Using data from American and Quebec Sign Languages, this article argues against linguistic theories that postulate either that a language has a basic order determined by universal principles or that there is a single universal order for all languages. Maintains that there are other means a language can use to indicate what elements combine…

Describes strategies used in a demonstration project monitoring teachers' use of Manually Coded English, American Sign Language, and pidgin signing in communicating with deaf students. Factors considered to influence teacher behavior included student characteristics, teacher training and certification, and support systems. (Author/CB)

Thirty children (ages 3-9) with deafness were asked to sign a story in American Sign Language. Qualitative differences were found between native and early signers on measures relating to the aspectual complexity of signs but not on measures relating to the complexity of the utterance. (Author/CR)

Summarizes research demonstrating advantages of using British Sign Language, Italian Sign Language, and American Sign Language (ASL) as a second language with young children. Reports a qualitative study to determine whether American kindergartners can achieve bilingual ability in English and ASL in one academic year through exposure to a native…

Testing of deaf readers' comprehension of relative clause structures in written English, signed English, and American Sign Language suggests that a specific syntactic disability does not differentiate good from poor deaf readers, but rather a processing deficit may underlie poor readers' comprehension difficulties. (Author/CB)

One hundred American Sign Language signs selected from sign vocabularies used with mentally retarded persons were rated for iconicity (the visual resemblance between a sign and the object or action it represents) by 20 college students, 12 deaf adults, and 20 first graders. (Author)

Provides an overview of the development of the "Gallaudet Dictionary of American Sign Language." Discusses obstacles faced in making the dictionary. (Author/VWL)

Points out the distinctions between descriptive and arbitrary systems for assigning name signs in American Sign Language, focusing on the linguistic properties and social factors of the arbitrary system. It is argued that, although both systems provide primary name signs for deaf children, only the arbitrary system is native. (Author/CB)

Argues that deaf individuals who sign and use the majority language regularly (in written form, for example) are bilingual and, because they must adapt to both the hearing and deaf worlds, are also bicultural. Implications for the bilingual and bicultural education of deaf children are discussed. (17 references) (JL)

This article on motivation in the form of signs focuses on the following: the nature of sign forms; iconic motivation; memorability; Ludic motivation; taxonomic motivation; and dimensions of information. (JL)

Discusses new technology in life safety lighting and exit signs that provides safer educational facilities at reduced costs. Exit sign light source cost comparisons are highlighted. (GR)

Discusses campus signage and the image it gives to visitors about the institution itself, as well as ways to evaluate existing sign systems to determine whether they are properly conveying the messages intended. How design, graphics, colors, logos, fabrication, and locations support the principal function of signs, not detract from them, are…

Focuses on the early career of the Deaf intellectual, Ferdinand Berthier. Berthier was a pioneer for deaf education and the use of sign language in the 1820s and 1830s. (Author/VWL)

Capacity limits in linguistic short-term memory (STM) are typically measured with forward span tasks in which participants are asked to recall lists of words in the order presented. Using such tasks, native signers of American Sign Language (ASL) exhibit smaller spans than native speakers ([Boutla, M., Supalla, T., Newport, E. L., & Bavelier, D.…

In this article the author focuses on drawing-related interaction among 5-6-year-old children in two Year One classes in Norwegian primary schools as they engage in teacher-initiated learning activities involving drawing. Inspired in particular by Gunther Kress' semiotic perspective on drawing, the author presents four interaction categories to…