a headset. This article explores how the interpreter orients towards the headset, turning it into an interactional resource. Examples of how this is done are identified in extracts from a corpus of VRI conversations between users of Swedish Sign Language (SSL) and spoken Swedish. Ethical approval and all participants’ consent were obtained. Three practices were identified: pointing towards the headset, orienting towards it in other ways (positioning, gesturing, direction of gaze), and holding it. All these practices have concrete pragmatic implications for the various steps in communication, such as establishing reference, repairs, and turn allocation. Enhancing VRI interpreters’ awareness of how equipment like a headset helps to organize the interaction is important, with a view to ensuring that the available technology is used to best effect for purposes of communication.
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Warnicke, Camilla, and Charlotta Plejert. "The positioning and bimodal mediation of the interpreter in a Video Relay Interpreting (VRI) service setting." Interpreting. International Journal of Research and Practice in Interpreting 18, no. 2 (2016): 198–230. http://dx.doi.org/10.1075/intp.18.2.03war.
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This study explores the interpreter’s positioning in a Video Relay Interpreting (VRI) service that offers bimodal mediation between people using Swedish Sign Language (SSL) and people using spoken Swedish. Positioning subsumes the ways in which interpreters orient themselves to the contingencies of the setting on a moment-by-moment basis, in relation to the impact of technology, participants’ knowledge asymmetries (e.g., prior experience of VRI), their physical separation, and the need for two arenas (visual and auditive). The interpreting is bimodal, each of the two users being in direct contact with the interpreter through a different medium (telephone for one, videophone for the other). Nine excerpts from two calls within the VRI service serve as examples to show how the interpreter’s positioning emerges dynamically in relation to contingent variables of the setting, such as the initial importance of briefing users on the service, temporary loss of sound and image, the perceived need to inform either user of extralinguistic items, or situational awareness that it is time to conclude the interaction. This new research perspective on VRI can afford a better understanding of its moment-by-moment complexity and specificities, thus helping improve it and train interpreters better for it.
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Cramér-Wolrath, Emelie. "Mediating Native Swedish Sign Language: First Language in Gestural Modality Interactions at Storytime." Sign Language Studies 15, no. 3 (2015): 266–95. http://dx.doi.org/10.1353/sls.2015.0007.
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Wedin, Åsa, and Boglárka Straszer. "Teachers of Swedish as a Second Language." Educare, no. 1 (June 22, 2023): 216–37. http://dx.doi.org/10.24834/educare.2023.1.812.
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In this article, the professional role of teachers in Swedish as a second language (SSL) is explored. The study builds on interviews with six highly qualified SSL teachers. The content analysis of data focuses on what SSL teachers say about their professional identity; what opportunities there are for them to develop agency; and what changes they believe would give SSL teachers stronger voice. Findings show that the assignment of these teachers is difficult due to the everyday reality of the school environment in which they teach. In a situation where principals and subject teachers lack sufficient knowledge about L2 students, it is unrealistic to assume SSL teachers can lead the type of school development and organisational change that is required. That would necessitate a new type of role for SSL teachers, one in which the teacher is not only an expert on L2 students’ learning and educational needs, but also has training in issues of leadership.
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Altamimi, Haya S., and Haroon N. Alsager. "Argument Structure and Word Order in Saudi Sign Language." Journal of Language Teaching and Research 14, no. 1 (2023): 203–14. http://dx.doi.org/10.17507/jltr.1401.21.
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This study focuses on the description of argument structure and word order in Saudi Sign language (SSL). The nature of the syntactic level of the grammar of SSL is clarified. Since word order is often considered the most important part of grammar, this study details the various options that are available for the major constituents (Subject, Verb, and Object) in SSL independent of any connection to spoken Arabic syntax. In SSL, like in other languages, the nature of the arguments (Subject, Object) and the kind of verb can impact the word order. To investigate word order in SSL, which is based on Chomsky’s (1995) Minimalist Program (MP), data were collected through derivation of data from narratives (semi-naturalistic-corpus) and an experiment (picture-description task). This research involved a sample of 10 deaf signing participants who are all fluent in SSL. All the participants have lived in Saudi Arabia for at least 10 years. Results indicate that the SSL is as any natural language and from the spoken language in Saudi Arabia. The most common word order in declaratives and the basic constituent order in SSL is SVO. As in virtually all sign languages, Wh-elements in SSL occur at the end of the clause. According to research on the interaction between word order and grammatical use of facial expressions and head locations (nonmanual marking), nonmanual markings have pragmatic purposes and may have syntactic functions.
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Magnusson, Ulrika, and Dorota Lubińska. "Vad är en lärare i svenska? En jämförelse mellan lärarutbildningar i svenska och svenska som andraspråk." Educare, no. 2 (June 3, 2025): 243–72. https://doi.org/10.63310/edu.2025.2.54833.
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The aim of this study is to explore the makeup of teacher education programs for the language and literature school subjects Swedish (SWE) and Swedish as a Second Language (SSL) in upper secondary teacher education. We accomplish this through content analysis of syllabi from five universities. The results show a reduced amount of literary content and limited aims for the reading of fiction in SSL as compared to SWE. Other differences are that SSL has a stronger focus on Content and Language Integrated Teaching, migration, language ideology, attitudes and circumstances related to the pupil. Further, in SWE there is an almost complete lack of content relating to multilingualism. We discuss whether the SSL teacher education programs create different conceptions of SSL than the SSL courses prevalent in upper secondary school, at the expense of a subject oriented towards literature, and to what extent SSL is constructed as a subject primarily supporting other school subjects. In relation to Gess-Newsome’s (2015) model on teachers’ knowledge base, we also discuss to what extent the teacher education programs prepare for teaching in upper secondary school: for SWE in relation to the pupils who student teachers will meet, and for SSL in relation to the content and organization of the upper secondary school subject.
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Wedin, Åsa, and Boglárka Straszer. "Introduction to the Special Issue on Swedish as a Second Language." Languages 7, no. 2 (2022): 113. http://dx.doi.org/10.3390/languages7020113.
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This Special Issue focuses on Swedish as a second language (SSL), which is the subject where second language students (L2 students) in Sweden, in primary and secondary school and in adult education, receive teaching in Swedish [...]
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Hedman, Christina, and Ulrika Magnusson. "Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools." Languages 6, no. 4 (2021): 205. http://dx.doi.org/10.3390/languages6040205.
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This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.
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Pienemann, Manfred, and Gisela Håkansson. "A UNIFIEDAPPROACH TOWARD THE DEVELOPMENT OF SWEDISH AS L2." Studies in Second Language Acquisition 21, no. 3 (1999): 383–420. http://dx.doi.org/10.1017/s0272263199003022.
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This paper has two main objectives: (a) to put the vast body of research on Swedish as a second language (SSL) into one coherent framework; and (b) to test the predictions deriving from processability theory (Pienemann, 1998a, 1998b) for Swedish against this empirical database. We will survey the 14 most prominent research projects on SSL covering wide areas of syntax and morphology in longitudinal and cross-sectional studies. This survey is the first to be carried out for Swedish, and it will bring the body of two decades of research into one unified framework. We proceed in the following steps: First, a brief summary of processability theory is given. Then the theory is used to generate a unifying framework for the development of the specific L2 grammatical system (Swedish). Finally, the new framework is tested in the above-mentioned empirical studies.
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Hedman, Christina, and Ulrika Magnusson. "Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige." Acta Didactica Norge 12, no. 1 (2018): 7. http://dx.doi.org/10.5617/adno.5569.
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I denna artikel urskiljer och diskuterar vi diskurser i vetenskapliga texter inom det akademiska fältet i Sverige om skolämnet svenska som andraspråk (härefter sva) efter dess införande 1995, utifrån begreppet likvärdighet. I studien analyseras vilka typer av argument som anförts, i vilken teoretisk och empirisk bas de kontextualiseras, och vilka antaganden om likvärdighet som de avspeglar. Två kolliderande diskurser identifieras där argumenten i den ena, sva-diskursen, främst sprungen ur fältet flerspråkighets- och andraspråksforskning, utgår från erkännandet av språkliga undervisningsbehov hos elever som lär på ett andraspråk som ett uttryck för likvärdighet (equality-as-equal-opportunity) och som motstånd mot ”olikhetsblindhet”. Sva mejslas i denna argumentation fram som del i en pluralistisk språkpolicy i vilken såväl ämnet sva som ämnet modersmål ingår. Kritik mot ämnets organisering återfinns inom diskursen samtidigt som behoven av andraspråksundervisning erkänns. I den kolliderande diskursen, som kretsar kring begreppet inkludering, beskrivs ämnet istället som uttryck för bristperspektiv på de elever som ämnet är avsett för, och särskiljande av elevgrupper ses som ett huvudproblem. Interdiskursiva relationer urskiljs i det att aspekter av inkluderingsdiskursen även finns inom sva-diskursen. De olika tolkningar av brist och språk som framkommer återspeglar hur diskurser konstruerar sina objekt, i detta fall innehåll i och syfte för sva (Foucault, 1972). Diskursernas anteciperande prägel indikerar en involvering av aktörer med hög grad av agentivitet, vilket reflekterar det akademiska fältets relativt stora inflytande på det politiska fältet avseende språkpluralistisk utbildningspolicy. Den empiriska forskning om sva-ämnets undervisningspraktik som till dels underbygger de identifierade diskurserna är dock påfallande begränsad.Nyckelord: svenska som andraspråk, diskurser, pedagogisk inkludering, likvärdighetSimilar or similar opportunities?Discourses on the school subject Swedish as a second language within the academic field in SwedenAbstractIn this article, we take the concept of equality as the basis to discern and discuss discourses in scholarly texts within the Swedish academic field on the school subject Swedish as a second language (SSL) after its introduction in 1995. The study analyzes the types of arguments, their theoretical and empirical underpinnings, and the assumptions of equality reflected. Two colliding discourses are identified, of which the arguments of the SSL discourse, stemming from research on multilingualism and second language research, recognizes language educational needs in students’ learning in their second language as an expression of equality-as-equal-opportunity and resistance to “difference blindness”. In this line of argument, SSL is constructed as part of a pluralistic language policy comprising SSL and mother tongue education. However, the recognition of second language educational needs exists alongside criticism of the subject’s organization. The colliding discourse centers on inclusion, describes SSL as an expression of deficiency regarding the students, and considers the separation of students to be a key problem. As aspects of the inclusion discourse are also found in the SSL discourse, interdiscursive relations are discerned. The emerging interpretations of deficiency and language reflect how discourses construct their object (Foucault, 1972), in this case contents and aims of SSL. The anticipating characteristics of the discourses indicate an involvement of actors with a high degree of agency, reflecting the relatively high impact of the academic field on the political field in terms of multilingual education policy. Research on the SSL educational practices, partly underpinning the discourses, is however strikingly limited.Keywords: Swedish as a second language, discourses, pedagogical inclusion, equality
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Al Khuzayem, Lama, Suha Shafi, Safia Aljahdali, Rawan Alkhamesie, and Ohoud Alzamzami. "Efhamni: A Deep Learning-Based Saudi Sign Language Recognition Application." Sensors 24, no. 10 (2024): 3112. http://dx.doi.org/10.3390/s24103112.
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Deaf and hard-of-hearing people mainly communicate using sign language, which is a set of signs made using hand gestures combined with facial expressions to make meaningful and complete sentences. The problem that faces deaf and hard-of-hearing people is the lack of automatic tools that translate sign languages into written or spoken text, which has led to a communication gap between them and their communities. Most state-of-the-art vision-based sign language recognition approaches focus on translating non-Arabic sign languages, with few targeting the Arabic Sign Language (ArSL) and even fewer targeting the Saudi Sign Language (SSL). This paper proposes a mobile application that helps deaf and hard-of-hearing people in Saudi Arabia to communicate efficiently with their communities. The prototype is an Android-based mobile application that applies deep learning techniques to translate isolated SSL to text and audio and includes unique features that are not available in other related applications targeting ArSL. The proposed approach, when evaluated on a comprehensive dataset, has demonstrated its effectiveness by outperforming several state-of-the-art approaches and producing results that are comparable to these approaches. Moreover, testing the prototype on several deaf and hard-of-hearing users, in addition to hearing users, proved its usefulness. In the future, we aim to improve the accuracy of the model and enrich the application with more features.
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Grushkin, Donald A. "Ceil Lucas (ed.), The sociolinguistics of sign languages. New York: Cambridge University Press, 2001. Pp. vii, 259. Hb $65.00." Language in Society 32, no. 3 (2003): 422–24. http://dx.doi.org/10.1017/s0047404503233054.
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Although it is easy to do so, The sociolinguistics of sign languages (henceforth SSL) is not to be confused with Ceil Lucas's other books, The sociolinguistics of the deaf community (1989) and its sequels, the Sociolinguistics in Deaf Communities series. Whereas the latter volumes aim to present new research in the area of sociolinguistics pertaining to Deaf people and other users of sign languages, the book under review presents almost no new (to those already familiar with this field) information on aspects of sociolinguistic research on members of this language community. Instead, this book should more accurately be seen as a companion volume to her book (with Clayton Valli) Linguistics of American Sign Language: An introduction (2000; henceforth LASL). Like LASL, SSL is intended as a textbook for use in college-level courses dealing with linguistics (or a stand-alone course in sociolinguistics, as was Lucas's intention) of sign languages and Deaf communities.
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Östman, Jan-Ola. "Modes of Expressing Finland-Swedishness: Swedish and Finland-Swedish Sign Language in Finland." Journal of Finnish Studies 27, no. 2 (2024): 181–207. https://doi.org/10.5406/28315081.27.2.03.
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Abstract An overview of the establishment of Swedish as one of the two national languages of Finland is provided, followed by an examination of the ambiguous role of Swedish in Finland today. Proceeding from the perspective of Finland-Swedishness—the (imagined) community of Finland Swedes—the article discusses standard Finland Swedish, the traditional Swedish dialect areas, and Finland-Swedish sign language. The closeness to and contacts with speakers of Finnish, both rural and urban, have influenced the structure(s) and function(s) of Swedish in Finland, leading to a Finland Swedish standard language that contrasts with the Sweden Swedish standard in some respects. The article addresses the challenges of Swedish in Finland, including increasing familial bilingualism, which affects Swedish-language early-childhood and primary education. Some Swedish-language communities in Finland are located in municipalities that have been positively inclined toward refugees and immigrants, leading to further complexities of the rural and urban language landscapes. In addition, in universities, politics, and administration, English is gradually supplanting Swedish as a societal second language.
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Lindholm, Anna, and Robert Walldén. "Promoting literary understanding and language development: Teacher Support for Grade 6 Swedish language learners." L1-Educational Studies in Language and Literature 25, no. 1 (2025): 1–29. https://doi.org/10.21248/l1esll.2025.25.1.759.
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This study explores how teachers promote literary understanding and language development in Swedish as a second language (SSL) classrooms for Grade 6 students through read-aloud discussions. Addressing a research gap on core SSL curriculum delivery in elementary schools, this investigation observed two experienced teachers over a two-month period. The study draws on reader-response perspectives from Langer and Felski, combined with discursive strategies and Cummins' notion of reading engagement. Through analysis of classroom observations, field notes, and photos, the study examines how teachers use questioning, discussions, and language support strategies to foster students' growth in literary understanding and L2 knowledge.In both classrooms, linguistic aspects appeared to be highly integrated into the reading practices. For example, the teachers commented on the linguistic and aesthetic qualities of literary words. At the same time, the different dynamics of the student groups impacted the teachers’ choice of texts, which affected the possibilities for a deeper understanding of the text; for instance, by perceiving symmetries between the text and knowledge acquired in other teaching areas. The strategies revealed in the present study can potentially be used in other contexts to elevate the quality and status of L2 teaching. In both classrooms, linguistic aspects appeared to be highly integrated into the reading practices. For example, the teachers commented on the linguistic and aesthetic qualities of literary words. At the same time, the different dynamics of the student groups impacted the teachers’ choice of texts, which affected the possibilities for a deeper understanding of the text; for instance, by perceiving symmetries between the text and knowledge acquired in other teaching areas. The strategies revealed in the present study can potentially be used in other contexts to elevate the quality and status of L2 teaching.
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Tilves Santiago, Darío, Carmén García Mateo, Soledad Torres Guijarro, Laura Docío Fernández, and José Luis Alba Castro. "Estudio de bases de datos para el reconocimiento automático de lenguas de signos." Hesperia: Anuario de Filología Hispánica 22 (March 13, 2020): 145–60. http://dx.doi.org/10.35869/hafh.v22i0.1658.
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Automatic sign language recognition (ASLR) is quite a complex task, not only for the difficulty of dealing with very dynamic video information, but also because almost every sign language (SL) can be considered as an under-resourced language when it comes to language technology. Spanish sign language (LSE) is one of those under-resourced languages. Developing technology for SSL implies a number of technical challenges that must be tackled down in a structured and sequential manner. In this paper, some problems of machine-learning- based ASLR are addressed. A review of publicly available datasets is given and a new one is presented. It is also discussed the current annotations methods and annotation programs. In our review of existing datasets, our main conclusion is that there is a need for more with high-quality data and annotations.
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Tilves Santiago, Darío, Carmén García Mateo, Soledad Torres Guijarro, Laura Docío Fernández, and José Luis Alba Castro. "Estudio de bases de datos para el reconocimiento automático de lenguas de signos." Hesperia: Anuario de Filología Hispánica 23 (March 13, 2020): 145–60. http://dx.doi.org/10.35869/hafh.v23i0.1658.
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Automatic sign language recognition (ASLR) is quite a complex task, not only for the difficulty of dealing with very dynamic video information, but also because almost every sign language (SL) can be considered as an under-resourced language when it comes to language technology. Spanish sign language (LSE) is one of those under-resourced languages. Developing technology for SSL implies a number of technical challenges that must be tackled down in a structured and sequential manner. In this paper, some problems of machine-learning- based ASLR are addressed. A review of publicly available datasets is given and a new one is presented. It is also discussed the current annotations methods and annotation programs. In our review of existing datasets, our main conclusion is that there is a need for more with high-quality data and annotations.
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Åsberg, Christer. "The Swedish Sign Language Project: Problems and Promises." Bible Translator 59, no. 2 (2008): 71–78. http://dx.doi.org/10.1177/026009350805900205.
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Hell, Anna, Anna-Lena Godhe, and Eva Wennås Brante. "Young L2-learners' meaning-making in engaging in computer-assisted language learning." EuroCALL Review 29, no. 1 (2021): 2. http://dx.doi.org/10.4995/eurocall.2021.12859.
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<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>
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Tiselius, Elisabet. "Exploring Cognitive Aspects of Competence in Sign Language Interpreting of Dialogues: First Impressions." HERMES - Journal of Language and Communication in Business, no. 57 (June 11, 2018): 49. http://dx.doi.org/10.7146/hjlcb.v0i57.106193.
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Sign language interpreting of dialogues shares many features with the interpreting of dialogues between non-signed languages. We argue that from a cognitive perspective in dialogue interpreting, despite some differences between the two types of interpreting, sign language interpreters use many of the same processes and handle similar challenges as interpreters between non-signed languages. We report on a first exploration of process differences in sign language interpreting between three novice and three experienced Swedish Sign Language interpreters. The informants all interpreted the same dialogue and made a retrospection of their interpreting immediately after the task. Retrospections were analyzed using tools for identifying reported processing problems, instances of monitoring, and strategy use (see Ivanova 1999). Furthermore, the interpreting products (both into Swedish Sign Language and into Swedish) and their differences were qualitatively analyzed. The results indicate that there are differences between the two groups, both in terms of the retrospective reports and in terms of the interpreting product. As expected, monitoring seems to be a factor determined by experience. The experienced interpreters seemed to have more efficient ways of handling turn taking and the internalization of new vocabulary. The study also concludes that to use instruments devised for simultaneous conference interpreting (Ivanova 1999; Tiselius 2013), the instruments need to be adapted to the dialogue setting, even though in the case of sign language interpreting the simultaneous interpreting technique is used even in dialogue interpreting.
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Kumarawadu, Priyantha, and Mohamad Izzath. "Sinhala Sign Language Recognition using Leap Motion and Deep Learning." March 2022 4, no. 1 (2022): 54–68. http://dx.doi.org/10.36548/jaicn.2022.1.004.
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A sign language recognition system for low-resource Sinhala Sign Language using Leap Motion (LM) and Deep Neural Networks (DNN) has been presented in this paper. The study extracts static and dynamic features of hand movements of Sinhala Sign Language (SSL) using a LM controller which acquires the position of the palm, radius of hand sphere and positions of five fingers, and the proposed system is tested with the selected 24 letters and 6 words. The experimental results prove that the proposed DNN model with an average testing accuracy of 89.2% outperforms a Naïve Bayes model with 73.3% testing accuracy and a Support Vector Machine (SVM) based model with 81.2% testing accuracy. Therefore, the proposed system which uses 3D non-contact LM Controller and machine learning model has a great potential to be an affordable solution for people with hearing impairment when they communicate with normal people in their day-to-day life in all service sectors.
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Cardin, Velia, Eleni Orfanidou, Lena Kästner, et al. "Monitoring Different Phonological Parameters of Sign Language Engages the Same Cortical Language Network but Distinctive Perceptual Ones." Journal of Cognitive Neuroscience 28, no. 1 (2016): 20–40. http://dx.doi.org/10.1162/jocn_a_00872.
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The study of signed languages allows the dissociation of sensorimotor and cognitive neural components of the language signal. Here we investigated the neurocognitive processes underlying the monitoring of two phonological parameters of sign languages: handshape and location. Our goal was to determine if brain regions processing sensorimotor characteristics of different phonological parameters of sign languages were also involved in phonological processing, with their activity being modulated by the linguistic content of manual actions. We conducted an fMRI experiment using manual actions varying in phonological structure and semantics: (1) signs of a familiar sign language (British Sign Language), (2) signs of an unfamiliar sign language (Swedish Sign Language), and (3) invented nonsigns that violate the phonological rules of British Sign Language and Swedish Sign Language or consist of nonoccurring combinations of phonological parameters. Three groups of participants were tested: deaf native signers, deaf nonsigners, and hearing nonsigners. Results show that the linguistic processing of different phonological parameters of sign language is independent of the sensorimotor characteristics of the language signal. Handshape and location were processed by different perceptual and task-related brain networks but recruited the same language areas. The semantic content of the stimuli did not influence this process, but phonological structure did, with nonsigns being associated with longer RTs and stronger activations in an action observation network in all participants and in the supramarginal gyrus exclusively in deaf signers. These results suggest higher processing demands for stimuli that contravene the phonological rules of a signed language, independently of previous knowledge of signed languages. We suggest that the phonological characteristics of a language may arise as a consequence of more efficient neural processing for its perception and production.
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Bomström Aho, Erika. "Reading in Language Introductory Program Classrooms in Sweden." Languages 7, no. 1 (2022): 36. http://dx.doi.org/10.3390/languages7010036.
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The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt’s compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL).
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Isaković, Ljubica, Tamara Kovačević, and Maja Srzić. "Sign languages: Then and now." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 293–314. http://dx.doi.org/10.5937/zrffp50-28925.
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A way of communication on an equal footing with oral and written speech is sign language. Oral speech is a common way of communication, written speech has, with the development of information technologies, been taking up more and more space. In a parallel with them, communication can also take place through sign language, which is, to deaf people, as well as to all those who use it, a natural, simple and easy way to communicate. Relationship towards sign language has changed significantly throughout history from acceptance and isolated use, to complete rejection, and then to encouraging its adoption and emphasizing its importance for the cognitive, emotional, educational, social, and general development of deaf children. Serbian Sign Language (SSL) serves deaf people in Serbia as a means for everyday communication, for expressing desires, willingness, for learning, for intellectual discussions, for expressing personal style. Although the standardization of the Serbian Sign Language was completed in 2015, even nowadays we may still find certain gestures of expression varying in different regions. Different countries have different sign languages that are not reciprocally understood in use. They are distinguished by their own grammar (semantics, morphology, and syntax), different from the grammar of spoken languages. The distinguishing and recognition of sign languages in the world has led to changes in the field of education of deaf children. In bilingual schools, children acquire both sign and spoken languages, and teachers know both of the mentioned languages. The importance of sign language in the education of deaf children is emphasized.
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Ortiz, Isabel de los Reyes Rodríguez. "Lipreading in the Prelingually Deaf: What makes a Skilled Speechreader?" Spanish Journal of Psychology 11, no. 2 (2008): 488–502. http://dx.doi.org/10.1017/s1138741600004492.
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Lipreading proficiency was investigated in a group of hearing-impaired people, all of them knowing Spanish Sign Language (SSL). The aim of this study was to establish the relationships between lipreading and some other variables (gender, intelligence, audiological variables, participants' education, parents' education, communication practices, intelligibility, use of SSL). The 32 participants were between 14 and 47 years of age. They all had sensorineural hearing losses (from severe to profound). The lipreading procedures comprised identification of words in isolation. The words selected for presentation in isolation were spoken by the same talker. Identification of words required participants to select their responses from set of four pictures appropriately labelled. Lipreading was significantly correlated with intelligence and intelligibility. Multiple regression analyses were used to obtain a prediction equation for the lipreading measures. As a result of this procedure, it is concluded that proficient deaf lipreaders are more intelligent and their oral speech was more comprehensible for others.
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Schönström, Krister. "Visual acquisition of Swedish in deaf children." Linguistic Approaches to Bilingualism 4, no. 1 (2014): 61–88. http://dx.doi.org/10.1075/lab.4.1.03sch.
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This article examines the Swedish L2 development of deaf children by testing the validity of Processability Theory on deaf learners of Swedish as an L2. The study is cross-sectional and includes written data from 38 pupils (grades 5 and 10) from a school for deaf and hearing-impaired pupils in Sweden. The primary language used by the pupils is Swedish Sign Language with Swedish being considered their L2. The Swedish data have been analyzed through the lens of Processability Theory (PT). The results show that the grammatical development of deaf learners is similar to hearing learners of Swedish as an L2. The results therefore suggest that PT is applicable even for deaf learners of L2 Swedish.
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Saleem, Muhammad Imran, Atif Siddiqui, Shaheena Noor, Miguel-Angel Luque-Nieto, and Enrique Nava-Baro. "A Machine Learning Based Full Duplex System Supporting Multiple Sign Languages for the Deaf and Mute." Applied Sciences 13, no. 5 (2023): 3114. http://dx.doi.org/10.3390/app13053114.
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This manuscript presents a full duplex communication system for the Deaf and Mute (D-M) based on Machine Learning (ML). These individuals, who generally communicate through sign language, are an integral part of our society, and their contribution is vital. They face communication difficulties mainly because others, who generally do not know sign language, are unable to communicate with them. The work presents a solution to this problem through a system enabling the non-deaf and mute (ND-M) to communicate with the D-M individuals without the need to learn sign language. The system is low-cost, reliable, easy to use, and based on a commercial-off-the-shelf (COTS) Leap Motion Device (LMD). The hand gesture data of D-M individuals is acquired using an LMD device and processed using a Convolutional Neural Network (CNN) algorithm. A supervised ML algorithm completes the processing and converts the hand gesture data into speech. A new dataset for the ML-based algorithm is created and presented in this manuscript. This dataset includes three sign language datasets, i.e., American Sign Language (ASL), Pakistani Sign Language (PSL), and Spanish Sign Language (SSL). The proposed system automatically detects the sign language and converts it into an audio message for the ND-M. Similarities between the three sign languages are also explored, and further research can be carried out in order to help create more datasets, which can be a combination of multiple sign languages. The ND-M can communicate by recording their speech, which is then converted into text and hand gesture images. The system can be upgraded in the future to support more sign language datasets. The system also provides a training mode that can help D-M individuals improve their hand gestures and also understand how accurately the system is detecting these gestures. The proposed system has been validated through a series of experiments resulting in hand gesture detection accuracy exceeding 95%.
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Mesch, Johanna. "Manual backchannel responses in signers' conversations in Swedish Sign Language." Language & Communication 50 (September 2016): 22–41. http://dx.doi.org/10.1016/j.langcom.2016.08.011.
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Schönström, Krister, and Johanna Mesch. "Second language acquisition of depicting signs." Language, Interaction and Acquisition 13, no. 2 (2022): 199–230. http://dx.doi.org/10.1075/lia.22005.sch.
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Abstract This paper concerns the acquisition of the sign lexicon in L2 learners of Swedish Sign Language. Sampled data (conversation and narrative retelling) from a longitudinal learner corpus with 16 adult L2 signers was analyzed and compared with data from nine L1 signers. The use of three broad types of signs was analyzed: lexical signs, partly-lexical signs (i.e. depicting signs) and non-lexical signs. The results revealed some differences between L1 and L2 signers, especially with regard to depicting signs. The number of depicting signs used by L2 learners increased over time, approaching the target language use. Qualitatively, we observed differences between L1 and L2 signers in their use of depicting signs, related to handshape choice and sign constructions. We discuss these findings in light of previous research linked to L2 vocabulary as well as the role of gestural knowledge in sign L2 acquisition.
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Bergman, Brita. "ON MOTIVATED SIGNS IN THE SWEDISH SIGN LANGUAGE1." Studia Linguistica 32, no. 1-2 (2008): 9–17. http://dx.doi.org/10.1111/j.1467-9582.1978.tb00323.x.
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Galván-Ruiz, Jesús, Carlos M. Travieso-González, Alejandro Pinan-Roescher, and Jesús B. Alonso-Hernández. "Robust Identification System for Spanish Sign Language Based on Three-Dimensional Frame Information." Sensors 23, no. 1 (2023): 481. http://dx.doi.org/10.3390/s23010481.
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Nowadays, according to the World Health Organization (WHO), of the world’s population suffers from a hearing disorder that makes oral communication with other people challenging. At the same time, in an era of technological evolution and digitization, designing tools that could help these people to communicate daily is the base of much scientific research such as that discussed herein. This article describes one of the techniques designed to transcribe Spanish Sign Language (SSL). A Leap Motion volumetric sensor has been used in this research due to its capacity to recognize hand movements in 3 dimensions. In order to carry out this research project, an impaired hearing subject has collaborated in the recording of 176 dynamic words. Finally, for the development of the research, Dynamic Time Warping (DTW) has been used to compare the samples and predict the input with an accuracy of 95.17%.
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Holmström, Ingela. "Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction." Journal of Language Teaching and Research 10, no. 4 (2019): 659. http://dx.doi.org/10.17507/jltr.1004.01.
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This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.
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Foster-Cohen, Susan. "CHILDREN'S LANGUAGE: VOLUME 9.Carolyn E. Johnson and John H. V. Gilberts (Eds.). Mahwah, NJ: Erlbaum, 1996. Pp. xii + 297. $59.95 cloth." Studies in Second Language Acquisition 20, no. 4 (1998): 596. http://dx.doi.org/10.1017/s0272263198224065.
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This eclectic volume represents a selection of 17 papers from the Seventh Congress of the International Association for the Study of Child Language held in Trieste in 1993. They cover a wide range of languages, including Swedish, Italian, German, Spanish, a group of Bantu languages, Polish, Sign Language of the Netherlands (SLN), Hebrew, American Sign Language (ASL), and English, and a wide range of topics and frameworks. Although almost all the papers can be mined by SLA researchers, I will mention five papers that might be of particular interest.
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Foisack, Elsa. "Deaf Children’s Concept Formation in Mathematics." Journal of Cognitive Education and Psychology 4, no. 3 (2005): 375–76. http://dx.doi.org/10.1891/194589505787382685.
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The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.
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Mesch, Johanna. "Variations in tactile signing – the case of one-handed signing." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (2011): 273–82. http://dx.doi.org/10.12697/jeful.2011.2.1.18.
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Tactile sign language is a variety of a national sign language. Tactile signing among persons with deafblindness also includes some minor variations. Early analyses of tactile Swedish Sign Language (e.g. Mesch 1998, 2001) show how interactants use both their hands in tactile communication in two different positions: dialogue position and monologue position. This paper examines the signing variations that partially or functionally blind signers encounter when using one hand to communicate with each other in a conversation dyad in what is one of the most advanced types of sign language communication. In tactile one-handed signing, the signer uses her right hand both for producing and receiving signs, while the addressee uses her left hand not only for receiving but also for producing signs after turn-taking, even though it is the non-dominant hand and, therefore, is not normally used to produce one-handed signs. In this study, conversation analysis was conducted on the discourse of four groups.The results show that some variations depend on the linguistic background of individuals and their everyday communication. A com-parative study of a two-handed and a one-handed system is then presented, focusing on issues of simplicity, flexibility, turn-taking, and feedback. Some results showing changes in the sign structures of both communication types are also presented
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Adami, Rebecca, and Liz Adams Lyngbäck. "Enabling multilingualism or disabling multilinguals? Interrogating linguistic discrimination in Swedish preschool policy." Human Rights Education Review 7, no. 1 (2024): 5–25. http://dx.doi.org/10.7577/hrer.5274.
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In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework. We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.
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Dahlbäck, Katharina, and Anna Lyngfelt. "Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11." Educare - vetenskapliga skrifter, no. 1 (August 16, 2019): 152–82. http://dx.doi.org/10.24834/educare.2017.1.8.
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The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimodality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Although people increasingly communicate by the use of different modalities in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of expression could be said to be marginalized. The study presented is a qualitative, comparative study based on close reading of curricula for the subject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are expected to learn, how this is told to be executed and why. Among the analysed curricula, the curriculum from 1980 (Lgr 80) represents an empirical, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the background. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual language. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibilities to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.