Gladys Tang
2020
Tang, Gladys; Thierfelder, Philip; Wigglesworth, Gillian
Sign phonological parameters modulate parafoveal preview effects in deaf readers Journal Article
In: Cognition, vol. 201, no. 4, 2020.
@article{Tang2020b,
title = {Sign phonological parameters modulate parafoveal preview effects in deaf readers},
author = {Gladys Tang and Philip Thierfelder and Gillian Wigglesworth},
doi = {10.1016/j.cognition.2020.104286},
year = {2020},
date = {2020-08-01},
journal = {Cognition},
volume = {201},
number = {4},
abstract = {Research has found that deaf readers unconsciously activate sign translations of written words while reading. However, the ways in which different sign phonological parameters associated with these sign translations tie into reading processes have received little attention in the literature. In this study on Chinese reading, we used a parafoveal preview paradigm to investigate how four different types of sign phonologically related preview affect reading processes in adult deaf signers of Hong Kong Sign Language (HKSL). The four types of sign phonologically related preview-target pair were: (1) pairs with HKSL translations that overlapped in three parameters-handshape, location, and movement; (2) pairs that overlapped in only handshape and location; (3) pairs that only overlapped in handshape and movement; and (4) pairs that only overlapped in location and movement. Results showed that the handshape parameter was of particular importance as only sign translation pairs that had handshape among their overlapping sign phonological parameters led to early sign activation. Furthermore, we found that, compared to control previews, deaf readers took longer to read targets when the sign translation previews overlapped with targets in either handshape and movement or handshape, movement, and location. In contrast, fixation times on targets were shorter when previews and targets overlapped location and any single additional parameter-either handshape or movement. These results indicate that the phono-logical parameters of handshape, location, and movement are activated via orthography during Chinese reading and can have different effects on parafoveal processing in deaf signers of HKSL.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Research has found that deaf readers unconsciously activate sign translations of written words while reading. However, the ways in which different sign phonological parameters associated with these sign translations tie into reading processes have received little attention in the literature. In this study on Chinese reading, we used a parafoveal preview paradigm to investigate how four different types of sign phonologically related preview affect reading processes in adult deaf signers of Hong Kong Sign Language (HKSL). The four types of sign phonologically related preview-target pair were: (1) pairs with HKSL translations that overlapped in three parameters-handshape, location, and movement; (2) pairs that overlapped in only handshape and location; (3) pairs that only overlapped in handshape and movement; and (4) pairs that only overlapped in location and movement. Results showed that the handshape parameter was of particular importance as only sign translation pairs that had handshape among their overlapping sign phonological parameters led to early sign activation. Furthermore, we found that, compared to control previews, deaf readers took longer to read targets when the sign translation previews overlapped with targets in either handshape and movement or handshape, movement, and location. In contrast, fixation times on targets were shorter when previews and targets overlapped location and any single additional parameter-either handshape or movement. These results indicate that the phono-logical parameters of handshape, location, and movement are activated via orthography during Chinese reading and can have different effects on parafoveal processing in deaf signers of HKSL.
Tang, Gladys; Thierfelder, Philip; Wigglesworth, Gillian
Author accepted manuscript: Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study Journal Article
In: Quarterly Journal of Experimental Psychology, vol. 73, no. 12, pp. 2217-2235, 2020.
@article{Tang2020,
title = {Author accepted manuscript: Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study},
author = {Gladys Tang and Philip Thierfelder and Gillian Wigglesworth},
doi = {10.1177/1747021820940223},
year = {2020},
date = {2020-06-22},
journal = {Quarterly Journal of Experimental Psychology},
volume = {73},
number = {12},
pages = {2217-2235},
abstract = {We used an error disruption paradigm to investigate how deaf readers from Hong Kong, who had varying levels of reading fluency, use orthographic, phonological, and mouth-shape-based (i.e., "visemic") codes during Chinese sentence reading while also examining the role of contextual information in facilitating lexical retrieval and integration. Participants had their eye movements recorded as they silently read Chinese sentences containing orthographic, homophonic, homovisemic, or unrelated errors. Sentences varied in terms of how much contextual information was available leading up to the target word. Fixation time analyses revealed that in early fixation measures, deaf readers activated word meanings primarily through orthographic representations. However, in contexts where targets were highly predictable, fixation times on homophonic errors decreased relative to those on unrelated errors, suggesting that higher levels of contextual predictability facilitated early phonological activation. In the measure of total reading time, results indicated that deaf readers activated word meanings primarily through orthographic representations, but they also appeared to activate word meanings through visemic representations in late error recovery processes. Examining the influence of reading fluency level on error recovery processes, we found that, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels could more quickly resolve homophonic and orthographic errors in the measures of gaze duration and total reading time, respectively. We conclude with a discussion of the theoretical implications of these findings as they relate to the lexical quality hypothesis and the dual-route cascaded model of reading by deaf adults.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We used an error disruption paradigm to investigate how deaf readers from Hong Kong, who had varying levels of reading fluency, use orthographic, phonological, and mouth-shape-based (i.e., "visemic") codes during Chinese sentence reading while also examining the role of contextual information in facilitating lexical retrieval and integration. Participants had their eye movements recorded as they silently read Chinese sentences containing orthographic, homophonic, homovisemic, or unrelated errors. Sentences varied in terms of how much contextual information was available leading up to the target word. Fixation time analyses revealed that in early fixation measures, deaf readers activated word meanings primarily through orthographic representations. However, in contexts where targets were highly predictable, fixation times on homophonic errors decreased relative to those on unrelated errors, suggesting that higher levels of contextual predictability facilitated early phonological activation. In the measure of total reading time, results indicated that deaf readers activated word meanings primarily through orthographic representations, but they also appeared to activate word meanings through visemic representations in late error recovery processes. Examining the influence of reading fluency level on error recovery processes, we found that, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels could more quickly resolve homophonic and orthographic errors in the measures of gaze duration and total reading time, respectively. We conclude with a discussion of the theoretical implications of these findings as they relate to the lexical quality hypothesis and the dual-route cascaded model of reading by deaf adults.
Tang, Gladys; Adam, Robert; Simpson, Karen
Educating bilingual and multilingual deaf children in the 21st century Book Chapter
In: Chapter 10, pp. 183–204, John Benjamins Publishing Company, 2020.
@inbook{Tang2020bb,
title = {Educating bilingual and multilingual deaf children in the 21st century},
author = {Gladys Tang and Robert Adam and Karen Simpson},
doi = {10.1075/tilar.25.10tan},
year = {2020},
date = {2020-02-15},
pages = {183–204},
publisher = {John Benjamins Publishing Company},
chapter = {10},
abstract = {This chapter offers an overview of sign bilingual education and some of the complex issues and challenges that impacted the evolution of sign bilingual practices in Europe, Australia and Asia. One such challenge is the promotion of inclusive education in recent years, which triggers a new thinking of partnering sign bilingualism with co-enrolment education for deaf and hearing children. The chapter ends with a summary of factors surrounding the future development of sign bilingual education, from the perspective of empirical research and pedagogy.},
type = {inbook},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
This chapter offers an overview of sign bilingual education and some of the complex issues and challenges that impacted the evolution of sign bilingual practices in Europe, Australia and Asia. One such challenge is the promotion of inclusive education in recent years, which triggers a new thinking of partnering sign bilingualism with co-enrolment education for deaf and hearing children. The chapter ends with a summary of factors surrounding the future development of sign bilingual education, from the perspective of empirical research and pedagogy.
Tang, Gladys; Sze, Felix; Woodward, James; Lee, Jafi
Postsecondary Education for Nurturing Deaf Professionals in Sign Linguistics in the Asia–Pacific Region Journal Article
In: Sign Language Studies, vol. 21, no. 1, pp. 137-167, 2020.
@article{Tang2020bb,
title = {Postsecondary Education for Nurturing Deaf Professionals in Sign Linguistics in the Asia–Pacific Region},
author = {Gladys Tang and Felix Sze and James Woodward and Jafi Lee},
doi = {10.1353/sls.2020.0031},
year = {2020},
date = {2020-01-01},
journal = {Sign Language Studies},
volume = {21},
number = {1},
pages = {137-167},
abstract = {The past decades have witnessed a growing recognition of sign language in Deaf communities as a human right and its significance in enhancing the educational prospect and social well-being of Deaf people. Alongside this global awareness is a surging demand for expertise in sign language documentation, analysis, teaching, and interpretation. As sign languages have been under century-long suppressions due to the abounding misconceptions among both Deaf and hearing people, it is of paramount importance to nurture Deaf professionals in sign language linguistics and applied linguistics to ensure that the campaigns for sign language promotion are geared in directions that can truly benefit the Deaf communities. Nonetheless, Deaf people worldwide, particularly in developing countries, face the problem of low academic attainments which bar them from receiving tertiary education in sign language-related fields. One possible solution is to establish a bridging program at the postsecondary level to equip potentially Deaf individuals with foundational training in sign linguistics which allows them to further tertiary education and engage in local sign language promotional works. With this goal in mind, the Centre for Sign Linguistics and Deaf Studies (CSLDS) at the Chinese University of Hong Kong (CUHK) set up the Asia-Pacific Sign Linguistics Research and Training Program (the APSL Program) with funding from the Nippon Foundation in 2003. Since its inception, the APSL Program has gone through several phases of development. This article documents the objectives, educational philosophy and curriculum design of the APSL Program, and evaluates its outcomes from the perspective of the participants and their subsequent education and career development in their own countries. It is hoped that our experiences gained through the implementation of the Program and the challenges we faced in the process would offer insights for institutions or organizations which are considering setting up similar training programs for Deaf people in the future.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The past decades have witnessed a growing recognition of sign language in Deaf communities as a human right and its significance in enhancing the educational prospect and social well-being of Deaf people. Alongside this global awareness is a surging demand for expertise in sign language documentation, analysis, teaching, and interpretation. As sign languages have been under century-long suppressions due to the abounding misconceptions among both Deaf and hearing people, it is of paramount importance to nurture Deaf professionals in sign language linguistics and applied linguistics to ensure that the campaigns for sign language promotion are geared in directions that can truly benefit the Deaf communities. Nonetheless, Deaf people worldwide, particularly in developing countries, face the problem of low academic attainments which bar them from receiving tertiary education in sign language-related fields. One possible solution is to establish a bridging program at the postsecondary level to equip potentially Deaf individuals with foundational training in sign linguistics which allows them to further tertiary education and engage in local sign language promotional works. With this goal in mind, the Centre for Sign Linguistics and Deaf Studies (CSLDS) at the Chinese University of Hong Kong (CUHK) set up the Asia-Pacific Sign Linguistics Research and Training Program (the APSL Program) with funding from the Nippon Foundation in 2003. Since its inception, the APSL Program has gone through several phases of development. This article documents the objectives, educational philosophy and curriculum design of the APSL Program, and evaluates its outcomes from the perspective of the participants and their subsequent education and career development in their own countries. It is hoped that our experiences gained through the implementation of the Program and the challenges we faced in the process would offer insights for institutions or organizations which are considering setting up similar training programs for Deaf people in the future.
2019
Tang, Gladys; Lau, Tammy HM; Lee, Kathy YS; Lam, Emily YC; Lam, Joffee HS; Yiu, Chris KM
Oral Language Performance of Deaf and Hard-of- Hearing Students in Mainstream Schools Journal Article
In: Journal of Deaf Studies and Deaf Education, vol. 24, no. 4, pp. 448-458, 2019.
@article{Tang2019b,
title = {Oral Language Performance of Deaf and Hard-of- Hearing Students in Mainstream Schools},
author = {Gladys Tang and Tammy HM Lau and Kathy YS Lee and Emily YC Lam and Joffee HS Lam and Chris KM Yiu},
doi = {10.1093/deafed/enz012},
year = {2019},
date = {2019-10-01},
journal = {Journal of Deaf Studies and Deaf Education},
volume = {24},
number = {4},
pages = {448-458},
abstract = {In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.
Tang, Gladys; Yiu, Chris Kun-man; Ho, Chloe Chi-man
Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context Book Chapter
In: pp. 83-106, Oxford University Press, 2019, ISBN: 9780190912994.
@inbook{Tang2019,
title = {Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context},
author = {Gladys Tang and Chris Kun-man Yiu and Chloe Chi-man Ho},
doi = {10.1093/oso/9780190912994.001.0001},
isbn = {9780190912994},
year = {2019},
date = {2019-05-01},
pages = {83-106},
publisher = {Oxford University Press},
abstract = {Recent advancement in sign linguistics and sign language acquisition research has enabled us to reconsider the role that sign language may play in bringing up deaf and hard-of-hearing (DHH) children. The education approach of sign bilingualism and co-enrollment (SLCO) has been implemented in Hong Kong for over 10 years and aims to promote social integration and academic attainment of DHH children in an inclusive setting. Four key ingredients have been identified as essential for the SLCO approach: (1) a whole-school approach toward promoting deaf–hearing collaboration; (2) deaf individuals’ involvement in school practices, especially deaf–hearing co-teaching practices in the SLCO classroom; (3) an enriched linguistic context to support bimodal bilingual development of DHH and hearing students; and (4) DHH and hearing students’ active participation in school and social activities. This chapter summarizes how these four factors contribute to the whole-school development toward deaf–hearing collaboration.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Recent advancement in sign linguistics and sign language acquisition research has enabled us to reconsider the role that sign language may play in bringing up deaf and hard-of-hearing (DHH) children. The education approach of sign bilingualism and co-enrollment (SLCO) has been implemented in Hong Kong for over 10 years and aims to promote social integration and academic attainment of DHH children in an inclusive setting. Four key ingredients have been identified as essential for the SLCO approach: (1) a whole-school approach toward promoting deaf–hearing collaboration; (2) deaf individuals’ involvement in school practices, especially deaf–hearing co-teaching practices in the SLCO classroom; (3) an enriched linguistic context to support bimodal bilingual development of DHH and hearing students; and (4) DHH and hearing students’ active participation in school and social activities. This chapter summarizes how these four factors contribute to the whole-school development toward deaf–hearing collaboration.
2018
Tang, Gladys; Sze, Felix
R-impersonals in Hong Kong Sign Language Journal Article
In: Sign Language & Linguistics, vol. 21, no. 2, pp. 284-306, 2018.
@article{Tang2018,
title = {R-impersonals in Hong Kong Sign Language},
author = {Gladys Tang and Felix Sze},
doi = {10.1075/sll.00021.sze},
year = {2018},
date = {2018-12-31},
journal = {Sign Language & Linguistics},
volume = {21},
number = {2},
pages = {284-306},
abstract = {This paper discusses R-impersonals in Hong Kong Sign Language (HKSL). As evidenced in our questionnaire and conversation data, R-impersonals in HKSL typically make use of null forms, the non-specific indefinite determiner (i.e., one det-path (someone)/ one det-path (anyone)), distinguished by non-manual markers), and, occasionally, the Chinese character sign human/person . HKSL does not show impersonal uses of personal pronouns (e.g., they, you ) which are commonly found in spoken languages. The nominal strategies are determined by the contexts and the referential properties of the impersonal referents, and they differ in the use of space in representing the impersonal referents in subsequent discourse. R-impersonal referents encoded by one det-path (someone)/ one det-path (anyone) are associated with an area of the upper part of the ipsilateral side of the signing space, but they can still be assigned to a specific locus if the subsequent discourse requires locative information. Impersonal referents introduced by null forms or the Chinese character sign human/person are typically not spatially anchored.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This paper discusses R-impersonals in Hong Kong Sign Language (HKSL). As evidenced in our questionnaire and conversation data, R-impersonals in HKSL typically make use of null forms, the non-specific indefinite determiner (i.e., one det-path (someone)/ one det-path (anyone)), distinguished by non-manual markers), and, occasionally, the Chinese character sign human/person . HKSL does not show impersonal uses of personal pronouns (e.g., they, you ) which are commonly found in spoken languages. The nominal strategies are determined by the contexts and the referential properties of the impersonal referents, and they differ in the use of space in representing the impersonal referents in subsequent discourse. R-impersonal referents encoded by one det-path (someone)/ one det-path (anyone) are associated with an area of the upper part of the ipsilateral side of the signing space, but they can still be assigned to a specific locus if the subsequent discourse requires locative information. Impersonal referents introduced by null forms or the Chinese character sign human/person are typically not spatially anchored.
Tang, Gladys; Li, Jia
Corrigendum: Acquisition of Classifier Constructions in HKSL by Bimodal Bilingual Deaf Children of Hearing Parents Journal Article
In: Frontiers in Psychology, vol. 9, 2018.
@article{Tang2018b,
title = {Corrigendum: Acquisition of Classifier Constructions in HKSL by Bimodal Bilingual Deaf Children of Hearing Parents},
author = {Gladys Tang and Jia Li},
doi = {10.3389/fpsyg.2018.01637},
year = {2018},
date = {2018-09-19},
journal = {Frontiers in Psychology},
volume = {9},
abstract = {In the original article, we neglected to include the funder CUHK-Faculty of Arts, The Publication Subvention Fund to Gladys WL Tang. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In the original article, we neglected to include the funder CUHK-Faculty of Arts, The Publication Subvention Fund to Gladys WL Tang. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way.
2017
Tang, Gladys
Sign Bilingualism in Deaf Education Book Chapter
In: pp. 191-203, Springer, Cham, 2017, ISBN: 978-3-319-02257-4.
@inbook{Tang2017,
title = {Sign Bilingualism in Deaf Education},
author = {Gladys Tang},
doi = {10.1007/978-3-319-02258-1_35},
isbn = {978-3-319-02257-4},
year = {2017},
date = {2017-01-01},
pages = {191-203},
publisher = {Springer, Cham},
abstract = {In recent decades, empirical evidence from sign linguistics research has confirmed the natural language properties of sign languages used by Deaf members of the society. One consequence is to reintroduce sign language into the classroom for the deaf, to rectify the ban on sign language and Deaf teachers during the Milan Congress in 1880. Such a move led to the establishment of sign bilingualism in educating deaf and hard-of-hearing (DHH) students in deaf school settings. However, development of this approach constantly faces the challenge of oralism (i.e., the use of oral language with residual hearing only) supported by advanced assistive hearing devices until today, regardless of educational settings. This chapter addresses the combined effects of adopting sign bilingualism and co-enrollment in regular school settings where DHH and hearing students are supported by the collaborative teaching of a hearing teacher and a Deaf teacher in a bimodal bilingual fashion.},
type = {inbook},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
In recent decades, empirical evidence from sign linguistics research has confirmed the natural language properties of sign languages used by Deaf members of the society. One consequence is to reintroduce sign language into the classroom for the deaf, to rectify the ban on sign language and Deaf teachers during the Milan Congress in 1880. Such a move led to the establishment of sign bilingualism in educating deaf and hard-of-hearing (DHH) students in deaf school settings. However, development of this approach constantly faces the challenge of oralism (i.e., the use of oral language with residual hearing only) supported by advanced assistive hearing devices until today, regardless of educational settings. This chapter addresses the combined effects of adopting sign bilingualism and co-enrollment in regular school settings where DHH and hearing students are supported by the collaborative teaching of a hearing teacher and a Deaf teacher in a bimodal bilingual fashion.
2016
Tang, Gladys; çat, Mustafa
Code-blending of functional heads in Hong Kong Sign Language and Cantonese: A case study Journal Article
In: Bilingualism: Language and Cognition, vol. 1, no. 4, pp. 1-28, 2016.
@article{Tang2016,
title = {Code-blending of functional heads in Hong Kong Sign Language and Cantonese: A case study},
author = {Gladys Tang and Mustafa çat},
doi = {10.1017/S1366728915000747},
year = {2016},
date = {2016-02-09},
journal = {Bilingualism: Language and Cognition},
volume = {1},
number = {4},
pages = {1-28},
abstract = {In analyzing code-switching in spoken languages, Chan (2003, 2008) proposes that only functional heads with their associated language determine the order of the complement. In this paper, we examine whether Chan's analysis can account for code-blending in Hong Kong Sign Language (HKSL) and Cantonese by a deaf child (2;0.26–6;6.26) and three deaf adult native signers. HKSL and Cantonese differ in head directionality so far as the functional elements of modals, negators, and auxiliaries are concerned. They are head-final in HKSL but head-initial in Cantonese. The HKSL–Cantonese code-blending data in this study largely conform to Chan's analysis, where the order of the complement is determined by which language the functional head appears in. However, code-blending the functional heads of a similar category in both languages leads to either order of the complement. Also, the deaf child's apparent violations of adult HKSL grammar reveal crosslinguistic influence from Cantonese to HKSL during code-blending.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In analyzing code-switching in spoken languages, Chan (2003, 2008) proposes that only functional heads with their associated language determine the order of the complement. In this paper, we examine whether Chan's analysis can account for code-blending in Hong Kong Sign Language (HKSL) and Cantonese by a deaf child (2;0.26–6;6.26) and three deaf adult native signers. HKSL and Cantonese differ in head directionality so far as the functional elements of modals, negators, and auxiliaries are concerned. They are head-final in HKSL but head-initial in Cantonese. The HKSL–Cantonese code-blending data in this study largely conform to Chan's analysis, where the order of the complement is determined by which language the functional head appears in. However, code-blending the functional heads of a similar category in both languages leads to either order of the complement. Also, the deaf child's apparent violations of adult HKSL grammar reveal crosslinguistic influence from Cantonese to HKSL during code-blending.
2015
Tang, Gladys
Bimodal Bilingualism: Factors yet to be explored Journal Article
In: Bilingualism: Language and Cognition, vol. 19, no. 2, pp. 1-2, 2015.
@article{Tang2015,
title = {Bimodal Bilingualism: Factors yet to be explored},
author = {Gladys Tang},
doi = {10.1017/S1366728915000589},
year = {2015},
date = {2015-10-06},
journal = {Bilingualism: Language and Cognition},
volume = {19},
number = {2},
pages = {1-2},
abstract = {Recent years have seen increasing research into bimodal bilingualism from a variety of paradigms such as bilingual acquisition, language processing, neural systems, and cognitive skills, with the underlying assumption that successful bimodal bilingualism entails the knowledge representations and processing of two grammars each of which via a distinct modality, auditory-oral versus visual-gestural. As such, it opens up an arena of cutting-edge research enabling comparisons of the linguistic and cognitive effects of monolingualism versus bilingualism, as well as unimodal bilingualism versus bimodal bilingualism.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent years have seen increasing research into bimodal bilingualism from a variety of paradigms such as bilingual acquisition, language processing, neural systems, and cognitive skills, with the underlying assumption that successful bimodal bilingualism entails the knowledge representations and processing of two grammars each of which via a distinct modality, auditory-oral versus visual-gestural. As such, it opens up an arena of cutting-edge research enabling comparisons of the linguistic and cognitive effects of monolingualism versus bilingualism, as well as unimodal bilingualism versus bimodal bilingualism.
Tang, Gladys; Yiu, Chris Kun-Man; Lam, Scholastica
In: pp. 117-148, Oxford Scholarship Online, 2015, ISBN: 9780190215194.
@inbook{Tang2015b,
title = {Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students Learning in a Sign Bilingual and Co-enrollment Setting},
author = {Gladys Tang and Chris Kun-Man Yiu and Scholastica Lam},
doi = {10.1093/acprof:oso/9780190215194.003.0006},
isbn = {9780190215194},
year = {2015},
date = {2015-08-01},
pages = {117-148},
publisher = {Oxford Scholarship Online},
abstract = {This chapter reports on a study that explored whether severely and profoundly deaf students studying in a sign bilingual and co-enrollment environment were aware of the existence of two forms of signing—Hong Kong Sign Language (HKSL) and manually coded Chinese (MCC)—in the learning environment, and how they differentiated one form of signing from the other. To investigate this issue, we recruited 18 severe to profoundly deaf students studying in this environment to participate in a language differentiation task, a questionnaire survey, and a focus group discussion. Results showed that there was growing language awareness between HKSL and MCC among the students, and their language differentiation ability was correlated with HKSL but not Cantonese or written Chinese proficiency. Data from the other two tasks found interesting preferences for communication modes in class, subject to the hearing status of the teachers as well as pedagogical motivations.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
This chapter reports on a study that explored whether severely and profoundly deaf students studying in a sign bilingual and co-enrollment environment were aware of the existence of two forms of signing—Hong Kong Sign Language (HKSL) and manually coded Chinese (MCC)—in the learning environment, and how they differentiated one form of signing from the other. To investigate this issue, we recruited 18 severe to profoundly deaf students studying in this environment to participate in a language differentiation task, a questionnaire survey, and a focus group discussion. Results showed that there was growing language awareness between HKSL and MCC among the students, and their language differentiation ability was correlated with HKSL but not Cantonese or written Chinese proficiency. Data from the other two tasks found interesting preferences for communication modes in class, subject to the hearing status of the teachers as well as pedagogical motivations.
2014
Tang, Gladys; Tang, Gladys; Knoors, Harry
Bilingualism and Bilingual Deaf Education Book
Oxford University Press, NY, 2014, ISBN: 978-0-19-937181-5.
@book{Tang2014,
title = {Bilingualism and Bilingual Deaf Education},
author = {Gladys Tang and Gladys Tang and Harry Knoors},
doi = {10.1093/acprof:oso/9780199371815.003.0001},
isbn = {978-0-19-937181-5},
year = {2014},
date = {2014-07-01},
publisher = {Oxford University Press, NY},
abstract = {In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
Tang, Gladys; Marschark, Marc; Knoors, Harry
Perspectives on Bilingualism and Bilingual Education for Deaf Learners Book Chapter
In: pp. 445-476, Oxford University Press, USA, 2014, ISBN: 9780199371815.
@inbook{Tang2014b,
title = {Perspectives on Bilingualism and Bilingual Education for Deaf Learners},
author = {Gladys Tang and Marc Marschark and Harry Knoors},
doi = {10.1093/acprof:oso/9780199371815.003.0018},
isbn = {9780199371815},
year = {2014},
date = {2014-06-30},
urldate = {2014-06-30},
pages = {445-476},
publisher = {Oxford University Press, USA},
abstract = {Writing the concluding chapter of an edited book has advantages and disadvantages. One advantage, of course, is that having read the various contributions multiple times, we have the opportunity to bring together their common threads while noting theoretical and empirical differences. One disadvantage is that having read the various contributions multiple times, we have the challenge of bringing together their common threads while accommodating their theoretical and empirical differences. Some of the more obvious differences among the contributors, at least in this volume, are the result of their diverse disciplinary backgrounds, including linguistics,(deaf) education, psychology, child development, and others. Anyone familiar with deaf education also will understand that in a group of contributors of this size, beyond personal and professional interests in the various facets of deaf studies, language, and education, there are also going to be philosophical differences with regard to raising and educating deaf children and the language (s) involved in doing so. Our goal in this chapter therefore is to bring all of these perspectives and findings together, if not into a set of unequivocal, mutually agreeable conclusions, at least into a coherent whole that moves us forward in both research and practice. In part because of the international and interdisciplinary nature of this book’s contributors, there is both overlap and disjunction among the various chapters.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Writing the concluding chapter of an edited book has advantages and disadvantages. One advantage, of course, is that having read the various contributions multiple times, we have the opportunity to bring together their common threads while noting theoretical and empirical differences. One disadvantage is that having read the various contributions multiple times, we have the challenge of bringing together their common threads while accommodating their theoretical and empirical differences. Some of the more obvious differences among the contributors, at least in this volume, are the result of their diverse disciplinary backgrounds, including linguistics,(deaf) education, psychology, child development, and others. Anyone familiar with deaf education also will understand that in a group of contributors of this size, beyond personal and professional interests in the various facets of deaf studies, language, and education, there are also going to be philosophical differences with regard to raising and educating deaf children and the language (s) involved in doing so. Our goal in this chapter therefore is to bring all of these perspectives and findings together, if not into a set of unequivocal, mutually agreeable conclusions, at least into a coherent whole that moves us forward in both research and practice. In part because of the international and interdisciplinary nature of this book’s contributors, there is both overlap and disjunction among the various chapters.
Tang, Gladys; Yiu, Kun-mim Chris
Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment Book Chapter
In: pp. 313-341, Oxford University Press, 2014, ISBN: 9780199371815.
@inbook{Tang2014bb,
title = {Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment},
author = {Gladys Tang and Kun-mim Chris Yiu},
doi = {10.1093/acprof:oso/9780199371815.003.0014},
isbn = {9780199371815},
year = {2014},
date = {2014-06-30},
urldate = {2014-06-30},
pages = {313-341},
publisher = {Oxford University Press},
abstract = {Recent advancement in research on sign linguistics and sign language acquisition has enabled us to reconsider the possibility that signed language may partner with spoken language in supporting the linguistic, cognitive, and psychosocial development of deaf and hard-of-hearing (DHH) children. As such, sign bilingual programming has been promoted to maximize the educational opportunities of DHH students and their literacy development (Grosjean, 2010; Padden & Ramsey, 2000; Plaza-Pust & López, 2008; Swanwick, Hendar, Dammeyer, Kristoffersen, Salter, & Simonsen, Chapter 12 of this volume). Although this mode of education has been conventionally adopted in special settings, recent developments in deaf education also attempt to incorporate sign bilingualism into mainstream settings supported by co-enrollment practices. Such attempts imply that sign bilingualism transcends the physical boundaries defined by segregation and inclusion in deaf education, and that co-enrollment draws on not only DHH students’ but also hearing students’ existing linguistic, intellectual, as well as psychosocial resources in the process of mutually supporting each other’s bilingual education (see Hintermair, Chapter 7 of this volume). One crucial question regarding educating DHH students in a mainstream setting is whether social integration between DHH and hearing students can be achieved. This question derives from concerns about DHH students experiencing difficulty in integration or gaining social membership when educated in a majority hearing school community (Keating & Mirus, 2003; McKee, 2008; Stinson & Antia, 1999; Tvingstedt, 1995).},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Recent advancement in research on sign linguistics and sign language acquisition has enabled us to reconsider the possibility that signed language may partner with spoken language in supporting the linguistic, cognitive, and psychosocial development of deaf and hard-of-hearing (DHH) children. As such, sign bilingual programming has been promoted to maximize the educational opportunities of DHH students and their literacy development (Grosjean, 2010; Padden & Ramsey, 2000; Plaza-Pust & López, 2008; Swanwick, Hendar, Dammeyer, Kristoffersen, Salter, & Simonsen, Chapter 12 of this volume). Although this mode of education has been conventionally adopted in special settings, recent developments in deaf education also attempt to incorporate sign bilingualism into mainstream settings supported by co-enrollment practices. Such attempts imply that sign bilingualism transcends the physical boundaries defined by segregation and inclusion in deaf education, and that co-enrollment draws on not only DHH students’ but also hearing students’ existing linguistic, intellectual, as well as psychosocial resources in the process of mutually supporting each other’s bilingual education (see Hintermair, Chapter 7 of this volume). One crucial question regarding educating DHH students in a mainstream setting is whether social integration between DHH and hearing students can be achieved. This question derives from concerns about DHH students experiencing difficulty in integration or gaining social membership when educated in a majority hearing school community (Keating & Mirus, 2003; McKee, 2008; Stinson & Antia, 1999; Tvingstedt, 1995).
Tang, Gladys; Lam, Scholastica; Yiu, Kun-man Chris
Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment Book Chapter
In: pp. 313-341, Oxford University Press, 2014, ISBN: 9780199371815.
@inbook{Tang2014bb,
title = {Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment},
author = {Gladys Tang and Scholastica Lam and Kun-man Chris Yiu},
doi = {10.1093/acprof:oso/9780199371815.003.0013},
isbn = {9780199371815},
year = {2014},
date = {2014-06-02},
urldate = {2014-06-02},
pages = {313-341},
publisher = {Oxford University Press},
abstract = {The impetus for linguistic research on American Sign Language (ASL) and British Sign Language (BSL) between the 1960s and the 1980s (Klima & Bellugi, 1979; Kyle & Woll, 1985; Stokoe, Casterline, & Croneberg, 1965) has led to a continuous growth of linguistic evidence of the properties of many natural signed languages throughout the world. That work has confirmed that the abstract principles of structural organization observed in spoken languages are also shared by signed languages (see Brentari, 2010; Pfau, Steinbach, & Woll, 2012; Sandler & Lillo-Martin, 2006, for updates of the existing literature). Some studies in the 1980s also examined how deaf or hearing children born to deaf parents acquired signed language. The results revealed a developmental profile resembling that reported in the acquisition literature of spoken languages (Lillo-Martin, 1991; Newport & Meier, 1985; Petitto, 1983, 1987, 1990).
Contrary to the burgeoning of positive research findings based on sign linguistics and sign language acquisition, however, there was a lack of consensus on the role of natural signed language in raising and educating deaf children. Generally speaking, research findings revealed that deaf children lagged behind their hearing age norms in oral language, reading comprehension, and literacy development in the spoken language. The controversy regarding the linguistic advantage of deaf children born to deaf parents in literacy development still persists.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
The impetus for linguistic research on American Sign Language (ASL) and British Sign Language (BSL) between the 1960s and the 1980s (Klima & Bellugi, 1979; Kyle & Woll, 1985; Stokoe, Casterline, & Croneberg, 1965) has led to a continuous growth of linguistic evidence of the properties of many natural signed languages throughout the world. That work has confirmed that the abstract principles of structural organization observed in spoken languages are also shared by signed languages (see Brentari, 2010; Pfau, Steinbach, & Woll, 2012; Sandler & Lillo-Martin, 2006, for updates of the existing literature). Some studies in the 1980s also examined how deaf or hearing children born to deaf parents acquired signed language. The results revealed a developmental profile resembling that reported in the acquisition literature of spoken languages (Lillo-Martin, 1991; Newport & Meier, 1985; Petitto, 1983, 1987, 1990).
Contrary to the burgeoning of positive research findings based on sign linguistics and sign language acquisition, however, there was a lack of consensus on the role of natural signed language in raising and educating deaf children. Generally speaking, research findings revealed that deaf children lagged behind their hearing age norms in oral language, reading comprehension, and literacy development in the spoken language. The controversy regarding the linguistic advantage of deaf children born to deaf parents in literacy development still persists.
Contrary to the burgeoning of positive research findings based on sign linguistics and sign language acquisition, however, there was a lack of consensus on the role of natural signed language in raising and educating deaf children. Generally speaking, research findings revealed that deaf children lagged behind their hearing age norms in oral language, reading comprehension, and literacy development in the spoken language. The controversy regarding the linguistic advantage of deaf children born to deaf parents in literacy development still persists.
Tang, Gladys; Sze, Felix; Lau, Tammy; Lam, Emily; Yiu, Chris
The development of discourse referencing in Cantonese of deaf/hard-of-hearing children Journal Article
In: Journal of Child Language, vol. 42, no. 2, pp. 1-43, 2014.
@article{Tang2014bb,
title = {The development of discourse referencing in Cantonese of deaf/hard-of-hearing children},
author = {Gladys Tang and Felix Sze and Tammy Lau and Emily Lam and Chris Yiu},
doi = {10.1017/S030500091400004X},
year = {2014},
date = {2014-04-08},
urldate = {2014-04-08},
journal = {Journal of Child Language},
volume = {42},
number = {2},
pages = {1-43},
abstract = {This paper investigates the development of discourse referencing in spoken Cantonese of fifteen deaf/hard-of-hearing children studying in a sign bilingual and co-enrolment education programme in a mainstream setting in Hong Kong. A comparison of their elicited narratives with those of the hearing children and adults shows that, despite a delay in acquiring the grammatical markings for (in)definiteness in Cantonese, these d/hh children show sensitivity towards the referential properties of different types of nominal expressions and their corresponding mappings with discourse functions. Specifically, they produced more bare nouns across all discourse contexts but fewer existential constructions, pronouns, demonstratives, and classifier-related constructions. Their choice of nominal expressions and the observed errors show striking similarities to the productions by the younger hearing children in this study, suggesting that the d/hh children's route of development of discourse referencing is likely to be similar to that of hearing children despite a slower rate of development.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This paper investigates the development of discourse referencing in spoken Cantonese of fifteen deaf/hard-of-hearing children studying in a sign bilingual and co-enrolment education programme in a mainstream setting in Hong Kong. A comparison of their elicited narratives with those of the hearing children and adults shows that, despite a delay in acquiring the grammatical markings for (in)definiteness in Cantonese, these d/hh children show sensitivity towards the referential properties of different types of nominal expressions and their corresponding mappings with discourse functions. Specifically, they produced more bare nouns across all discourse contexts but fewer existential constructions, pronouns, demonstratives, and classifier-related constructions. Their choice of nominal expressions and the observed errors show striking similarities to the productions by the younger hearing children in this study, suggesting that the d/hh children's route of development of discourse referencing is likely to be similar to that of hearing children despite a slower rate of development.
2013
Tang, Gladys
Sign language bilingual and inclusive education Book Chapter
In: Taipei Normal University, 2013.
@inbook{nokey,
title = {Sign language bilingual and inclusive education},
author = {Gladys Tang},
year = {2013},
date = {2013-01-01},
urldate = {2013-01-01},
publisher = {Taipei Normal University},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Tang, Gladys
Sign language bilingual and inclusive education Book Chapter
In: Taipei Normal University, 2013.
@inbook{Tang2013,
title = {Sign language bilingual and inclusive education},
author = {Gladys Tang},
year = {2013},
date = {2013-01-01},
urldate = {2013-01-01},
publisher = {Taipei Normal University},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
2012
Tang, Gladys; Lau, Prudence
Coordination and Subordination in Sign Languages Book Chapter
In: R, Pfau; M, Steinbach; B, Woll (Ed.): Mouton de Gruyter, 2012.
@inbook{Tang2012,
title = {Coordination and Subordination in Sign Languages},
author = {Gladys Tang and Prudence Lau},
editor = {Pfau R and Steinbach M and Woll B},
year = {2012},
date = {2012-01-01},
urldate = {2012-01-01},
publisher = {Mouton de Gruyter},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
2011
Tang, Gladys; Wong, Kai-Hung Ken; Chung, Ronald
Asia Signopedia: An open information system of Asian sign languages Journal Article
In: Technology and Disability, vol. 23, no. 4, pp. 233-242, 2011.
@article{Tang2011,
title = {Asia Signopedia: An open information system of Asian sign languages},
author = {Gladys Tang and Kai-Hung Ken Wong and Ronald Chung},
doi = {10.3233/TAD-2011-0330},
year = {2011},
date = {2011-12-01},
urldate = {2011-12-01},
journal = {Technology and Disability},
volume = {23},
number = {4},
pages = {233-242},
publisher = {Technology and Disability 23(4): DOI:},
abstract = {To promote deaf awareness and natural sign language in Asia, we created an open platform named " Asia Signopedia ". The web page allowed both deaf and hearing people to input and access entries of different Asian sign languages and their dialects in either video or text mode. This paper describes how the data structure and user interface of the web page were designed. The distributive authoring scheme of the web page allowed the database to be input and corrected by those who used it.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
To promote deaf awareness and natural sign language in Asia, we created an open platform named " Asia Signopedia ". The web page allowed both deaf and hearing people to input and access entries of different Asian sign languages and their dialects in either video or text mode. This paper describes how the data structure and user interface of the web page were designed. The distributive authoring scheme of the web page allowed the database to be input and corrected by those who used it.
Tang, Gladys; Mak, Joe
Movement types, Repetition, and Feature Organiza- tion in Hong Kong Sign Language Book Chapter
In: Channon, R; H.V.Hulst, (Ed.): pp. 315-338, Mouton de Gruyter/Ishara Press, 2011, ISBN: 9781614510680.
@inbook{Tang2011b,
title = {Movement types, Repetition, and Feature Organiza- tion in Hong Kong Sign Language},
author = {Gladys Tang and Joe Mak},
editor = {R Channon and H.V.Hulst},
doi = {10.1515/9781614510680.315},
isbn = {9781614510680},
year = {2011},
date = {2011-10-01},
urldate = {2011-10-01},
pages = {315-338},
publisher = {Mouton de Gruyter/Ishara Press},
abstract = {Movement is one of the major phonological parameters in sign phonology. However, there has been a lack of consensus on how to characterize it, in particular, how to organize movement types and their associated features in a phonological representation. In this chapter, we revisit features involving repetitions in Hong Kong Sign Language (HKSL) documented in a HKSL dictionary (Tang 2007). We propose the features [repeat] and [return] to capture the different realizations of " repetitions " in the lexical signs of HKSL, which may take the forms of non-repeated movements, unidirectional repetitions, bidirectional repetitions, repeated local movements, returned movements and trills. We argue that repetition in HKSL involves a set of independent features which can occur at various nodes of the feature hierarchy. We propose that there is a Movement Feature (MF) node in the feature geometry under which path or local movements are grouped as sister nodes. Orientation and aperture changes are then sister nodes under the local movement node. Repetition features may occur at either the MF node or at the path or local movement node, but not lower down because they do not co-occur with either the orientation or aperture change terminal nodes.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Movement is one of the major phonological parameters in sign phonology. However, there has been a lack of consensus on how to characterize it, in particular, how to organize movement types and their associated features in a phonological representation. In this chapter, we revisit features involving repetitions in Hong Kong Sign Language (HKSL) documented in a HKSL dictionary (Tang 2007). We propose the features [repeat] and [return] to capture the different realizations of " repetitions " in the lexical signs of HKSL, which may take the forms of non-repeated movements, unidirectional repetitions, bidirectional repetitions, repeated local movements, returned movements and trills. We argue that repetition in HKSL involves a set of independent features which can occur at various nodes of the feature hierarchy. We propose that there is a Movement Feature (MF) node in the feature geometry under which path or local movements are grouped as sister nodes. Orientation and aperture changes are then sister nodes under the local movement node. Repetition features may occur at either the MF node or at the path or local movement node, but not lower down because they do not co-occur with either the orientation or aperture change terminal nodes.
Tang, Gladys
Sign language linguistics is taking off Journal Article
In: Contemporary linguistics, vol. 13, pp. 97-98, 2011.
@article{Tang2011bb,
title = {Sign language linguistics is taking off},
author = {Gladys Tang},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
journal = {Contemporary linguistics},
volume = {13},
pages = {97-98},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Tang, Gladys
Hong Kong Sign Language Verb Acquisition Journal Article
In: Contemporary linguistics, vol. 13, pp. 164 - 174, 2011.
@article{Tang2011bb,
title = {Hong Kong Sign Language Verb Acquisition},
author = {Gladys Tang},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
journal = {Contemporary linguistics},
volume = {13},
pages = {164 - 174},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Tang, Gladys
The enlightenment of sign language bilingual research to the education of the deaf Bachelor Thesis
2011.
@bachelorthesis{Tang2011bb,
title = {The enlightenment of sign language bilingual research to the education of the deaf},
author = {Gladys Tang},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
journal = {Contemporary linguistics},
volume = {13},
pages = {175 - 187},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
2010
Tang, Gladys; Brentari, Diane; González, Carolina; Sze, Felix
Crosslinguistic variation in the use of prosodic cues: the case of blinks Book Chapter
In: D, Brentari (Ed.): pp. 519-542, Cambridge University Press, 2010.
@inbook{nokey,
title = {Crosslinguistic variation in the use of prosodic cues: the case of blinks},
author = {Gladys Tang and Diane Brentari and Carolina González and Felix Sze},
editor = {Brentari D},
doi = {10.1017/CBO9780511712203.024},
year = {2010},
date = {2010-01-01},
pages = {519-542},
publisher = {Cambridge University Press},
abstract = {Introduction Sign languages share a common inventory of properties that are used to mark prosodic constituents (e.g., nonmanuals of the face or properties of movement and rhythm; see Quer and Pfau, this volume). This chapter investigates whether there is crosslinguistic variation in the use of one prosodic cue - eye blinks - to mark prosodic constituents in sign languages. We will compare the prosodic use of blinks across four sign languages - Hong Kong Sign Language (HKSL), Japanese Sign Language (JSL), Swiss German Sign Language (DSGS) and American Sign Language (ASL). In the last fifteen years there has been significant work done in sign language phonology with regard to prosodic structure. Miller (1996), Wilbur (1994a), Boyes Braem (1999), Wilbur and Patschke (1999), Nespor and Sandler (1999), Sandler (1999a, 1999b), Brentari and Crossley (2002), Sandler and Lillo-Martin (2006) and Eccarius and Brentari (2007) have worked on various prosodic constituents, including the Intonational Phrase, the Phonological Phrase and the Prosodic Word (also called “Phonological Word” in Nespor & Vogel 1986). The studies presented here are built upon these earlier analyses, expanding our knowledge of crosslinguistic variation of the blinks. The following research questions are addressed in this chapter. First, how much variation exists among sign languages in their use of a prosodic cue, such as blinks? Second, if crosslinguistic variation exists, what factors condition it? Third, are blinks always associated with intonational phrases crosslinguistically?},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Introduction Sign languages share a common inventory of properties that are used to mark prosodic constituents (e.g., nonmanuals of the face or properties of movement and rhythm; see Quer and Pfau, this volume). This chapter investigates whether there is crosslinguistic variation in the use of one prosodic cue - eye blinks - to mark prosodic constituents in sign languages. We will compare the prosodic use of blinks across four sign languages - Hong Kong Sign Language (HKSL), Japanese Sign Language (JSL), Swiss German Sign Language (DSGS) and American Sign Language (ASL). In the last fifteen years there has been significant work done in sign language phonology with regard to prosodic structure. Miller (1996), Wilbur (1994a), Boyes Braem (1999), Wilbur and Patschke (1999), Nespor and Sandler (1999), Sandler (1999a, 1999b), Brentari and Crossley (2002), Sandler and Lillo-Martin (2006) and Eccarius and Brentari (2007) have worked on various prosodic constituents, including the Intonational Phrase, the Phonological Phrase and the Prosodic Word (also called “Phonological Word” in Nespor & Vogel 1986). The studies presented here are built upon these earlier analyses, expanding our knowledge of crosslinguistic variation of the blinks. The following research questions are addressed in this chapter. First, how much variation exists among sign languages in their use of a prosodic cue, such as blinks? Second, if crosslinguistic variation exists, what factors condition it? Third, are blinks always associated with intonational phrases crosslinguistically?
Tang, Gladys; Brentari, Diane; González, Carolina; Sze, Felix
Crosslinguistic variation in the use of prosodic cues: the case of blinks Book Chapter
In: D, Brentari (Ed.): pp. 519-542, Cambridge University Press, 2010.
@inbook{Tang2010,
title = {Crosslinguistic variation in the use of prosodic cues: the case of blinks},
author = {Gladys Tang and Diane Brentari and Carolina González and Felix Sze},
editor = {Brentari D},
doi = {10.1017/CBO9780511712203.024},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
pages = {519-542},
publisher = {Cambridge University Press},
abstract = {Introduction Sign languages share a common inventory of properties that are used to mark prosodic constituents (e.g., nonmanuals of the face or properties of movement and rhythm; see Quer and Pfau, this volume). This chapter investigates whether there is crosslinguistic variation in the use of one prosodic cue - eye blinks - to mark prosodic constituents in sign languages. We will compare the prosodic use of blinks across four sign languages - Hong Kong Sign Language (HKSL), Japanese Sign Language (JSL), Swiss German Sign Language (DSGS) and American Sign Language (ASL). In the last fifteen years there has been significant work done in sign language phonology with regard to prosodic structure. Miller (1996), Wilbur (1994a), Boyes Braem (1999), Wilbur and Patschke (1999), Nespor and Sandler (1999), Sandler (1999a, 1999b), Brentari and Crossley (2002), Sandler and Lillo-Martin (2006) and Eccarius and Brentari (2007) have worked on various prosodic constituents, including the Intonational Phrase, the Phonological Phrase and the Prosodic Word (also called “Phonological Word” in Nespor & Vogel 1986). The studies presented here are built upon these earlier analyses, expanding our knowledge of crosslinguistic variation of the blinks. The following research questions are addressed in this chapter. First, how much variation exists among sign languages in their use of a prosodic cue, such as blinks? Second, if crosslinguistic variation exists, what factors condition it? Third, are blinks always associated with intonational phrases crosslinguistically?},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Introduction Sign languages share a common inventory of properties that are used to mark prosodic constituents (e.g., nonmanuals of the face or properties of movement and rhythm; see Quer and Pfau, this volume). This chapter investigates whether there is crosslinguistic variation in the use of one prosodic cue - eye blinks - to mark prosodic constituents in sign languages. We will compare the prosodic use of blinks across four sign languages - Hong Kong Sign Language (HKSL), Japanese Sign Language (JSL), Swiss German Sign Language (DSGS) and American Sign Language (ASL). In the last fifteen years there has been significant work done in sign language phonology with regard to prosodic structure. Miller (1996), Wilbur (1994a), Boyes Braem (1999), Wilbur and Patschke (1999), Nespor and Sandler (1999), Sandler (1999a, 1999b), Brentari and Crossley (2002), Sandler and Lillo-Martin (2006) and Eccarius and Brentari (2007) have worked on various prosodic constituents, including the Intonational Phrase, the Phonological Phrase and the Prosodic Word (also called “Phonological Word” in Nespor & Vogel 1986). The studies presented here are built upon these earlier analyses, expanding our knowledge of crosslinguistic variation of the blinks. The following research questions are addressed in this chapter. First, how much variation exists among sign languages in their use of a prosodic cue, such as blinks? Second, if crosslinguistic variation exists, what factors condition it? Third, are blinks always associated with intonational phrases crosslinguistically?
Tang, Gladys; K.Y.S., Lee; Yiu, Kun-Man Chris; Lau, Tammy; R, Wong
Sound Jigsaw: A Speech Perception Training Kit for Cantonese-speaking Children with Hearing Impairment Book
Centre for Sign Linguistics and Deaf Studies, 2010.
@book{Tang2010b,
title = {Sound Jigsaw: A Speech Perception Training Kit for Cantonese-speaking Children with Hearing Impairment},
author = {Gladys Tang and Lee K.Y.S. and Kun-Man Chris Yiu and Tammy Lau and Wong R},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
publisher = {Centre for Sign Linguistics and Deaf Studies},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Tang, Gladys; J, Lee; K, Chu; B, Yu
Hong Kong Sign Language Book
Centre for Sign Linguistics & Deaf Studies, 2010.
@book{Tang2010bb,
title = {Hong Kong Sign Language},
author = {Gladys Tang and Lee J and Chu K and Yu B},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
publisher = {Centre for Sign Linguistics & Deaf Studies},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Tang, Gladys; SY, Read; Yiu, Kun-Man Chris
Storytelling Grammar Series – 50 Story books for promoting Chinese literacy and knowledge of Chinese grammar Book
Greenfield (Qingtian Press), 2010.
@book{Tang2010bb,
title = {Storytelling Grammar Series – 50 Story books for promoting Chinese literacy and knowledge of Chinese grammar},
author = {Gladys Tang and Read SY and Kun-Man Chris Yiu},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
publisher = {Greenfield (Qingtian Press)},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
2009
Tang, Gladys
Acquiring FINISH in Hong Kong Sign Language Book Chapter
In: H-Y, Tai; J, Tsay (Ed.): pp. 21-47, Taiwan Institute for the Humanities, National Chung Cheng University, 2009.
@inbook{Tang2009,
title = {Acquiring FINISH in Hong Kong Sign Language},
author = {Gladys Tang},
editor = {Tai H-Y and Tsay J},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
pages = {21-47},
publisher = {Taiwan Institute for the Humanities, National Chung Cheng University},
abstract = {L1 studies on the acquisition of grammatical aspect in spoken languages show that the process interacts closely with the development of lexical aspect and tense. In this paper, we focus on a deaf child's acquisition of the sign FINISH in Hong Kong Sign Language (HKSL). In the adult grammar, there are two entries of FINISH which we assume head their own syntactic positions: VP and AspP, the latter of which marks the perfective aspect in the language. In the child data, FINISH first emerged as a lexical verb. Subsequently, and in parallel to a verb, the sign also occurred as a perfective marker and consistently followed a verb in clause final position, in line with the adult data. There is also a systematic distribution of the sign according to situation types. FINISH as a main verb was inherently telic and marked the end of an atelic predicate (i.e. an activity). As an aspect marker, it occurred initially in accomplishments before other situation types. As for temporal reference, FINISH as a main verb was mostly for present reference but initially for past or future reference if it served as an aspect marker. These findings show that the acquisition of perfective aspect in HKSL largely conforms to the grammatical constraints as observed in the spoken language literature; however, some minor differences are observed.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
L1 studies on the acquisition of grammatical aspect in spoken languages show that the process interacts closely with the development of lexical aspect and tense. In this paper, we focus on a deaf child's acquisition of the sign FINISH in Hong Kong Sign Language (HKSL). In the adult grammar, there are two entries of FINISH which we assume head their own syntactic positions: VP and AspP, the latter of which marks the perfective aspect in the language. In the child data, FINISH first emerged as a lexical verb. Subsequently, and in parallel to a verb, the sign also occurred as a perfective marker and consistently followed a verb in clause final position, in line with the adult data. There is also a systematic distribution of the sign according to situation types. FINISH as a main verb was inherently telic and marked the end of an atelic predicate (i.e. an activity). As an aspect marker, it occurred initially in accomplishments before other situation types. As for temporal reference, FINISH as a main verb was mostly for present reference but initially for past or future reference if it served as an aspect marker. These findings show that the acquisition of perfective aspect in HKSL largely conforms to the grammatical constraints as observed in the spoken language literature; however, some minor differences are observed.
2008
Tang, Gladys; J, Lee; K, Chu; B, Yu
Hong Kong Sign Language 1 Book
Centre for Sign Linguistics & Deaf Studies, Department of Linguistics & Modern Languages, Chinese University of Hong Kong, 2008.
@book{Tang2008,
title = {Hong Kong Sign Language 1},
author = {Gladys Tang and Lee J and Chu K and Yu B},
year = {2008},
date = {2008-01-01},
urldate = {2008-01-01},
publisher = {Centre for Sign Linguistics & Deaf Studies, Department of Linguistics & Modern Languages, Chinese University of Hong Kong},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
2007
Tang, Gladys; Yang, Gu
Events of motion and causation in Hong Kong Sign Language Journal Article
In: Lingua, vol. 117, no. 7, pp. 1216-1257, 2007.
@article{Tang2007,
title = {Events of motion and causation in Hong Kong Sign Language},
author = {Gladys Tang and Gu Yang},
doi = {10.1016/j.lingua.2006.01.007},
year = {2007},
date = {2007-07-01},
urldate = {2007-07-01},
journal = {Lingua},
volume = {117},
number = {7},
pages = {1216-1257},
abstract = {Recent research that takes events as objects of linguistic analysis proposed that semantics of events features in the predicates of natural languages. Also, events are said to have an internal structure that are decomposable into parts with each organized around our cognitive perception of change, causation and the like. With an event of causation, it is generally assumed that it entails two sub-events—cause and result, and each is expressed by an independent predicate. Adopting the conceptual framework of motion event structure in Talmy (2000), we examine how the meaning components of event are mapped onto the grammar of signed language; in particular, we examine the grammatical processes involved in incorporating Manner and Cause1 into the classifier predicates of Hong Kong Sign Language (HKSL). We observe that the mapping may involve a process of lexicalization where the semantic components of a motion event are realized by different phonological parameters of HKSL; namely, palm orientation is being selected for encoding manner of spatial configuration, handshape for agentivity, movement shape for manner of motion along a path and manner of causation. Lexicalization aside, we also observe other grammatical processes at the morpho-syntactic level. Incorporating manner of locomotion or manner of causation into the linguistic system will yield a class of imit-signs which, when occurring in a sign sentence, will normally precede a classifier predicate. We propose to analyze this sequence as a morphological V-V compound in HKSL. Incorporating Cause into the verb root whose semantics is devoid of change of state may result in the occurrence of a second, obligatory classifier predicate that is resultative in nature; this sequence of having two classifier predicates is amenable to complex predicates as discussed in the general linguistics literature.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent research that takes events as objects of linguistic analysis proposed that semantics of events features in the predicates of natural languages. Also, events are said to have an internal structure that are decomposable into parts with each organized around our cognitive perception of change, causation and the like. With an event of causation, it is generally assumed that it entails two sub-events—cause and result, and each is expressed by an independent predicate. Adopting the conceptual framework of motion event structure in Talmy (2000), we examine how the meaning components of event are mapped onto the grammar of signed language; in particular, we examine the grammatical processes involved in incorporating Manner and Cause1 into the classifier predicates of Hong Kong Sign Language (HKSL). We observe that the mapping may involve a process of lexicalization where the semantic components of a motion event are realized by different phonological parameters of HKSL; namely, palm orientation is being selected for encoding manner of spatial configuration, handshape for agentivity, movement shape for manner of motion along a path and manner of causation. Lexicalization aside, we also observe other grammatical processes at the morpho-syntactic level. Incorporating manner of locomotion or manner of causation into the linguistic system will yield a class of imit-signs which, when occurring in a sign sentence, will normally precede a classifier predicate. We propose to analyze this sequence as a morphological V-V compound in HKSL. Incorporating Cause into the verb root whose semantics is devoid of change of state may result in the occurrence of a second, obligatory classifier predicate that is resultative in nature; this sequence of having two classifier predicates is amenable to complex predicates as discussed in the general linguistics literature.
Tang, Gladys
Hong Kong Sign Language: A Trilingual Dictionary with Linguistic Descriptions Book
The Chinese University Press, 2007.
@book{Tang2007b,
title = {Hong Kong Sign Language: A Trilingual Dictionary with Linguistic Descriptions},
author = {Gladys Tang},
year = {2007},
date = {2007-01-01},
urldate = {2007-01-01},
publisher = {The Chinese University Press},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Tang, Gladys; Sze, Felix; Lam, Scholastica
Acquisition of Simultaneous Constructions by Deaf Children of Hong Kong Sign Language Book Chapter
In: Vermeerbergen, M.; Leeson, L; Crasborn, O (Ed.): pp. 283-316, John Benjamins Publishing Company, 2007.
@inbook{Tang2007bb,
title = {Acquisition of Simultaneous Constructions by Deaf Children of Hong Kong Sign Language},
author = {Gladys Tang and Felix Sze and Scholastica Lam},
editor = {M. Vermeerbergen and L Leeson and O Crasborn},
doi = {10.1075/cilt.281.13tan},
year = {2007},
date = {2007-01-01},
urldate = {2007-01-01},
pages = {283-316},
publisher = {John Benjamins Publishing Company},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
2006
Tang, Gladys; Y, Gu; QX, Dai
On the Grammatical Properties of ‘nga’ in Jingpo Book Chapter
In: Y, Gu; X, Dai Q (Ed.): Beijing: Nationality Press, 2006.
@inbook{Tang2006,
title = {On the Grammatical Properties of ‘nga’ in Jingpo},
author = {Gladys Tang and Gu Y and Dai QX},
editor = {Gu Y and Dai Q X},
year = {2006},
date = {2006-01-01},
urldate = {2006-01-01},
publisher = {Beijing: Nationality Press},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Tang, Gladys
Questions and Negation in Hong Kong Sign Language Bachelor Thesis
2006.
@bachelorthesis{Tang2006b,
title = {Questions and Negation in Hong Kong Sign Language},
author = {Gladys Tang},
year = {2006},
date = {2006-01-01},
urldate = {2006-01-01},
journal = {Interrogative and negative constructions in sign languages},
pages = {198-224},
abstract = {This chapter provides a preliminary discussion on two grammatical constructions in Hong Kong Sign Language: negative and interrogative constructions. We focus specifically on the word order of these constructions, as well as the related linguistic markers, manual and non-manual. The data were collected from two signers of HKSL: Signer a was born of a deaf family and acquired HKSL from his parents. He was prelingually deaf and diagnosed to be suffering from profound to severe hearing loss. He attended a deaf school that offered education in the oral mode. Signer B was born of a hearing family. She was twenty years older than Signer a and acquired deafness due to illness at the age of three and attended the same deaf school as Signer a. She learned HKSL from her peers at school. Both claimed to be using HKSL in daily communications. The data were elicited first through the researcher preliminarily observing the signing of the informants during free conversations, which provided the first hunch of the word order patterns of the constructions in question. These observations were compared with data collected through videotaping their interactions in two task-based information exchange activities, which induced the use of interrogative and negative constructions. The relevant data were transcribed and details of word order and non-manual markings were noted. The data were then presented to the signers for further confirmation and verification. This set of data was also subsequently presented to four more signers of HKSL, who confirmed that they were representative constructions of HKSL.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
This chapter provides a preliminary discussion on two grammatical constructions in Hong Kong Sign Language: negative and interrogative constructions. We focus specifically on the word order of these constructions, as well as the related linguistic markers, manual and non-manual. The data were collected from two signers of HKSL: Signer a was born of a deaf family and acquired HKSL from his parents. He was prelingually deaf and diagnosed to be suffering from profound to severe hearing loss. He attended a deaf school that offered education in the oral mode. Signer B was born of a hearing family. She was twenty years older than Signer a and acquired deafness due to illness at the age of three and attended the same deaf school as Signer a. She learned HKSL from her peers at school. Both claimed to be using HKSL in daily communications. The data were elicited first through the researcher preliminarily observing the signing of the informants during free conversations, which provided the first hunch of the word order patterns of the constructions in question. These observations were compared with data collected through videotaping their interactions in two task-based information exchange activities, which induced the use of interrogative and negative constructions. The relevant data were transcribed and details of word order and non-manual markings were noted. The data were then presented to the signers for further confirmation and verification. This set of data was also subsequently presented to four more signers of HKSL, who confirmed that they were representative constructions of HKSL.
2003
Tang, Gladys
Verbs of motion and location in Hong Kong Sign Language: Conflation andlexicalization Book Chapter
In: Emmorey, K. (Ed.): pp. 143-165, Lawrence Erlbaum Associates Inc, 2003.
@inbook{Tang2003,
title = {Verbs of motion and location in Hong Kong Sign Language: Conflation andlexicalization},
author = {Gladys Tang},
editor = {K. Emmorey},
year = {2003},
date = {2003-04-02},
urldate = {2003-04-02},
pages = {143-165},
publisher = {Lawrence Erlbaum Associates Inc},
abstract = {This chapter presents some preliminary results ofa research project that investigate the inherent semantic characteristics of the classifier predicates of Hong Kong Sign Language (HKSL). The analysis is based on Talmy’s (1985, 2000) concept of motion events and how certain fundamental semantic categories ofa motion event are incorporated into the predicates of natural language. Talmy argued that a motion event can be analyzed as having four basic semantic categories: FIGURE, MOTION, PATH, GROUND. This event is also said to be associated with an external co-event that consists of semantic categories such as MANNER and CA USE. Languages display differences in mapping these categories onto the surface constructions.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
This chapter presents some preliminary results ofa research project that investigate the inherent semantic characteristics of the classifier predicates of Hong Kong Sign Language (HKSL). The analysis is based on Talmy’s (1985, 2000) concept of motion events and how certain fundamental semantic categories ofa motion event are incorporated into the predicates of natural language. Talmy argued that a motion event can be analyzed as having four basic semantic categories: FIGURE, MOTION, PATH, GROUND. This event is also said to be associated with an external co-event that consists of semantic categories such as MANNER and CA USE. Languages display differences in mapping these categories onto the surface constructions.
2002
Tang, Gladys; Sze, Felix YB
Nominal expressions in Hong Kong Sign Language: Does modality make a difference? Book Chapter
In: Meier, R. P.; Cormier, K.; Quinto-Pozos, D. (Ed.): pp. 296-321, Cambridge University Press, 2002, ISBN: 9780521803854.
@inbook{Tang2002,
title = {Nominal expressions in Hong Kong Sign Language: Does modality make a difference?},
author = {Gladys Tang and Felix YB Sze},
editor = {R. P. Meier and K. Cormier and D. Quinto-Pozos},
doi = {10.1017/CBO9780511486777.015},
isbn = {9780521803854},
year = {2002},
date = {2002-10-24},
urldate = {2002-10-24},
pages = {296-321},
publisher = {Cambridge University Press},
abstract = {Signed language research in recent decades has revealed that signed and spoken languages share many properties of natural language, such as duality of patterning and linguistic arbitrariness. However, the fact that there are fundamental differences between the oral–aural and visual–gestural modes of communication leads to the question of the effect of modality on linguistic structure. Various researchers have argued that, despite some superficial differences, signed languages also display the property of formal structuring at various levels of grammar and a similar language acquisition timetable, suggesting that the principles and parameters of Universal Grammar (UG) apply across modalities (Brentari 1998; Crain and Lillo-Martin 1999; Lillo-Martin 1999). The fact that signed and spoken languages share the same kind of cognitive systems and reflect the same kind of mental operations was suggested by Fromkin (1973), who also argued that having these similarities does not mean that the differences resulting from their different modalities are uninteresting. Meier (this volume) compares the intrinsic characteristics of the two modalities and suggests some plausible linguistic outcomes. He also comments that the opportunity to study other signed languages in addition to American Sign Language (ASL) offers a more solid basis to examine this issue more systematically. This chapter suggests that a potential source of modality effect may lie in the use of space in the linguistic and discourse organization of nominal expressions in signed language.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Signed language research in recent decades has revealed that signed and spoken languages share many properties of natural language, such as duality of patterning and linguistic arbitrariness. However, the fact that there are fundamental differences between the oral–aural and visual–gestural modes of communication leads to the question of the effect of modality on linguistic structure. Various researchers have argued that, despite some superficial differences, signed languages also display the property of formal structuring at various levels of grammar and a similar language acquisition timetable, suggesting that the principles and parameters of Universal Grammar (UG) apply across modalities (Brentari 1998; Crain and Lillo-Martin 1999; Lillo-Martin 1999). The fact that signed and spoken languages share the same kind of cognitive systems and reflect the same kind of mental operations was suggested by Fromkin (1973), who also argued that having these similarities does not mean that the differences resulting from their different modalities are uninteresting. Meier (this volume) compares the intrinsic characteristics of the two modalities and suggests some plausible linguistic outcomes. He also comments that the opportunity to study other signed languages in addition to American Sign Language (ASL) offers a more solid basis to examine this issue more systematically. This chapter suggests that a potential source of modality effect may lie in the use of space in the linguistic and discourse organization of nominal expressions in signed language.
Tang, Gladys
Sign Language Linguistics and Language Acquisition Research Journal Article
In: Contemporary linguistics, vol. 4, pp. 201 - 224, 2002.
@article{Tang2002b,
title = {Sign Language Linguistics and Language Acquisition Research},
author = {Gladys Tang},
year = {2002},
date = {2002-01-01},
urldate = {2002-01-01},
journal = {Contemporary linguistics},
volume = {4},
pages = {201 - 224},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2000
Tang, Gladys; Yang, Gu
Learning English Through Self-study by New Arrival Children Journal Article
In: Education Journal-Hong Kong-Chinese, vol. 28, no. 2, pp. 15-34, 2000.
@article{Tang2000,
title = {Learning English Through Self-study by New Arrival Children},
author = {Gladys Tang and Gu Yang},
year = {2000},
date = {2000-01-01},
urldate = {2000-01-01},
journal = {Education Journal-Hong Kong-Chinese},
volume = {28},
number = {2},
pages = {15-34},
abstract = {The paper illustrates how autonomous learning as a concept guides the production of the English Self-Learning Packages (ESLPs) for New Ar rival Children (NAC) It also documents the children's reactions towards this mode of learning, in particular, how they react to the process of improving their English standard by engaging themselves in a self-study mode The production of the packages was funded by the Hong Kong Special Administrative Region with the aim to help these children bridge the gap in English language proficiency Research on autonomous learning has largely focused on adult learners who are perceived as being more receptive to training in autonomous learning routines and strategies The current study aimed to document children's reactions towards self-study as a way to achieve some form of autonomous learning.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The paper illustrates how autonomous learning as a concept guides the production of the English Self-Learning Packages (ESLPs) for New Ar rival Children (NAC) It also documents the children's reactions towards this mode of learning, in particular, how they react to the process of improving their English standard by engaging themselves in a self-study mode The production of the packages was funded by the Hong Kong Special Administrative Region with the aim to help these children bridge the gap in English language proficiency Research on autonomous learning has largely focused on adult learners who are perceived as being more receptive to training in autonomous learning routines and strategies The current study aimed to document children's reactions towards self-study as a way to achieve some form of autonomous learning.
1997
Tang, Gladys
English Self-Learning Packages for New Arrival Children Book
Chinese University Press, 1997.
@book{Tang1997,
title = {English Self-Learning Packages for New Arrival Children},
author = {Gladys Tang},
year = {1997},
date = {1997-01-01},
urldate = {1997-01-01},
publisher = {Chinese University Press},
keywords = {},
pubstate = {published},
tppubtype = {book}
}