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Peer to Peer Deaf Multiliteracies:A new concept of accessibility
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Disadvantage and marginalisation in special education systems for deaf students in India, Ghana, and Uganda: A comparative analysis
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Tracking learning with primary school children in a deaf school in India
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The reverse curriculum: Game-led design for accessible learning
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Deaf peer tutors' decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana
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Capacity building for professionalising the roles of deaf sign language users in deaf education
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Comparability of signed and spoken languages: Absolute and relative modality effects in cross-modal typology
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Peer to Peer Multiliteracies:a new concept of accessibility
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Methodological innovations in sign multilingualism research
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Sensory perception metaphors in sign languages
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Abstract:
In this chapter, we explore perceptual metaphors across a convenience sample of data from 24 sign languages. To do this, the chapter uses the framework of Sign Language Typology, the systematic comparative study of grammatical/semantic domains across sign languages (Zeshan & Palfreyman, 2017). Sign languages differ from spoken languages due to iconic mapping, that is, the tendency for signs of perception to be articulated at/near the sense organs. This is the basis for two types of signs: those with double-stage metaphors have literal and metaphorical lexical meanings, while those with single-stage metaphors lack literal lexical meanings of perception and instead rely on sublexical iconicity. We cover cross-linguistic patterns of metaphorical extensions of meaning in these signs, and the grammaticalisation of a class of prefixes that are associated with sensory perception.
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Keyword:
classics & related subjects; Others in linguistics
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URL: http://clok.uclan.ac.uk/23188/1/Zeshan%20and%20Palfreyman%20perceptual%20metaphors.pdf http://clok.uclan.ac.uk/23188/ https://benjamins.com/catalog/celcr.19
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Task-response times, facilitating and inhibiting factors in cross-signing
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Literacies in Context:Engaging deaf primary school children in their learning and assessment.
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From Deaf Literacy to Deaf Multiliteracies:an ethnographic approach to learning, teaching and researching with young deaf adults in Ghana and Uganda.
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