Lesson 9

English Notes
BSL Video

Outline

The first column shown in the programme for lesson 9 provides the topic, "Barriers in Deaf People's Daily Lives". This may be issues that arise in their homes, at work or when travelling. The third column, Linguistic Content, should include the use of spatial signs to indicate relative location in real situations. For example, this could be SIGNS MADE AWAY FROM THE BODY TO SHOW TRAVEL and SIGNS MADE IMMEDIATELY IN FRONT OF THE BODY TO INDICATE EVENTS HAPPENING AT HOME, OR INDOORS. Spatial positioning is also used to provide artificial relative locations when making comparisons. An example could be a comparison of TRAVEL BY TRAIN LOCATED TO THE LEFT and TRAVEL BY CAR LOCATED TO THE RIGHT. An associated linguistic feature is verb agreement, which is the use of non-manual features which provide additional information to support the action. Examples of this are travelling by train, where the sign for TRAVEL is used and supplementary information given by the non-manual features of BODY MOVEMENT INDICATING THE TRAIN MOTION AND THE MOUTH PATTERN OF LIPS TOGETHER WHILST BLOWING OUT AIR, WHICH PUFFS OUT THE CHEEKS, compared to travelling by car, where the sign TRAVEL is again used but THE BODY REMAINS RELATIVELY STILL AND THE LIPS ARE PURSED. These non-manual features are necessary to indicate the different types of journey. There are also specific non-manual features linked to plain verbs which provide more information about the feelings associated with the actions. Again, looking at the actions of travel by train and car, the person may feel relaxed travelling by train but dislike the problems of traffic jams and unexpected incidents when travelling by car. The non-manual features linked to each sort of transport should therefore SHOW RELAXED BODY MOVEMENTS AND FACIAL EXPRESSIONS WHEN GIVING INFORMATION ABOUT THE TRAIN JOURNEY and MORE TENSE BODY MOVEMENTS AND FACIAL EXPRESSIONS REGARDING THE CAR JOURNEY. These fixed verb and verb agreement features should be included in the linguistic content of the session.

The next column, Cultural Content, covers the incidents that occur to Deaf people and the barriers they face at home, in their work environment and when travelling. To find more information about this, look on our website and click on "Cultural Content", where you will find a variety of information, stories and details.

The final column shows the expected learning outcomes of the session. The student group should be involved in large group discussions regarding Deaf peoples' stories about the incidents in their lives. The information can be gathered from personal research by reading and/or asking Deaf people abut their experiences. Students should be able to accurately retell the information from BSL video clips, which gives evidence of their receptive skills. They can also develop their skills of interaction by asking questions in face-to-face situations with Deaf people about the events occurring in their lives then re-telling the story using appropriate non-manual features. Students should also have the ability to provide a signed summary of a longer video clip or live story clearly, concisely and with appropriate BSL structure. 

 

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