Centre for Language and Communication Studies (Scholarly Publications)CLCS (Scholarly Publications)http://hdl.handle.net/2262/1662024-03-29T14:04:32Z2024-03-29T14:04:32ZBook review: Simultaneous Interpreting from a Signed into a Spoken Language: Quality, Cognitive Overload, and StrategiesHeyerick, Isabellehttp://hdl.handle.net/2262/1067472024-03-08T18:03:18Z2024-01-01T00:00:00ZBook review: Simultaneous Interpreting from a Signed into a Spoken Language: Quality, Cognitive Overload, and Strategies
Heyerick, Isabelle
PUBLISHED
2024-01-01T00:00:00ZSign Language Interpreting in IrelandLeeson, LorraineLynch, TeresaSheridan, Sarahhttp://hdl.handle.net/2262/1065622024-02-26T19:06:53Z2024-01-01T00:00:00ZSign Language Interpreting in Ireland
Leeson, Lorraine; Lynch, Teresa; Sheridan, Sarah
Stacey Webb, Jemina Napier, and Robert Adam
This chapter documents the development of sign language interpreting (SLI) education and research in Ireland. In 1994, the first cohort of interpreters graduated with a Diploma in Irish Sign Language (ISL)/English Interpreting . The funding for this initial training was provided by the European Union. State funding commenced in 2001, marking the establishment of the Centre for Deaf Studies (CDS) at Trinity College Dublin (TCD). These landmark outcomes were the result of sustained lobbying by the Irish deaf community and allies. As we will see, there were a number of intermittent steps which led to the formation of the CDS, including increased levels of societal and political awareness of ISL and recognition of the Irish deaf community.
2024-01-01T00:00:00ZIrish Sign Language: Ireland's Third LanguageLeeson, Lorrainehttp://hdl.handle.net/2262/1043532024-01-09T18:03:03Z2024-01-01T00:00:00ZIrish Sign Language: Ireland's Third Language
Leeson, Lorraine
TBC
Deaf people are typically multilingual and use multimodal resources, i.e. sign, writing and speech, for communication in their everyday lives (Quinto-Pozos & Adam 2013). This is due to the fact that only 5% of all deaf children are born into deaf families and thus acquire a sign language once they start attending a Deaf school and get into contact with Deaf culture (Woll et al. 2001, Woll & Ladd 2003). The same holds true for the approximately 5,000 members of the Irish Deaf community, consisting of Deaf, hard of hearing people, and their family and friends (Matthews 1996). Schooling and prevalent educational policies like oralism, stipulating the use of spoken language as medium of instruction up until the second half of the 20th century, have (had) a crucial impact not only on the use of Irish Sign Language (ISL), but also on its structure (cf. Mohr 2012). ISL, genetically descending from French Sign Language, is Ireland’s third native language and was legally acknowledged in the Irish Sign Language Bill passed by the Oireachtas in 2017 (The Irish Times 2017). Due to language contact, Irish English is visible in different contact phenomena in ISL, which are the focus of this chapter.
The abundance of language contact with ambient spoken languages results in a plethora of contact phenomena, such as borrowings of spoken words (e.g. Mohr 2012), code-blending of sign and speech (e.g. Emmorey et al. 2005) or fingerspellings and initialized signs, formed with the handshape of the first letter of the sign’s meaning in the ambient spoken language (e.g. Quinto-Pozos 2007). The chapter focuses on mouthings, fingerspellings and initialized signs, which have all been shown to be closely linked to gender variation in ISL, brought about by separate schooling and different educational practices in Irish deaf schools until the end of the 20th century (Matthews 1996, Le Master 1990, Leeson & Grehan 2004, Mohr 2012). Mouthings, for instance, have been shown to be a more frequent feature of female signing (Mohr 2012), in opposition to initialized signs, which are more frequent among men (Le Master 1990). This is closely linked to the separate male and female varieties of ISL that existed until the 1990s. The analysis presented in the chapter is based on the Signs of Ireland Corpus, a multimodal video corpus of ISL (Leeson 2008), consisting of data from 40 signers between 18 and 65 years of age, collected at 5 different locations in Ireland. The corpus has been extensively annotated over several years using the ELAN software tool developed by the Max Planck Institute for Psycholinguistics in Nijmegen.
Altogether, the chapter not only outlines the intricacies of language contact across the oral-aural and visual-gestural modalities in Ireland, but also depicts the dynamics of (educational) policies and social differences of language use in linguistic minority communities.
IN_PRESS; Cambridge
2024-01-01T00:00:00ZThe perceptual effects of aliasing distortion in glottal flow modellingGobl, ChristerWang, Zihanhttp://hdl.handle.net/2262/1042062023-11-29T03:02:44Z2023-01-01T00:00:00ZThe perceptual effects of aliasing distortion in glottal flow modelling
Gobl, Christer; Wang, Zihan
When modelling the glottal flow signal in a discrete-
time system, the aliasing distortion that is produced is
typically ignored. The assumption is that the percep-
tual effects are negligible if the sampling frequency is
sufficiently high. In this paper, we implement a
recently developed version of the LF model, which
eliminates aliasing distortion. By comparing it to the
standard application of the LF model, which
introduces aliasing distortion, we can explore if, and
to what extent, aliasing distortion is perceptible in the
modelled voice source signal. The results of a
listening test demonstrate that the aliasing distortion
is almost always perceptible, even when the sampling
frequency is relatively high. The perceptual artefacts
are very noticeable when the fundamental frequency
is high, particularly in combination with a tense voice
quality. In conclusion, therefore, if high-quality
modelling of the glottal flow signal is required,
aliasing-free source modelling is recommended.
2023-01-01T00:00:00Z