Podcasts about language research centre

Mushegh Asatryan is Associate Professor of Arabic and Muslim Cultures and Director of the Language Research Centre at the University of Calgary (Canada). His research interests include the history of Islamic sectarianism, interreligious debate in the Abbasid empire, esoteric movements in Shiʿism, and Late Antique trends in Islamic thought. His works include Controversies in Formative Shiʿi Islam, the forthcoming study and critical edition of Manhaj al-ʿIlm wa l-Bayān by the Nuṣayrī author ʿIṣmat al-Dawla (co-authored with David Hollenberg), and the forthcoming article “The Emergence of Sunnism: When did the Sunnis Become a Sect?” He is currently working on a book on the culture of debate (munāẓara) in the ʿAbbāsid empire.

Body language is being studied as a way of working out new ways of learning Sign Language and if British Sign Language is to be taught as a GCSE in schools who should do the teaching? As we mark 20 years since British Sign language was acknowledged as a language in its own right (18th March 2003) and then the passing in 2022 of recognition in law that it is an indigenous language of Great Britain: Naomi Paxton talks to two researchers in the field. Doctor Kate Rowley is the Deputy Director of the Deafness Cognition and Language Research Centre at UCL, and Doctor Gerardo Ortega is a lecturer in the Department of English Language and Linguistics at the University of Birmingham. They talk to New Generation Thinker Naomi Paxton about their research into language and literacy development in deaf children, body gestures and iconicity. Kate explains how regional accents are interpreted in sign language and Gerardo tells us how he and his team have created the first gesture dictionary in the Dutch community. They also discuss the importance of deaf education and the representation of deaf people in mainstream popular culture. And Kate and Gerardo share their own favourite sign. They are also joined in the studio by BSL interpreters Kal Newby and Susan Booth and you can find a transcript of the conversation on supporting content. This conversation is a New Thinking episode of the Arts & Ideas podcast made in partnership with the Arts and Humanities Research Council, part of UKRI. You can find more discussions about New Research collected on BBC Radio 3's Free Thinking programme website

In this episode, Saskia examines an often overlooked side of languages. British Sign Language is the first language of many deaf and hard of hearing people, and their children across the UK, and yet misconceptions and myths about sign languages are pervasive and most Linguistics courses do not include modules on them. This podcast explores some of those myths, looking at some areas of linguistic interest, in BSL and around the world. Diane Stoianov, a PhD student, and Bencie Woll, head of UCL’s DCAL (Deaf Cognition and Language Research Centre), share what they are working on, and what they most want people to know about the study of sign languages, including topics on conversation practice, the history of BSL, and how sign languages are structured. BSL is an official minority language in the UK, and in UNESCO’s International Year of Indigenous Languages it is important to remember that here in the UK we have 14 indigenous languages, and not all of them are spoken. This podcast was recorded at SOAS Radio. Episode concept by Saskia Dunn Music: Yellow Light District (ID 1135) Lobo Loco - www.musikbrause.de Creative Commons License (by-nc-nd)

This podcast mainly focuses on the artist and the creative, the actor or composer or director, etc. But in today’s episode I’m turning the tables and focusing on the audience, specifically those who are deaf and hard of hearing. Their access to what we do onstage is often limited and often times they can’t make it to the theater because there is no way provided for them to understand what is happening. That’s where sign language interpreters come in and provide access for this underserved community of theater-goers. (Click here for a full transcript of this episode at the WINMI Blog.) The history of ASL-interpreted shows is actually fairly young. It was not until the early 1980s that the Mark Taper Forum in Los Angeles would offer the first regularly-scheduled ASL-interpreted performances of theatre in the nation. This was spurred on by its own success with the play Children of a Lesser God in 1979, which went on to a Broadway production and won the Tony Award for Best Play in 1980. (Source: howlround.com, an essay by David Kurs) In fact, Children of a Lesser God had a Broadway revival a couple of years ago and I was grateful to have one of the actors from that play, John McGinty, on the podcast. (Listen to that conversation here: smarturl.it/johnmcginty) As I was putting together this episode, I contacted John again and asked him about the importance of ASL-interpreted shows: "It is imperative to show that audiences prefer the personal aspect that a great, certified, sign language interpreter can bring to a theater performance. It helps build a “family” and a sense of belonging in the audience for those who happen to be Deaf and Hard of Hearing. Also, once the audience sees that the show is interpreted, they will be able to leave and say, 'Hey, I saw a show that was interpreted.' This will at least build a foundation and awareness of the Deaf/HoH community in their future." Recently one of our FOOTLOOSE shows on Norwegian Cruise Lines was ASL-interpreted by two women who travel to many different events and venues to provide sign language interpretation, Heidi Johnson and Mia Engle. In all my contracts aboard ships I’ve never seen ASL done for any show, so it was a real honor to be a part of the night’s presentation and it was an even bigger pleasure to sit down with them and talk about the important work they do. These are some of the people and topics covered in this episode: Mairéad MacSweeney - Director of the Deafness, Cognition, and Language Research Centre at the University College London Children of a Lesser God - A play by Mark Medoff based on a story written about deaf characters for deaf actors in the late ‘70s—featuring a deaf woman named Sarah Norman who falls in love with a speech therapist named James Leeds. John McGinty - Deaf actor and advocate, who also teaches sign language David Kurs - Artistic Director of Deaf West theater company Prosody - the rhythmic structure, intonation, and stress in spoken and signed languages ---------- The time and expense needed to bring these guests and conversations to you each week is sometimes challenging but always rewarding. Please consider donating and supporting the work that goes into each episode. donate.winmipodcast.com   Join the WINMI community by following on Instagram or Twitter as well as reaching out to me with any questions or comments: contact.winmipodcast.com  

Bree asked: If a person is born completely deaf and can't hear a thing, what language do they think in? We asked Dr Mairead MacSweeney, director of the Deafness Cognition and Language Research Centre at University College London... Like this podcast? Please help us by supporting the Naked Scientists

Zoë Hector (nee Haws) founded social enterprise 'Talk Town' after she had worked as a teacher aide and saw deaf children left out of games on the playground.  In this interview we talk about her own background and journey that has led to this initiative, what it was like to win the Entre start-up challenge in 2017 and her plans for the future.  Zoe has a crowdfunding campaign at the moment - check it out in the link below. Website: https://www.talktowngame.net Pledge me campaign page: https://www.pledgeme.co.nz/projects/5688-talk-town-a-revolutionary-digital-game-for-young-deaf-people https://www.facebook.com/TalkTownGame/ From the website for Talk Town: "My name is Zoë. I grew up with a deaf sibling - but didn't realise how much this influenced me until I went to university to study psychology. My undergraduate degrees had a strong emphasis on child development and psycholinguistics. I also studied NZSL. This lead to a student job as a teacher aide for Deaf children, and after graduation, as a researcher in universities in New Zealand and abroad. At the Deafness, Cognition and Language Research Centre, I ran the UK stream of an international study on Theory of Mind development in deaf toddlers."

Recent decades have seen the emergence of sign linguistics as a sub-discipline of linguistic research, accumulating a body of knowledge that has enlightened linguists about the complex grammatical properties of sign language. Researchers have also begun to show how sign language is acquired as a first language by deaf children who can then use this resource to develop spoken and written language for education and social communication in the hearing majority community. These findings have demonstrated that deaf children have the capacity to become bilingual in signed and spoken language, and that hearing children also benefit from early exposure to sign language. As a result of this change of linguistic orientation towards sign language researchers have begun to explore the concepts of Sign Bilingualism and Co-enrolment, involving deaf and hearing participants, teachers and learners in partnership with each other in an educational process that can promote children' linguistic, cognitive and social development. It is within this context that The Centre for Sign Linguistics and Deaf Studies (CSLDS) of the Chinese University of Hong Kong launched a 7-year research programme in 2006 to explore an alternative model of deaf education that sets out to resolve the long-standing problem of low literacy skills and educational attainment among deaf children in HK. This research programme seeks to merge theoretical language acquisition models and applied linguistic research, with a particular focus on creating a model of deaf education that mediates between two languages and two cultures, providing bilingual linguistic resources which are accessible to both deaf and hearing children. An important part of the research agenda is to investigate the impact of Sign Bilingualism and Co-enrolment on the language development of deaf and hearing children in pre-school and primary education. The research has been jointly designed by researchers from the Centre for Sign Linguistics and Deaf Studies of the Chinese University of Hong Kong and the Deafness, Cognition and Language Research Centre at UCL. It adopts a longitudinal approach to the evaluation process, profiling the grammatical development of signed and spoken language in the deaf and hearing children enrolled in this programme. At the end of the first year of implementation in 2006, children's sign language development was documented using a picture story retelling task, spoken language vocabulary development was assessed by means of a word-picture matching task, and speech production and perception were evaluated using assessment batteries originally designed for Cantonese speech perception and production in hearing children. In this presentation, we will present results of some of our preliminary investigation and discuss some projected outcomes.

Recent decades have seen the emergence of sign linguistics as a sub-discipline of linguistic research, accumulating a body of knowledge that has enlightened linguists about the complex grammatical properties of sign language. Researchers have also begun to show how sign language is acquired as a first language by deaf children who can then use this resource to develop spoken and written language for education and social communication in the hearing majority community. These findings have demonstrated that deaf children have the capacity to become bilingual in signed and spoken language, and that hearing children also benefit from early exposure to sign language. As a result of this change of linguistic orientation towards sign language researchers have begun to explore the concepts of Sign Bilingualism and Co-enrolment, involving deaf and hearing participants, teachers and learners in partnership with each other in an educational process that can promote children' linguistic, cognitive and social development. It is within this context that The Centre for Sign Linguistics and Deaf Studies (CSLDS) of the Chinese University of Hong Kong launched a 7-year research programme in 2006 to explore an alternative model of deaf education that sets out to resolve the long-standing problem of low literacy skills and educational attainment among deaf children in HK. This research programme seeks to merge theoretical language acquisition models and applied linguistic research, with a particular focus on creating a model of deaf education that mediates between two languages and two cultures, providing bilingual linguistic resources which are accessible to both deaf and hearing children. An important part of the research agenda is to investigate the impact of Sign Bilingualism and Co-enrolment on the language development of deaf and hearing children in pre-school and primary education. The research has been jointly designed by researchers from the Centre for Sign Linguistics and Deaf Studies of the Chinese University of Hong Kong and the Deafness, Cognition and Language Research Centre at UCL. It adopts a longitudinal approach to the evaluation process, profiling the grammatical development of signed and spoken language in the deaf and hearing children enrolled in this programme. At the end of the first year of implementation in 2006, children's sign language development was documented using a picture story retelling task, spoken language vocabulary development was assessed by means of a word-picture matching task, and speech production and perception were evaluated using assessment batteries originally designed for Cantonese speech perception and production in hearing children. In this presentation, we will present results of some of our preliminary investigation and discuss some projected outcomes.