it's difficult to sign with this in my
it's difficult to sign with this in my
it's difficult to sign with this in my
hand first of all thank you for inviting
hand first of all thank you for inviting
hand first of all thank you for inviting
me to come today and to give this
me to come today and to give this
me to come today and to give this
presentation to talk about sign language
the focus of my talk is on sign language
the focus of my talk is on sign language
the focus of my talk is on sign language
morphology and how it has been used to
morphology and how it has been used to
morphology and how it has been used to
create access to science education it's
create access to science education it's
create access to science education it's
not just myself that's been involved in
not just myself that's been involved in
not just myself that's been involved in
this work we are the where I am one of a
this work we are the where I am one of a
this work we are the where I am one of a
team of three key people who work
team of three key people who work
team of three key people who work
together and we've had funding from a
together and we've had funding from a
together and we've had funding from a
variety of different sources to help us
variety of different sources to help us
variety of different sources to help us
in our project work this is the team up
in our project work this is the team up
in our project work this is the team up
here on the screen I think it's
here on the screen I think it's
here on the screen I think it's
important I let you know that BSL is not
important I let you know that BSL is not
important I let you know that BSL is not
signed English it is not English on the
signed English it is not English on the
signed English it is not English on the
hands it's a natural developed language
hands it's a natural developed language
hands it's a natural developed language
that over time has evolved just like any
that over time has evolved just like any
that over time has evolved just like any
other language it has its own grammar
other language it has its own grammar
other language it has its own grammar
its own structure it has its own
its own structure it has its own
its own structure it has its own
phonology and morphology there is not a
phonology and morphology there is not a
phonology and morphology there is not a
specific sign for individual words so
specific sign for individual words so
specific sign for individual words so
let me give you an example this frieze I
let me give you an example this frieze I
let me give you an example this frieze I
have not seen you for a long time so
have not seen you for a long time so
have not seen you for a long time so
that's a considerable number of words
that's a considerable number of words
that's a considerable number of words
but let me show you how that works in
but let me show you how that works in
but let me show you how that works in
sign language that's the sign for that
sign language that's the sign for that
sign language that's the sign for that
sentence so it's just two signs that's
sentence so it's just two signs that's
sentence so it's just two signs that's
all and this is the timeline in BSL over
all and this is the timeline in BSL over
all and this is the timeline in BSL over
my shoulder I point to my eye
my shoulder I point to my eye
my shoulder I point to my eye
this hand sheet represents an absence of
this hand sheet represents an absence of
this hand sheet represents an absence of
something and that forward movement
something and that forward movement
something and that forward movement
indicates have not seen you for a long
indicates have not seen you for a long
indicates have not seen you for a long
time the SL has Metaverse it has poetry
time the SL has Metaverse it has poetry
time the SL has Metaverse it has poetry
it has regional variation and that's
it has regional variation and that's
it has regional variation and that's
actually often linked to the location of
actually often linked to the location of
actually often linked to the location of
schools throughout the UK in a process
schools throughout the UK in a process
schools throughout the UK in a process
called school ization
so why did we decide that we needed to
so why did we decide that we needed to
so why did we decide that we needed to
develop some ESL signs for scientific
develop some ESL signs for scientific
develop some ESL signs for scientific
topics really it was about accessing
topics really it was about accessing
topics really it was about accessing
science education you know for deaf
science education you know for deaf
science education you know for deaf
people for teachers of deaf children for
people for teachers of deaf children for
people for teachers of deaf children for
their family for interpreters who work
their family for interpreters who work
their family for interpreters who work
with deaf people and previously there's
with deaf people and previously there's
with deaf people and previously there's
a strong oral policy in education of the
a strong oral policy in education of the
a strong oral policy in education of the
Deaf and sign language was not permitted
Deaf and sign language was not permitted
Deaf and sign language was not permitted
in these schools but eventually and that
in these schools but eventually and that
in these schools but eventually and that
this was seen to create barriers for
this was seen to create barriers for
this was seen to create barriers for
deaf children and attaining success
deaf children and attaining success
deaf children and attaining success
through exams so the the policy was
through exams so the the policy was
through exams so the the policy was
changed and now pupils are allowed to
changed and now pupils are allowed to
changed and now pupils are allowed to
sign deaf people's are allowed to sign
sign deaf people's are allowed to sign
sign deaf people's are allowed to sign
in their exams let me give you a little
in their exams let me give you a little
in their exams let me give you a little
brief history of how we've come to this
brief history of how we've come to this
brief history of how we've come to this
point in deaf education the first step
point in deaf education the first step
point in deaf education the first step
school in the UK was here in Edinburgh
school in the UK was here in Edinburgh
school in the UK was here in Edinburgh
very close to where the Scottish
very close to where the Scottish
very close to where the Scottish
Parliament is now and they're in that
Parliament is now and they're in that
Parliament is now and they're in that
very early days deaf school the teachers
very early days deaf school the teachers
very early days deaf school the teachers
were using sign language
were using sign language
were using sign language
now then after that in 1880 there was a
now then after that in 1880 there was a
now then after that in 1880 there was a
conference in Milan that banned sign
conference in Milan that banned sign
conference in Milan that banned sign
language in the education of the death
language in the education of the death
language in the education of the death
and only oral methods had to be used
and only oral methods had to be used
and only oral methods had to be used
they had taken this idea from the
they had taken this idea from the
they had taken this idea from the
education system in Germany and after
education system in Germany and after
education system in Germany and after
that the attainment of deaf children
that the attainment of deaf children
that the attainment of deaf children
started to decline in education then in
started to decline in education then in
started to decline in education then in
2003 BSL got recognised as a fool and
2003 BSL got recognised as a fool and
2003 BSL got recognised as a fool and
entire language and just three years ago
entire language and just three years ago
entire language and just three years ago
here in Scotland which was great news
here in Scotland which was great news
here in Scotland which was great news
the BSL Act was passed which meant that
the BSL Act was passed which meant that
the BSL Act was passed which meant that
the deaf community deaf children and
the deaf community deaf children and
the deaf community deaf children and
adults can have full access to public
adults can have full access to public
adults can have full access to public
services in sign language and relief
services in sign language and relief
services in sign language and relief
what's interesting is it's research
what's interesting is it's research
what's interesting is it's research
that's shown that both hearing and deaf
that's shown that both hearing and deaf
that's shown that both hearing and deaf
children shall similar levels of
children shall similar levels of
children shall similar levels of
attainment in the early years but as the
attainment in the early years but as the
attainment in the early years but as the
language becomes more complicated deaf
language becomes more complicated deaf
language becomes more complicated deaf
children's attainment gets frozen
children's attainment gets frozen
children's attainment gets frozen
because they're unable to access
because they're unable to access
because they're unable to access
complicated concepts through lip-reading
complicated concepts through lip-reading
complicated concepts through lip-reading
and spoken language
this is a photo an example of what
this is a photo an example of what
this is a photo an example of what
actually happens in exams in Scotland
actually happens in exams in Scotland
actually happens in exams in Scotland
when deaf pupils are being assessed and
when deaf pupils are being assessed and
when deaf pupils are being assessed and
so you have a communication support
so you have a communication support
so you have a communication support
worker who is reading an English text
worker who is reading an English text
worker who is reading an English text
and signing questions to the people who
and signing questions to the people who
and signing questions to the people who
responds in sign language now through
responds in sign language now through
responds in sign language now through
Mary Brennan's work she campaigned
Mary Brennan's work she campaigned
Mary Brennan's work she campaigned
tirelessly to allow deaf children to
tirelessly to allow deaf children to
tirelessly to allow deaf children to
access the educational system through
access the educational system through
access the educational system through
sign language and in 2003 that was
sign language and in 2003 that was
sign language and in 2003 that was
finally approved but unfortunately there
finally approved but unfortunately there
finally approved but unfortunately there
is no minimum qualification set for the
is no minimum qualification set for the
is no minimum qualification set for the
communication support workers who work
communication support workers who work
communication support workers who work
with deaf children it simply seemed to
with deaf children it simply seemed to
with deaf children it simply seemed to
be enough that somebody can sign and
be enough that somebody can sign and
be enough that somebody can sign and
actually only nine percent of teachers
actually only nine percent of teachers
actually only nine percent of teachers
of deaf children have level 3 or above
of deaf children have level 3 or above
of deaf children have level 3 or above
BSL that's roughly equivalent to higher
BSL that's roughly equivalent to higher
BSL that's roughly equivalent to higher
qualification or an advanced higher but
qualification or an advanced higher but
qualification or an advanced higher but
57 percent of deaf children prefer to
57 percent of deaf children prefer to
57 percent of deaf children prefer to
access information through sign but
access information through sign but
access information through sign but
there's only nine percent of teachers
there's only nine percent of teachers
there's only nine percent of teachers
that are qualified to level allows them
that are qualified to level allows them
that are qualified to level allows them
to do that so the three of us that I
to do that so the three of us that I
to do that so the three of us that I
showed you in the first slide decided
showed you in the first slide decided
showed you in the first slide decided
that we would set up a project to
that we would set up a project to
that we would set up a project to
develop signs linked to the school
develop signs linked to the school
develop signs linked to the school
curriculum because of course often in
curriculum because of course often in
curriculum because of course often in
curricular subjects it's not everyday
curricular subjects it's not everyday
curricular subjects it's not everyday
vocabulary that's being used so we work
vocabulary that's being used so we work
vocabulary that's being used so we work
together
together
together
we've already managed to create over
we've already managed to create over
we've already managed to create over
1,000 signs on the topics of astronomy
1,000 signs on the topics of astronomy
1,000 signs on the topics of astronomy
biology chemistry geography maths and
biology chemistry geography maths and
biology chemistry geography maths and
physics
so what we do is we film the sign but we
so what we do is we film the sign but we
so what we do is we film the sign but we
also film a definition of the sign in
also film a definition of the sign in
also film a definition of the sign in
BSL to explain the meaning of the words
BSL to explain the meaning of the words
BSL to explain the meaning of the words
the term that we have have created a
the term that we have have created a
the term that we have have created a
sign for we additionally create
sign for we additionally create
sign for we additionally create
laboratory movies because sometimes it
laboratory movies because sometimes it
laboratory movies because sometimes it
just looking at a individual sign is not
just looking at a individual sign is not
just looking at a individual sign is not
sufficient to get the full definition
sufficient to get the full definition
sufficient to get the full definition
and sometimes even the definition can be
and sometimes even the definition can be
and sometimes even the definition can be
difficult for technical terms so a
difficult for technical terms so a
difficult for technical terms so a
laboratory movie sets the sign in
laboratory movie sets the sign in
laboratory movie sets the sign in
context all of our work starts in BSL
context all of our work starts in BSL
context all of our work starts in BSL
and then later it is translated into
and then later it is translated into
and then later it is translated into
english and that was against the norm
english and that was against the norm
english and that was against the norm
because typically any kind of work
because typically any kind of work
because typically any kind of work
related to sign language starts in
related to sign language starts in
related to sign language starts in
English forms and vein is translated
English forms and vein is translated
English forms and vein is translated
into BSL but we decided to do it the
into BSL but we decided to do it the
into BSL but we decided to do it the
other way around
so the three of us decided that we would
so the three of us decided that we would
so the three of us decided that we would
set some principles for our glossary
set some principles for our glossary
set some principles for our glossary
project we wanted it to be deaf led and
project we wanted it to be deaf led and
project we wanted it to be deaf led and
not just any deaf person but deaf
not just any deaf person but deaf
not just any deaf person but deaf
experts in the scientific field that we
experts in the scientific field that we
experts in the scientific field that we
were working on and fluent signers they
were working on and fluent signers they
were working on and fluent signers they
all had a broad knowledge of science
all had a broad knowledge of science
all had a broad knowledge of science
maths or the specific technical subject
maths or the specific technical subject
maths or the specific technical subject
that we were working on and they were
that we were working on and they were
that we were working on and they were
accompanied by BSL linguists we decide
accompanied by BSL linguists we decide
accompanied by BSL linguists we decide
we wouldn't use initialized signs
we wouldn't use initialized signs
we wouldn't use initialized signs
because previously with technical signs
because previously with technical signs
because previously with technical signs
if there wasn't an established sign for
if there wasn't an established sign for
if there wasn't an established sign for
a technical word then they would rely on
a technical word then they would rely on
a technical word then they would rely on
fingerspelling so we decided to avoid
fingerspelling so we decided to avoid
fingerspelling so we decided to avoid
that system in our work and we took as
that system in our work and we took as
that system in our work and we took as
many real-life examples of signs that
many real-life examples of signs that
many real-life examples of signs that
were already in use out there in the
were already in use out there in the
were already in use out there in the
community and incorporate them into the
community and incorporate them into the
community and incorporate them into the
glossary where appropriate
we don't have time to go through the
we don't have time to go through the
we don't have time to go through the
names of all these deaf linguists and
names of all these deaf linguists and
names of all these deaf linguists and
scientists but this is the group that
scientists but this is the group that
scientists but this is the group that
have worked together they are from all
have worked together they are from all
have worked together they are from all
over the UK and they have different
over the UK and they have different
over the UK and they have different
skills and qualifications in scientific
skills and qualifications in scientific
skills and qualifications in scientific
subjects and BSL linguistics this is an
subjects and BSL linguistics this is an
subjects and BSL linguistics this is an
example of what happens in one of our
example of what happens in one of our
example of what happens in one of our
sign development workshops in particular
sign development workshops in particular
sign development workshops in particular
this one was focusing on maths so what
this one was focusing on maths so what
this one was focusing on maths so what
process do we follow well we start by
process do we follow well we start by
process do we follow well we start by
looking at a specific area of the
looking at a specific area of the
looking at a specific area of the
curriculum and we collect the words the
curriculum and we collect the words the
curriculum and we collect the words the
vocabulary and the technical terms that
vocabulary and the technical terms that
vocabulary and the technical terms that
we are going to need to develop signs
we are going to need to develop signs
we are going to need to develop signs
for then we look out into the broader
for then we look out into the broader
for then we look out into the broader
community and see if there are already
community and see if there are already
community and see if there are already
existing signs for some of these terms
existing signs for some of these terms
existing signs for some of these terms
we evaluate the sign and if we feel it's
we evaluate the sign and if we feel it's
we evaluate the sign and if we feel it's
appropriate then we incorporate it into
appropriate then we incorporate it into
appropriate then we incorporate it into
the glossary if however we feel it isn't
the glossary if however we feel it isn't
the glossary if however we feel it isn't
contextually correct then we can modify
contextually correct then we can modify
contextually correct then we can modify
it before it goes into the glossary and
it before it goes into the glossary and
it before it goes into the glossary and
if we have no sign at all for the
if we have no sign at all for the
if we have no sign at all for the
technical term then we have to create a
technical term then we have to create a
technical term then we have to create a
new one and it's all based all the new
new one and it's all based all the new
new one and it's all based all the new
signs have semantic and morphological
signs have semantic and morphological
signs have semantic and morphological
links and once the work is finished we
links and once the work is finished we
links and once the work is finished we
disseminate the the films to the team
disseminate the the films to the team
disseminate the the films to the team
and we make sure that everybody is happy
and we make sure that everybody is happy
and we make sure that everybody is happy
about it once we're all agreed that
about it once we're all agreed that
about it once we're all agreed that
these are the appropriate signs we
these are the appropriate signs we
these are the appropriate signs we
upload them to our website this is an
upload them to our website this is an
upload them to our website this is an
example of a list of terms that we
example of a list of terms that we
example of a list of terms that we
collect collected from the curriculum
collect collected from the curriculum
collect collected from the curriculum
along with definition so that we could
along with definition so that we could
along with definition so that we could
be absolutely sure that our sign with
be absolutely sure that our sign with
be absolutely sure that our sign with
the signs that we developed are
the signs that we developed are
the signs that we developed are
appropriate to the context of the
appropriate to the context of the
appropriate to the context of the
terminology for one of the workshops we
terminology for one of the workshops we
terminology for one of the workshops we
had a scientific artist come in and work
had a scientific artist come in and work
had a scientific artist come in and work
with us this is this is an example from
with us this is this is an example from
with us this is this is an example from
our stem cell vocabulary workshop and
our stem cell vocabulary workshop and
our stem cell vocabulary workshop and
this this individual he was able to
this this individual he was able to
this this individual he was able to
illustrate some of the concepts for us
illustrate some of the concepts for us
illustrate some of the concepts for us
as a deaf working group of course we
as a deaf working group of course we
as a deaf working group of course we
rely on visual information so that
rely on visual information so that
rely on visual information so that
really helped us to develop signs
really helped us to develop signs
really helped us to develop signs
because a lot of BSL signs are what we
because a lot of BSL signs are what we
because a lot of BSL signs are what we
describe as iconic so it really helps if
describe as iconic so it really helps if
describe as iconic so it really helps if
we can see what the actual real-life
we can see what the actual real-life
we can see what the actual real-life
thing is that we're trying to develop a
thing is that we're trying to develop a
thing is that we're trying to develop a
sign for and then we often create
sign for and then we often create
sign for and then we often create
mindmaps that indicate the kind of links
mindmaps that indicate the kind of links
mindmaps that indicate the kind of links
between particular items of terminology
between particular items of terminology
between particular items of terminology
and that guides us and how we develop
and that guides us and how we develop
and that guides us and how we develop
the new signs I'm just going to talk a
the new signs I'm just going to talk a
the new signs I'm just going to talk a
little bit about that now I'm hoping
little bit about that now I'm hoping
little bit about that now I'm hoping
that some of you here are experts in
that some of you here are experts in
that some of you here are experts in
chemistry nobody oh okay well I'll teach
chemistry nobody oh okay well I'll teach
chemistry nobody oh okay well I'll teach
you something new today then so you can
you something new today then so you can
you something new today then so you can
see all these terms we had in our
see all these terms we had in our
see all these terms we had in our
working group to expect chemists who
working group to expect chemists who
working group to expect chemists who
identified these as a family of terms
identified these as a family of terms
identified these as a family of terms
I'm just going to show you a video clip
so you can see all the different terms
so you can see all the different terms
so you can see all the different terms
that were covered there and the family
that were covered there and the family
that were covered there and the family
of signs are very similar the movement
of signs are very similar the movement
of signs are very similar the movement
was different for different terms this
was different for different terms this
was different for different terms this
clear location setup for product and
clear location setup for product and
clear location setup for product and
reactant so we start from the green
reactant so we start from the green
reactant so we start from the green
circle here on the screen and we finish
circle here on the screen and we finish
circle here on the screen and we finish
at the red circle for all of these signs
at the red circle for all of these signs
at the red circle for all of these signs
and that indicates chemical reaction
and that indicates chemical reaction
and that indicates chemical reaction
reversible chemical reactions you can
reversible chemical reactions you can
reversible chemical reactions you can
assign moves over to the red circle and
assign moves over to the red circle and
assign moves over to the red circle and
then back indicating that it can be
then back indicating that it can be
then back indicating that it can be
reversed so you can see that's a whole
reversed so you can see that's a whole
reversed so you can see that's a whole
family of signs here and that are linked
family of signs here and that are linked
family of signs here and that are linked
conceptually if we move on to physics
conceptually if we move on to physics
conceptually if we move on to physics
for some other examples anyone here
for some other examples anyone here
for some other examples anyone here
expert in physics one or two I can see a
expert in physics one or two I can see a
expert in physics one or two I can see a
couple of hands going up that's good
couple of hands going up that's good
couple of hands going up that's good
it's interesting when the group got
it's interesting when the group got
it's interesting when the group got
together and we created our list of
together and we created our list of
together and we created our list of
terms we saw mass and then wheat and a
terms we saw mass and then wheat and a
terms we saw mass and then wheat and a
density formed a natural family they
density formed a natural family they
density formed a natural family they
were all closely linked as concepts so
were all closely linked as concepts so
were all closely linked as concepts so
we went on to discuss them in the
we went on to discuss them in the
we went on to discuss them in the
working group so we have to think about
working group so we have to think about
working group so we have to think about
forum and meaning so for mass remember
forum and meaning so for mass remember
forum and meaning so for mass remember
mass is something that is not affected
mass is something that is not affected
mass is something that is not affected
and by movement it just exists there so
and by movement it just exists there so
and by movement it just exists there so
this is the sign for mass mass that's it
this is the sign for mass mass that's it
this is the sign for mass mass that's it
it's just an object there it is no
it's just an object there it is no
it's just an object there it is no
movement nothing acting on it mass
and when we went on to consider the term
and when we went on to consider the term
and when we went on to consider the term
for wheat that of course is mass that
for wheat that of course is mass that
for wheat that of course is mass that
has been acted upon by gravity so the
has been acted upon by gravity so the
has been acted upon by gravity so the
sign has a downward movement so what do
sign has a downward movement so what do
sign has a downward movement so what do
you think the sign could be not bad not
you think the sign could be not bad not
you think the sign could be not bad not
bad that's a good attempt this is the
bad that's a good attempt this is the
bad that's a good attempt this is the
sign for wheat you're right about the
sign for wheat you're right about the
sign for wheat you're right about the
downward movement because of the force
downward movement because of the force
downward movement because of the force
of gravity acting on mass air density
of gravity acting on mass air density
of gravity acting on mass air density
any ideas No
density still we're using the same for
density still we're using the same for
density still we're using the same for
mass and then the other hand is
mass and then the other hand is
mass and then the other hand is
indicating volume so all of these signs
indicating volume so all of these signs
indicating volume so all of these signs
are linked with that root sign for mass
are linked with that root sign for mass
are linked with that root sign for mass
to create a family of signs that really
to create a family of signs that really
to create a family of signs that really
indicates the concepts very clearly so
indicates the concepts very clearly so
indicates the concepts very clearly so
we've got mass weight and density so
we've got mass weight and density so
we've got mass weight and density so
we're very careful when we're creating
we're very careful when we're creating
we're very careful when we're creating
our signs to make sure that meaning and
our signs to make sure that meaning and
our signs to make sure that meaning and
it comes across clearly in a visual way
now going to back to maths the term
now going to back to maths the term
now going to back to maths the term
average
you see they're all linked but to this
you see they're all linked but to this
you see they're all linked but to this
this handshape here which represents the
this handshape here which represents the
this handshape here which represents the
range of numbers that are involved in
range of numbers that are involved in
range of numbers that are involved in
each of these terms and all of the signs
each of these terms and all of the signs
each of these terms and all of the signs
developed based around that root sign
developed based around that root sign
developed based around that root sign
here's another example the family of
here's another example the family of
here's another example the family of
signs around cells
see you again see that they're all
see you again see that they're all
see you again see that they're all
linked to this root sign for sale so DSL
linked to this root sign for sale so DSL
linked to this root sign for sale so DSL
as I mentioned earlier has its own
as I mentioned earlier has its own
as I mentioned earlier has its own
phonology but it's not like spoken
phonology but it's not like spoken
phonology but it's not like spoken
language of phonology it is based on
language of phonology it is based on
language of phonology it is based on
these five parameters handshape
these five parameters handshape
these five parameters handshape
orientation location on the body
orientation location on the body
orientation location on the body
movement and facial expression and these
movement and facial expression and these
movement and facial expression and these
five elements combine to create one sign
so for example if one of these
so for example if one of these
so for example if one of these
parameters changes it will change the
parameters changes it will change the
parameters changes it will change the
meaning of a sign let me think of an
meaning of a sign let me think of an
meaning of a sign let me think of an
example to show you so this is a sign
example to show you so this is a sign
example to show you so this is a sign
for a number if you change the handshape
for a number if you change the handshape
for a number if you change the handshape
to this it means how much number you see
to this it means how much number you see
to this it means how much number you see
just the only thing has changed there is
just the only thing has changed there is
just the only thing has changed there is
one parameter of handshake if we change
one parameter of handshake if we change
one parameter of handshake if we change
the parameter of orientation this means
the parameter of orientation this means
the parameter of orientation this means
Britain will change the orientation the
Britain will change the orientation the
Britain will change the orientation the
sign now means today location on the
sign now means today location on the
sign now means today location on the
body this wiggly finger movement on the
body this wiggly finger movement on the
body this wiggly finger movement on the
cheek means when and this means how much
cheek means when and this means how much
cheek means when and this means how much
on the chin so you see the location is
on the chin so you see the location is
on the chin so you see the location is
the only parameter that has changed
movement this is the sign for bread but
movement this is the sign for bread but
movement this is the sign for bread but
if we change the movement that's the
if we change the movement that's the
if we change the movement that's the
sign for true facial expression finally
sign for true facial expression finally
sign for true facial expression finally
this is a sign for happy when I smiley
this is a sign for happy when I smiley
this is a sign for happy when I smiley
face not happy so the manual sign is the
face not happy so the manual sign is the
face not happy so the manual sign is the
same and the only changes in facial
same and the only changes in facial
same and the only changes in facial
expression these are some of the other
expression these are some of the other
expression these are some of the other
things we considered sometimes we
things we considered sometimes we
things we considered sometimes we
borrowed science from other sign
borrowed science from other sign
borrowed science from other sign
language languages because they had a
language languages because they had a
language languages because they had a
perfect example that matched principles
perfect example that matched principles
perfect example that matched principles
of BSL as a language so we were able to
of BSL as a language so we were able to
of BSL as a language so we were able to
incorporate that into the glossary we
incorporate that into the glossary we
incorporate that into the glossary we
used compounding compounding which is
used compounding compounding which is
used compounding compounding which is
two signs that are brought together to
two signs that are brought together to
two signs that are brought together to
change the meaning so this sign is round
change the meaning so this sign is round
change the meaning so this sign is round
object this pointy finger sign is
object this pointy finger sign is
object this pointy finger sign is
negative but when you combine them you
negative but when you combine them you
negative but when you combine them you
have the negative electron circling the
have the negative electron circling the
have the negative electron circling the
newt nucleus which
newt nucleus which
newt nucleus which
means Adam we use sign simultaneity
means Adam we use sign simultaneity
means Adam we use sign simultaneity
number itself becomes prime number we
number itself becomes prime number we
number itself becomes prime number we
simplify signs because for example there
simplify signs because for example there
simplify signs because for example there
might be several signs that we could use
might be several signs that we could use
might be several signs that we could use
and one sign for each of the inner
and one sign for each of the inner
and one sign for each of the inner
planets for example so for inner planets
planets for example so for inner planets
planets for example so for inner planets
we simplify that and it would be Sun and
we simplify that and it would be Sun and
we simplify that and it would be Sun and
for planets but we simplify it to these
for planets but we simplify it to these
for planets but we simplify it to these
four fingers moving around the Sun to
four fingers moving around the Sun to
four fingers moving around the Sun to
indicate the inner planets iconicity as
indicate the inner planets iconicity as
indicate the inner planets iconicity as
another consideration this is a sign for
another consideration this is a sign for
another consideration this is a sign for
volcano you can see it's a mountain that
volcano you can see it's a mountain that
volcano you can see it's a mountain that
isn't complete it's got a hole at the
isn't complete it's got a hole at the
isn't complete it's got a hole at the
top and I've given you already some
top and I've given you already some
top and I've given you already some
examples of the morphological families
examples of the morphological families
examples of the morphological families
mean mode median so we use that kind of
mean mode median so we use that kind of
mean mode median so we use that kind of
principle to create families of sounds
principle to create families of sounds
principle to create families of sounds
and families of signs and the team all
and families of signs and the team all
and families of signs and the team all
work together to make sure that we
work together to make sure that we
work together to make sure that we
create clear visual signs that match the
create clear visual signs that match the
create clear visual signs that match the
concepts and our aim is to make sure
concepts and our aim is to make sure
concepts and our aim is to make sure
that deaf children can get access to
that deaf children can get access to
that deaf children can get access to
scientific concepts and actually maybe
scientific concepts and actually maybe
scientific concepts and actually maybe
some of you might find the signs useful
some of you might find the signs useful
some of you might find the signs useful
to help you remember some scientific
to help you remember some scientific
to help you remember some scientific
terminology thank you all very much
terminology thank you all very much
terminology thank you all very much
[Applause]
