Annotated Bibliography

Topic: ‘The Effectiveness of Phonology and Sign Language as the means of Communication’

Members: Ma. Clarita E. Altiveros

Pamela Marie G. Tabo

Bayu, R.F. and Grahita, K. (2019). Perceptions of ‘Hearing’ People on Sign Language
Learning. Retrieved from https://www.atlantis-press.com/proceedings/icet-19/125926527

In this article, Bayu and Grahita conducted a study to assess people's understanding of
sign language and their ability to communicate with people who have hearing impairments. The
authors used a qualitative research approach with a survey and the perception of sign languages
instrument, which includes five aspects: people's understanding of sign language, the use of sign
language in the community, the importance of sign language in the community, the needs of sign
language learning media, and sign language learning media that society desires. Their research
focuses on knowing how people see sign language, in its usefulness and the desire to learn. The
article is useful to our research topic as Bayu and Grahita suggest that if normal people
understand how to communicate using sign languages to people with hearing impairment, the
feeling of being excluded from the people can be reduced, so that it is no longer become obstacle
to people. The limitation of the article was one hundred people consisting of two groups of
people, namely workers and students. Based on the result of their study, the society wants a
learning media that can help people sign language effectively. This article will be useful to
identify the effectiveness of phonology and sign language as communication tools in the society.

Berent, I. and Goldin-Meadow, S. (2014). On Language Acquisition in Speech and Sign:

Development of Combinatorial Structure in both Modalities. Front Psychology 5:1217.

Berent I, et al. composed of a conventionalized system of parts which allow speakers and
signers to generate an infinite number of form-meaning mappings through phonological and
morphological combinations. The authors inclusion the languages of deaf communities into
linguistic, psychological, and neurological research has enriched these disciplines and revealed
which cognitive processes deal primarily with speech versus those devoted to cross-modality
instances of language. Their research focused on on two main issues in native sign language
acquisition: (1) the relationship between gestures and signs and (2) the emergence of
combinatorial structure during language development. To illustrate both issues I use case studies
of native signers acquiring BSL. I ague that combinatorial structure distinguishes signs and
gestures, and that this difference comes about because of language acquisition mechanisms. This
article is useful in out research topic as a guidance and illustrates the difference between holistic
gestures and conventionalized signing with respect to combinatorial structure and also why
productivity is important. The main limitation of the article is that survey was acquisition of
classifiers in ASL adopted a poly-morphemic approach and supported this long developmental
pattern across modalities. Thus the authors identify the generalizable facts about the system,
rather than individualized structures. The paper concludes with some discussion of how research
on child sign learners can contribute to a greater understanding of language acquisition in
general.

Caselli, N., Emmorcey, K. and Cohen Goldenberge, A. (2021) “The Signed Mental
Lexicon; Effect of Phonological Neighbourhood density; Iconicity and Childhood Language
Experience”. Journal of Memory and Language vol.121. 104282

Caselli et Al. determine the understanding the role of phonology and language experience
whether phonological neighbour become activated during recognition and whether not signers
can make use of iconic form meaning. The authors use the visual paradigm to better
understanding of the readers. Their research focused of two key aspect; that neighbours of voice
sounds are activated during recognition and whether signatories can use the form of relationship
between the recognition process. Their article is useful for my research topic to found the
spontaneous activation of phonological sign processing in our research .The main limitation of
the article is to access the language in childhood had lasting effect on lexical access thus the
researcher indicate the further, more extensive research need to be undertaken to develop a more
in depth understanding of neighbourhood. This article will be useful as supplementary
information for our research structure.

Crume, P. (2013). Teacher’s Perceptions of Promoting Sign Language Phonological

Awareness in an ASL/English Bilingual Program. The Journal of Deaf Studies and Deaf
Education, 18(4), 464-488. Retrieved from https://doi.org/10.1093/deafed/ent023

In this article, Crume examines teachers' beliefs and instructional practices regarding sign
language. To understand how each participant constructs meaning, the study employs a
constructivist approach; teachers were interviewed and then given the opportunity to respond to a
follow-up survey. His research focuses on teachers' perceptions of how to teach phonology in
sign language effectively and how it can have a strong positive relationship. The study
contributes to our research by providing more information on other people's perspectives,
particularly educators' perceptions of sign language. The study's main limitation is that the
interview was designed primarily for early childhood educators to understand how they may
have promoted the distinction between non-alphabetic and alphabetic hand shapes. The study
discovered that teachers encouraged a wide range of sign language PA activities to help their
deaf students learn sign structure in lexical and fingerspelling forms. This article will not serve as
the foundation for our research, but it will help us in spreading awareness of sign language
structure.

Holmer. E., Heinmann, M. and Rudner’, M. (2016). “Evidence of an Association between

Phonology and Sign Language Awareness and word reading in deaf and hard- of- hearing
Children Research in Developmental Disabilities. V.48 p.145-159

In this article Holmer et al. developed the Cross-modal Phonological Awareness Test (C-
PhAT) that can be used to assess PA in both Swedish Sign Language (C-PhAT-SSL) and
Swedish (C-PhAT-Swed), and investigated how C-PhAT performance was related to word
reading as well as linguistic and cognitive skills. The authors use data to identify children need to
have speech representations to match with the written text in order to learn to read. When
hearing is weak or non-functional, it has been suggested that such representations could develop
via, for example, lip-reading, visual cueing systems or articulatory feedback. Their research
focuses on assessing the words to be connected to the phonological forms of lexical items
already established in long-term memory. When access to lexical items is successful, that is,
when written words are efficiently decoded. This article is useful to our research topic, as
Holmer et.al suggest that Children who are strong word readers typically also comprehend text
better than relatively weaker word readers, especially at the early stages of reading development.
The main limitation of the article is validated C-PhAT-Swed and administered C-PhAT-Swed
and C-PhAT-SSL to DHH children who attended Swedish deaf schools with a bilingual
curriculum and were at an early stage of reading. Thus the author indicate the further
understanding about the awareness of phonology and sign language as word reading in deaf and
hard to hearing Children. This article will not form the foundation of my research, however it
will be useful as subsidiary information for our research structures.

Jantzen, T. (2012). The Power of Sign: Enhancing Oral Communication with Young
Children with Typical hearing. Retrieved from
https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1221&context=gs_rp

In this article, Jantzen examines whether teaching sign language to people with
disabilities improves oral communication and whether sign language facilitates rather than
hinders verbal communication. The author conducted interviews with people who have normal
hearing to determine the benefits of using sign language. The researcher focuses on evaluating
sign language as an overall method of communication. Jantzen's suggestion about the
effectiveness of sign language in communication is relevant to our research topic. The article's
main limitation is that it includes children with developmental disabilities as well as young
children with typical hearing. According to the author, a child must be ready before sign
language can be used as a mode of communication. This article will not be the foundation of our
research, but it will provide useful supporting information.

Mann, W., Marshall, C., Mason, K. and Morgan, G. (2010). The Acquisition of Sign
Language: The Impact of Phonetic Complexity on Phonology. Taylor & Francis Online. Vol.
6.pp. 60-86.

This article considers the effect of phonetics on phonological development in a signed

language. The authors report on an experiment in which non word-repetition methodology was
adapted so as to examine in a systematic way how phonetic complexity in two phonological
parameters of signed languages — hand shape and movement. Their research focused on
acquisition of sign language to assess the impact of phonology as a communication. This
research is useful to our topic as Mann W. et al suggest that common visual and motoric factors
are at play when processing linguistic information in the vision-gestural modality. The main
limitation of this article is to research into the effect of phonetic complexity on phonological
acquisition has a long history in spoken languages. Thus the authors indicate the affects the
perception and articulation of signs to understand the accuracy of linguistic information. This
article is highly reliable and gives a useful context for the information within this research paper.

Muenster, K. and Baker, E. (2014). Oral Communicating Children using a Cochlear

Implant: Good Reading Outcomes are linked to better Language and Phonological processing
abilities. International Journal of Paediatric Otorhinolaryngology, Vo. 78, Issue 3, Pages 433-
444.

Muenster et al. provides children with a significant hearing loss the potential to engage in
phonological processing via audition; however these children can still have poor or inadequately
detailed mental (phonological) representations of speech and as such phonological awareness
and reading difficulties. The objective of this study was to explore the relationships between
word reading and reading comprehension outcomes, and a range of variables of a relatively
homogenous group of children using cochlear implants. Forty-seven oral communicating
children using a cochlear implant and who had attended auditory-verbal therapy served as
participants. They were administered a comprehensive battery of 10 different assessments
covering 22 different tasks across the domains of speech perception, speech production,
language, phonological processing and reading. Correlation and principal component analyses
were used to examine the relationships between outcome areas. Thus the author proposed that
the development of well-specified phonological representations might underlie these
relationships. For oral communicating children using a cochlear implant, good reading outcomes
are linked to better language and phonological processing abilities. This article will not form the
basis of our research however it will be a subsidiary information for our research structures.
 Mwongela, J. (2009). The Effectiveness of Sign Language in Teaching Learners with
Hearing Impairment in Special Schools and units in Kwale District-Kenya. Retrieved from
https://ir.kiuj.ug/bitstream/20.500.12306/9647/1/joseph%20M%20Mwongela.pdf

The author of this article discussed the effectiveness of sign language in teaching students
with hearing impairment. Mwongela collected data using a quantitative approach and conducted
a survey of teachers who teach students with hearing impairment. Teachers from the Kwale
School for the Deaf provide him with the information he needs to succeed in his studies. The
article is relevant to our research topic because it demonstrates how sign language can be used to
teach and learn. The article's main limitation is that the survey sample was limited to teachers.
The researcher would like to emphasize that, while the majority of teachers are highly qualified,
workshops and seminars should be held on a regular basis to keep their signing skills up to date.
This article will not be the foundation of our research, but it will provide useful relevant details
for our study of the effectiveness of phonology and sign language.