British Sign Language and Written English Literacy Practices. Ben Matthews, PhD Queen Margaret University Svenja Wurm Heriot-Watt University
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1 British Sign Language and Written English Literacy Practices Ben Matthews, PhD Queen Margaret University Svenja Wurm Heriot-Watt University
2 Format Intro Background of Deaf community and British Sign Language (BSL) Literacy Literacy Theory: autonomous vs. ideological models Plain English as a literacy practice Our project Discussion, conclusions, future directions
3 Pensions service what? More money!!! From a poster at a Deaf club.
4 Background on Deaf Community BSL: Different syntax and vocabulary to English Deaf community as a cultural & linguistic minority No geographic centre Deaf community is bilingual Average reading age 9 10 years (Deaf Communication Project, 2004)
5 School Deaf community and written English As point of contact with hearing people or within their own community To communicate at work with hearing colleagues , fax, text messaging Subtitles, food packages, street signs Kitchen table notes
6 Other literacy options No widely used, established writing system for BSL Recording sign languages Vlogs, e.g. Grumpy Old Deafies SignTube Code-mixing? BSL Gloss?
7 So what is meant by literacy?
8 Cognitive Model of Literacy Literacy as a skill Literacy encourages cognitive abilities Writing gives distance, permanency, abstraction & therefore logical thought Alphabetic writing captures language at the most basic level, is most accessible
9 Cognitive Model of Literacy Differences between literate and non-literate societies and individuals Literate = complex, non-literate = simple LITERACY = PROGRESS = DEVELOPMENT = ENLIGHTENMENT (Mike Baynham 1995: 52) Implication for Deaf community: Enlightenment is not from within their community or through their language.
10 Ideological Model of Literacy Against a Great Divide & Autonomous model Literacy in context cultural social ideological Literacy as practice e.g. Street 2003; Barton, Hamilton & Ivanič (eds) 2000; Baynham 1995
11 Literacies - Plural Different cultures have different literacy practices Literacy practices reflect existing ideas of knowledge and power (Street 1993 ed.) Dominant versus vernacular literacies
12 Literacy practices and the Deaf community Traditional autonomous model: Deaf people are lacking in literacy skills Ideological model: We can describe the literacy practices in use within and around the Deaf community, e.g. the use of plain English.
13 What is meant by Plain English?
14 Plain English (some guidance) Shorter sentences Less persiflage More Germanic vocabulary (& less Latinate) Active rather than passive voice Orwell (1946) The Plain English Campaign
15 Examples: But it s not so simple! Confusion over a class to teach everyday English Including a.m./p.m. when stating times. And
16 An SMS conversation A (hearing): I am in St Mary s* school car park. Are u in the school? B (deaf): Yes St Mary s R C school here? Wait 4 u. B [following a pause] : Yes Suggested text: I am in St Mary s car park. Where are you in the school? *pseudonym
17 Our project
18 Project summary Small funded project (50 hours) To compare elicited samples of plain English Letter writing task hearing audience (non-bsl users) Deaf audience (BSL users) Interviews with readers
19 The letters Administrator for Mr Cash Mr Cash helps people apply for the Disability Living Allowance (DLA) Background information on the process the DLA what people should bring
20 Participants: writers Two hearing BSL users (H1 & H2) H1: registered qualified interpreter. H2: has family ties to the Deaf community. One Deaf native signer (D1) Three hearing people recruited for comparison purposes students in the final year of a speech therapy course.
21 Participants: readers Two Deaf readers provided feedback R1: professional, BSL first language, attended Deaf School R2: professional, English first language, mainstream school, uses BSL regularly Interviewed for their opinions on two letters for Deaf audiences with most divergent strategies.
22 Word count for each letter Deaf Hearing D H H
23
24 H1 Samples of H1 & H2 s letter for a Deaf Audience I work at the Citizens Advice Bureau in Edinburgh. H2 Mr Cash is start a weekly meeting at local Citizen s Advice Bureau in Edinburgh.
25 More writing samples On the next slide H1: Use of concrete examples Use of numbered lists as opposed to continuous paragraphs
26 H1 s hearing letter: a statement written by someone known to the individual detailing the difficulties faced as a result of the disability H1 s Deaf letter: 1. A note to explain the difficulties of being Deaf, e.g. Communication difficulties. This note should be from someone who knows you, e.g. your Mother or Father, Teacher or Social Worker
27 Use of bold type to highlight important words in the sentence. Interpreters at all meetings you not need to arrange interpreter. (H2)
28 Results Summary Topic headings Visual cues: bold, underlining, all caps, numbering/bullet points Reduced information (as intro for face-to-face) Additional info given in BSL, later!!! More background on letter-writer More examples Loss of inflectional affixes & function words (H2)
29 Interviews Positive feedback: More concrete examples Appropriate lexical choices (although some could be improved) R1: not bothered about missing inflectional affixes R2: Plain English is English. H2 used BSL English Not appropriate in formal context Possibly OK in other contexts
30 Conclusions Grammaticality in English is not necessarily the main concern Shorter = Better Information is best delivered face-to-face, not in writing Writing practices are context-dependent Intended audience Level of formality Elicitation is a problematic approach
31 Next? Code-mixing Methodology questions for data collection Practices inside the community Authentic data
32 References Barton, David, Mary Hamilton, and Roz Ivanic (ed.) (2000) Situated Literacies: Reading and writing in context. London and New York: Routledge Baynham, Mike (1995) Literacy Practices. London and New York: Longman. Blackledge (2000) Power relations and the social construction of literacy and illiteracy : the experience of Bangladeshi women in Birmingham, in Martin-Jones, M. and Jones K. (eds.) Multi-lingual literacies. Amsterdam: John Benjamins Brien, D. Is there a deaf culture? in Gregory & Hartley (eds) Constructing Deafness (1991) London: Open University/Pinter. Brien, D. and Brennan, M. (1993) Dictionary of BSL. Faber & Faber: London. Damico, J., Nelson, R., Bryan, L. (2005) Literacy as a sociolinguistic process for clinical purposes in Ball, M. (ed.) Clinical Sociolinguistics. Oxford: Blackwell Goody, J. and Watt, I. (1968) The consequences of literacy, in Goody, J. (ed.) Literacy in Traditional Societies Cambridge University Press Goody, Jack and Ian Watt (1968) "The Consequences of Literacy, in Comparative Studies in Society and History, 5: , reprinted in Goody, Jack (ed.) Literacy in Traditional Societies. Cambridge: Cambridge University Press: Lane, H. (1984) When the Mind Hears: a History of the Deaf. New York: Random House
33 Ong, Walter (1982) Orality & Literacy: The Technologizing of the Word. London and New York: Routledge. Singleton, J., Morgan, D., DiGello, E., Wiles, J., and Rivers, R. (2004) Vocabulary use by low, moderate, and high ASL-proficient writers compared to hearing ESL and monolingual speakers. Journal of Deaf Studies and Deaf Eductation 9 (1): Street, Brian V. (ed.) (1993) Cambridge, New York and Melbourne: Cambridge University Press Street, Brian V. (2003) "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice." Current Issues in Comparative Education 5.2: Supalla, S., Wix, T., and McKee, C. (2001) Print as a primary source of English for Deaf learners, in Nicol, J. One mind, two languages: Bilingual language processing. Oxford: Blackwell Sutton-Spence, R. and Woll, B. (1999) The linguistics of BSL: An Introduction. Cambridge University Press.
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