{"id":27310,"date":"2024-10-11T10:19:34","date_gmt":"2024-10-11T09:19:34","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings-new\/send\/areas-of-need\/sensory-and-or-physical\/deaf-or-hard-of-hearing\/british-sign-language\/"},"modified":"2024-12-11T09:54:10","modified_gmt":"2024-12-11T09:54:10","slug":"british-sign-language","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/sensory-and-or-physical\/deaf-or-hard-of-hearing\/british-sign-language\/","title":{"rendered":"British Sign Language"},"content":{"rendered":"\n

A glossary of terms relating to British Sign Language (BSL)<\/p>\n\n\n\n

1.<\/strong>Location\n
    \n
  • Placement<\/li>\n
  • Referent<\/li>\n
  • Eye Gaze<\/li>\n
  • Enumeration<\/li>\n
  • Simultaneity<\/li>\n<\/ul>\n<\/td>
In BSL, location is used to deal with explaining the scene. It is used to locate particular objects or people in different parts of space. Placement is a rule of BSL in which signers make use of space to describe where things and people are in relation to each other.\n
    \n
  • Placement:- This can refer to  objects, people and different ideas in different positions in space. eg:- The window looks out over the river<\/li>\n
  • Referent:- when something has been established in space, you can then refer back to it by pointing with the index finger to that place.<\/li>\n
  • Eye Gaze:- It is also possible to refer back to something by looking back to it with the eyes.<\/li>\n
  • Enumeration:- Ideas, events, people and objects can be listed on the fingers and referred back to i.e:- I have 3 brothers, Mark, Ian & Tom.<\/li>\n
  • Simultaneity:- With spoken language, it is only possible to say one word at a time. In BSL, using both hands, it is possible to sign several ideas simultaneously i.e:- \u201cget on the bus\u201d or \u201cthree year old child\u201d<\/li>\n<\/ul>\n<\/td><\/tr>
2. <\/strong>Directional Verbs<\/td>Some signs can move in different directions to show who is doing what to whom e.g. the sign for \u2018ASK\u2019 moves in different ways in two phases:-\n
    \n
  • I ASK you<\/li>\n
  • You ASK me<\/li>\n<\/ul>\n

    Directional verb movements can be used by:-<\/p>\n

    Sign movement from person to person, the hand shape does not change, just the direction. It can be repeated one or more times. i.e:- PHONE, HELP & LOOK<\/p>\n<\/td><\/tr>

3.<\/strong>Classifiers (Visual Movements)<\/td>These are groups of handshapes. There are various handshapes shown as:-\n
    \n
  • Showing & handling objects which have different sizes and shapes (flat, round & square)<\/li>\n
  • Pattern & textures (checked, spotted, rough & smooth)<\/li>\n
  • Surfaces (bumpy, smooth, calm & rough)<\/li>\n
  • Legs and feet of people and animals<\/li>\n
  • Lights (traffic, disco & street)<\/li>\n
  • A person or people<\/li>\n
  • Eyes (look up, down & look around)<\/li>\n
  • Vehicles (car, bicycle, line of traffic)<\/li>\n<\/ul>\n<\/td><\/tr>
4. <\/strong>Proforms<\/td>When a classifer i.e. a flat hand to represent a car) moves in a space, it is called a proform. An example of this can be shown when the following phrase is signed:-\n
    \n
  • \u201cThe car overtook a bus\u201d Sometimes the classifier can change as it moves along in space as for example in the following two phrases when signed:-<\/li>\n
  • \u201cThe car overtook and sped into distance\u201d<\/li>\n
  •  \u201cThe ball bounced and shot in the air\u201d<\/li>\n<\/ul>\n<\/td><\/tr>
5. <\/strong>Facial Expression (Non-Manual Features)<\/td>Non Manual features are when the signer uses their body or facial expression to convey additional meaning or emphasis. Information can be conveyed through the use of eyes, body, face with or without signs i.e:-\n
    \n
  • Descriptions:- big, medium & small<\/li>\n
  • Emotions:- furious, disappointed & happy<\/li>\n
  • Modifications:- walking slow, fast & faster<\/li>\n
  • Additional information can be conveyed through eyes, eyebrows, cheeks, mouth, with or without manual signs i.e:- feeling hot, worn out & expressing pain<\/li>\n<\/ul>\n<\/td><\/tr>
6. <\/strong>Modification\n
    \n
  • Intensity<\/li>\n
  • Speed<\/li>\n
  • Pace<\/li>\n<\/ul>\n<\/td>
Modifications are a part of the non-manual features used in British Sign Language. Modifications are used to add detail and emphasis. The same sign is used, but facial expressions are changed to create different expressions (using mouth and cheek movements).i.e:-\n
    \n
  • Fall \u2013 tripped over, fall down & fall down long way<\/li>\n
  • Rain \u2013 drizzle, starting to rain & rain heavily<\/li>\n<\/ul>\n<\/td><\/tr>
7. <\/strong>Modulation (Descriptions)\n
    \n
  • Size<\/li>\n
  • Shape<\/li>\n<\/ul>\n<\/td>
Modulation is connected to Non Manual Features. Modulation is used to describe objects in a more detailed way. Eg the size of a car, (small, medium, big, limo size) Another example could be describing a book \u2013 it could be paper thin, a medium sized book or containing a lot of pages (ie thick). Modulation in relation to shape can refer to shapes traced in the air.<\/td><\/tr>
8. <\/strong>Role Shift<\/td>This is used in what we might call a \u201creported dialogue\u201d as the signers indicate which person is speaking or signing, not by using expressions like \u201cJohn said\u2026\u2026\u201d. or \u201cPeter said\u2026\u2026\u201d but by taking on the persona of the person you are talking about. The primary clues associated with role shift are normally:-\n
    \n
  • Body shift i.e:- shoulders<\/li>\n
  • Head turning or movements<\/li>\n
  • Eye gaze<\/li>\n<\/ul>\n

    Role shift can also be used to convey information about animals as well as people.<\/p>\n<\/td><\/tr>

9. <\/strong>Multi-Channel Signs<\/td>These are signs which have inherent non manual features i.e:- the sign includes both manual and non-manual elements. These are sometimes called multi-channel signs because they make use of more than one channel of communication. There are many multi-channel signs in British Sign Language; some of the common signs are difficult to translate into English. Some signs have mouth patterns that go with the sign but are not enacting or related to the sign, for example, \u2018HAVEN\u2019T-SEEN-FOR-A-LONG-TIME\u2019.<\/td><\/tr>
10. <\/strong>Cultural Aspects\n
    \n
  • Eye contact<\/li>\n
  • Eye Gaze<\/li>\n
  • Waving<\/li>\n
  • Tapping<\/li>\n
  • Pointing<\/li>\n<\/ul>\n<\/td>
The Deaf community have their own unique way of getting eye contact or attention. Eye contact is critical for information to be conveyed. Eye contact can be gained through various means, such as waving at the person or tapping their shoulder. Vibration can also be used to get someone\u2019s attention, such as tapping a table or the floor. Using pointing as a means of referring to something is a natural part of Deaf culture. Eye gaze (looking in a specific direction, referring to something with your eyes) is also a part of sign communication.<\/td><\/tr>
\n

11. <\/strong>Fingerspelling Alphabet<\/p>\n

 <\/p>\n<\/td>

\n

Fingerspelling is a manual code used for spelling out words on the fingers and hands the way they are written in English. In Britain, fingerspelling is a two handed code. The leading hand forms the letters using the other hand as a base. The only exception is the letter \u201cC\u201d, which is signed using only the dominant hand.<\/p>\n

Signers have adapted fingerspelling in various ways. It is most commonly used for place names, people\u2019s names, titles etc.<\/p>\n<\/td><\/tr>

12. <\/strong>Fingerspelling\n
    \n
  • Signs<\/li>\n
  • Patterns<\/li>\n
  • Initials<\/li>\n<\/ul>\n<\/td>
Fingerspelling can be used in a variety of ways to indicate patterns, signs & initials i.e:-\n
    \n
  • KK \u2013 kitchen (repeated letters\/initials)<\/li>\n
  • C \u2013 course (on the arm) C \u2013 confidence (on the body)(sign)<\/li>\n
  • F \u2013 family \u2013 (circular movement) (sign)<\/li>\n
  • E-D-H \u2013 Edinburgh (the letters are used as a pattern)<\/li>\n
  • P \u2013 MOUTH \u2013 Plymouth (sign, using an initial and a sign)<\/li>\n<\/ul>\n<\/td><\/tr>
13. <\/strong>Deaf Identity and Culture<\/td>\n
    \n
  • Acceptance of being Deaf or having a Deaf identity.<\/li>\n
  • Recognising other people as Deaf and or hard of hearing.<\/li>\n
  • Awareness of differing levels of Deafness (Mild, Moderate, Severe, Profound)<\/li>\n
  • Exploring the history of hearing aids and technical equipment.<\/li>\n
  • Understanding Deaf culture\/ events that have happened in Deaf history.<\/li>\n
  • Awareness of different sign languages used around the world (e.g. BSL and ASL \u2013 American Sign Language)<\/li>\n
  • Exploring the difference between Deaf and Hearing cultures. (e.g. interruptions, pointing, tapping to get attention, being direct.)<\/li>\n
  • Learning about Deaf role models.<\/li>\n
  • Learning about Deaf Poetry and storytelling.<\/li>\n
  • Improving confidence and understanding of Deafness through the Deaf Curriculum.<\/li>\n<\/ul>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    A glossary of terms relating to British Sign Language (BSL) 1.Location Placement Referent Eye Gaze Enumeration Simultaneity In BSL, location is used to deal with […]<\/p>\n","protected":false},"author":2616,"featured_media":0,"parent":8147,"menu_order":11,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-27310","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-13 17:20:10","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/2616"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=27310"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27310\/revisions"}],"predecessor-version":[{"id":29305,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27310\/revisions\/29305"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/8147"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=27310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}