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The acquisition of New Zealand Sign Language as a second language for students in an interpreting programme: the learners’ perspective
Abstract
This research study presents an investigation of interpreter trainees acquiring New Zealand Sign Language (NZSL) as a second language (L2) outside their formal classroom learning. This study was motivated firstly by a concern that a considerable reduction in learner and lecturer contact hours within an NZSL interpreting programme would compromise graduate NZSL competency, necessitating a compensatory approach predominantly in the context of the Deaf community. Secondly, the study attempts to address a marked gap in research related to L2 sign language learning from a socio-cultural perspective. Semi-structured interviews were conducted in a bilingual context (NZSL and English) in order to gain the ‘inside’ perspectives of six NZSL learners who had just completed a two-year Diploma in Sign Language Interpreting. The interviews sought to uncover the informal NZSL language learning opportunities used by the participants, especially within the social context of the Deaf community, and the individual learner strategies utilised by ‘good learners’ of NZSL. Interview data were transcribed and were analysed by employing qualitative methods. Coding of the data revealed a number of categories which were subsequently examined for salient themes relating to the research questions. The main findings of the study revolved around the significance of L2 learner access to social and material resources, especially within the Deaf socio-cultural context. Of particular significance was the enhancement of learner motivation and confidence as was the frequency and depth of interaction with Deaf people and degree of mediated NZSL learning from NZSL mentors. Of key importance were the social relationships and networks developed with L1 users, which facilitated access to an array of NZSL learning opportunities. Material language learning resources, such as NZSL video samples and equipment were also useful, when interaction with Deaf people was not possible due to heavy study demands, especially in the second year of the programme. Learner involvement in the Deaf community, particularly within Deaf social networks, resulted in significantly improved linguistic, pragmatic and socio-cultural competency. The findings of the study raise two main implications. Firstly, the study highlights the need for NZSL interpreting curriculum enrichment and the resourcing of the programme to foster learner autonomy. Secondly, to date there has been little research on adult L2 sign language learning outside the classroom context and the study may stimulate further studies of the acquisition of sign language as a second language. The study may also be of benefit to autonomous L2 sign language learners and stakeholders in sign language interpreting education around the world.
... Therefore, the proportion of face-on signed language input is likely to be higher for hearing L2 learners, with very little exposure to other viewing anglespossibly only from other learners in class. Even when attending deaf social events, hearing L2 learners struggle to follow rapid turn-taking and overlapping cross-talk, with greater problems the larger the discussion group 31 . ...
The impact of adverse listening conditions on spoken language perception is well established, but the role of suboptimal viewing conditions on signed language processing is less clear. Viewing angle, i.e. the physical orientation of a perceiver relative to a signer, varies in many everyday deaf community settings for L1 signers and may impact comprehension. Further, processing from various viewing angles may be more difficult for late L2 learners of a signed language, with less variation in sign input while learning. Using a semantic decision task in a distance priming paradigm, we show that British Sign Language signers are slower and less accurate to comprehend signs shown from side viewing angles, with L2 learners in particular making disproportionately more errors when viewing signs from side angles. We also investigated how individual differences in mental rotation ability modulate processing signs from different angles. Speed and accuracy on the BSL task correlated with mental rotation ability, suggesting that signers may mentally represent signs from a frontal view, and use mental rotation to process signs from other viewing angles. Our results extend the literature on viewpoint specificity in visual recognition to linguistic stimuli. The data suggests that L2 signed language learners should maximise their exposure to diverse signed language input, both in terms of viewing angle and other difficult viewing conditions to maximise comprehension.
... Additionally, gesture as a component of transfer may predict aptitude in L2 SL acquisition, and may also contribute to the creation of teaching strategies and methodologies to make use of learners' preexisting visual-spatial skills. Pivac (2009) investigated students who had acquired New Zealand Sign Language (NZSL) as a second language (L2) as part of their studies for a diploma in sign language interpreting. The study explored NZSL learning outside the classroom setting through semi-structured interviews in a bilingual context (NZSL and English) to uncover informal learning opportunities especially within the social context of the Deaf community, and individual learner strategies utilized by "good learners" of NZSL. ...
The recognition of sign languages (SLs) as fully grammatical languages has had as a consequence a growing interest in SLs and Deaf culture and a proliferation of SL teaching programs throughout Europe and North America.Keywords:bilingualism;second language acquisition;sign linguistics
The article discusses the background, scope and likely impact of the third official language in New Zealand - the New Zealand Sign Language (NZSL), which was established in April 2006. The Deaf community has struggled to exercise their citizenship and fought for and managed to succeed in making NZSL as an official language.
This volume gives an overview of the theory of motivation and applies it to practical skills and strategies, providing new insights into the field of motivational studies and its implications for second-language pedagogy.
The occurrence of a stroke in children and adolescents constitutes a rare, critical event that is associated with substantial morbidity and mortality. In addition to the individual suffering for the young patient and the medical burden for the affected family, a stroke is also associated with high follow-up costs for the health system because of the necessary long-term rehabilitative treatment. Establishing an early and prompt diagnosis is of great therapeutic importance. Because of the rarity of the illness and the plethora of clinical manifestations, diagnosis is often delayed. The most frequent clinical presentation is an acute focal-neurological deficit, usually in the form of hemiparesis, but headache, seizures or alteration of consciousness may also be seen. Nowadays, the prompt performance of diffusion-weighted, blood-sensitive magnetic resonance imaging (MRI) constitutes the gold standard. The most relevant risk factors for the occurrence of a stroke in this age cohort are vasculopathies, infections, pathological cardiac conditions or coagulopathies. Recurrence of stroke is dependent on the underlying risk factors. In a substantial percentage of patients, residual neurological deficits are seen.Owing to a lack of randomized controlled trials in children and adolescents with stroke, the optimal treatment approach is still under debate. In addition to anti-platelet medication and heparinization, systematic intravenous thrombolysis and endovascular thrombectomy are other potentially effective treatment options. The long-term prognosis in children is dependent on establishing a correct, early diagnosis.