Similarity and Diversity in European Sign Languages (5cr)

Evaluation scale

0-5

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.

Accomplishment methods

– In Phase A (40 h), students will do preparatory reading. Key texts to be read will
focus on (a) the development and current status of sign languages and sign
language linguistics and (b) on the systemic levels of phonology, morphology, and
syntax as applied to signed languages. There will be questions and tasks to guide
reading, and students will be expected to bring the results of their reflections to the
block seminar.
– Phase B is partly spread out over all three block seminars: Each block seminar in
Semester 1 will include practical language sessions (3 x 12 h = 36 h). These will
introduce students to significant aspects of FinSL, DGS, and BSK use and provide
opportunities for learning to apply sign language skills in situations of international
communication. Interactive application of communication skills and practical
receptive and productive language use will be emphasised. Exercises and practice
materials will relate to the history, culture, and social situation of the respective Deaf
communities. Following on from each of the three sets of practical language
sessions, students will have to complete an assignment which will focus on the
relationship between the relevant national sign language and International Sign
(assessed submissions).
– The remainder of Phase B (24 h) will take place during the German block seminar
and deals with linguistic issues from a more theoretical point of view. On the basis
of the preparatory reading, seminars will initially focus on the evolution and variation
of visual communication systems and introduce sign language linguistics as an
academic discipline. General systemic aspects will be discussed next (“How do the
concepts of phonology, morphology, and syntax apply to sign languages?”). The
second half of the block seminar will then focus on selected topics in the
morphology (such as plurality, tense, verb agreement, aspect, pronouns, classifiers)
and syntax (for instance, noun phrases, sentence types, negation, constructed
action) of sign languages. Throughout, the focus will be on clarifying analytically
relevant key concepts and comparing how these apply to different sign languages.
– During Phase C (50 h) students will work in pairs. Students in each pair should be
users of different sign languages. Each pair chooses one morphological or syntactic
issue to work on. Students will be asked to (a) clarify the chosen concept (e.g., tense, plurality, negation) with reference to spoken and signed languages, taking into account relevant approaches in the
linguistic literature;
(b) discuss and compare how the chosen concept is manifested in the two sign
languages, taking note of similarities and differences in language use;
(c) present their findings in a joint paper of 2.500–3.000 words that adheres to
standard academic conventions (assessed submission).
– There is no separate Phase D in this module, but efforts will be made to share
student findings, e.g. by posting abstracts of students papers or otherwise making
papers available to each other

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