Opetussuunnitelmat

Objective

This module provides an introduction to the the international skills strand of the study
programme by enabling students to acquire first-hand knowledge of the national sign
languages of the three partner countries (FinSL, DGS, and BSL), providing opportunities
for making first steps in the use of International Sign, and securing a common basis in
sign language linguistics. The overall aim is to lead students to reflect upon similarities
and differences between various systems and forms of sign language use.
Practical language sessions will focus on highlighting significant lexical and grammatical
aspects of FinSL, DGS, and BSL, respectively, using International Sign as a mode of
communication and discussion. Practical language sessions will also provide
opportunities for learning about the linguistic communities of Deaf people in Finland,
Germany, and the UK.

Accompanying readings and seminars will clarify descriptive key concepts of sign
linguistics and establish a shared ground for reflecting similarities and differences in the
various sign languages involved and brought to the programme.

By providing first-hand experience with and guided theoretical reflection upon different
sign languages as well as allowing for a practical encounter with International Sign, the
module introduces a comparative linguistic perspective that paves the way for the
development of international skills in modules 2.1 (“Introducing International Sign”), 3.1
(“Translating between International Sign and English”) and 4.1 (“Interpreting between
English and International Sign”). Students will be made aware of formal and functional
aspects shared by many sign languages as well as identifying language specific
differences, and they will acquire the conceptual tools necessary to refer to and
describe relevant linguistic similarities and differences.

Content

– Significant lexical and grammatical aspects of FinSL, DGS, and BSL
– Basic communication skills in International Sign
– Basic facts about the history, culture, and social situation of the Finnish, German,
and British Deaf communities
– Significant lexical and grammatical aspects of FinSL, DGS, and BSL
– Basic communication skills in International Sign
– Basic facts about the history, culture, and social situation of the Finnish, German,
and British Deaf communities

Materials

Baker, A., B. van den Bogaerde, R. Pfau und T. Schermer (eds.). 2016. The Linguistics
of Sign Languages: An Introduction. Amsterdam und Philadelphia: John Benjamins.
Brentari, D. (ed.). 2010. Sign Languages. Cambridge Language Surveys. Cambridge:
Cambridge University Press.
Liddell, S. K. 2003. Grammar, Gesture, and Meaning in ASL. Cambridge: Cambridge
University Press.
Napier, J., and L. Leeson. 2016. Sign Language in Action. Basingstoke: Palgrave
Macmillan.
Nijen Twilhaar, J., and B. van den Bogaerde. 2016. Concise Lexicon for Sign
Linguistics. Amsterdam und Philadelphia: John Benjamins.
Pfau, R., M. Steinbach and B. Woll (eds). 2012. Sign Language: An International
Handbook. Berlin: Mouton de Gruyter.
Sandler, W., and D. Lillo-Martin (2006), Sign Language and Linguistic Universals.
Cambridge: Cambridge University Press.

Evaluation scale

0-5

Further information

Assessment methods
(1) Three language tasks: Applying International Sign to FinSL, DGS, and BSL sources
(3 x 15%); reassessment: resubmission of language task
(4) Coursework submission: academic paper (55%); reassessment: resubmission of academic paper with changed topic

Assessment criteria:
• Language tasks: Understanding of FinSL/DGS/BSL source (50%); adequate
application of International Sign (50%) %).
• Academic paper: Exposition of linguistic topic under consideration (20%); use of the
linguistic literature (20%); analysis and comparison of two sign languages (40%);
structure and organisation of the paper (10%); appropriate use of academic
conventions (10%).
The three language tasks relate to the stated learning outcomes that concern practical
language skills and language awareness. The coursework submission relates to the
stated learning outcomes that refer to linguistic knowledge, the application of linguistic
concepts, language awareness, target-oriented collaboration and academic writing