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Whom does the screen interface serve, and how do artificial intelligence (AI) tools affect theatrical publics across both the playing space and the playgoing space? Screens are a site where cultural and performative meanings are generated and negotiated. This article draws on interface theories to analyze the roles of screens in regulating publics' access to performance, producing new ambient conditions of theatergoing and changing the publics' relationships to themselves and to performance. Screens in All the World's a Screen , an Irish Sign Language production, served and became co-spectating theatrical publics. The organizers encouraged the theatergoing public to use an AI app on their phones, their anthropomorphized "machine guests," to obtain auto-captioning based on pose analysis of the actor and to receive retail suggestions that the AI deemed relevant. Operating both within and beyond the fabula of the performance, screens as anthropomorphic interfaces create multiple theatrical publics through an imperfect spectatorial proxy. [ABSTRACT FROM AUTHOR]

This article seeks to explore the notion and strength of community belonging amongst the deaf community in Ireland. The article outlines the results from the online and anonymous survey that took place in June 2020. Three hundred ninety-nine responses were made, and 270 out of them are fully completed and analysed before a commentary is made. Concepts such as the "community" and "deaf community" are briefly theorised to see if they are compatible with the community beliefs held by the respondents. Key issues that are perceived to unite or divide the deaf community include solidarity, cultural affinity, sense of belonging, lack of trustworthiness, feelings of exclusion and dissent regarding leadership. The theoretical concept of 'sense of community' adapted is that proposed by McMillian and Chavis (1986), who define it as "a feeling that members have of belonging, a feeling that members matter to one another and the group, and a shared faith that members' needs will be met through their commitment to being together." It is envisaged to have the research expanded into specific issues such as the long-term sustainability of the community. [ABSTRACT FROM AUTHOR]

There is a strong perception among members of the Irish deaf community that the community is in gradual decline, with dwindling traditional bases for producing Irish Sign Language (ISL) users. For instance, enrolments in residential schools for the deaf have been declining steadily, and the numbers involved in social, sports and cultural activities in the community have been falling. Technological advances, consolidation of educational policies for deaf children in mainstream education, and individualisation and increased social mobility have also had an impact on how this community operates. However, there is paltry research on how such changes have affected deaf community cohesion, especially in the Irish context. Therefore, this ongoing research entitled Sense of Community – the Irish Deaf Community, seeks to explore the notion and strength of community belonging amongst the deaf community in Ireland. This project report presents the results of one element of this research, i.e. an online survey study conducted in June 2020. Initial analysis of the results of this survey indicate that ISL is one of the primary bonds holding the Irish deaf community together and that issues that divide the community include trustworthiness, feelings of exclusion, and the notion of leadership.

Sign language learners are a heterogenous group who have different motivations for embarking on formal studies. It is apparent at the outset that many learners are uninformed about sign languages and the deaf community. It has been previously noted that societies often lack the understanding that signed languages are valid languages, and have prevailing ideologies that oral-auditive languages are superior to visual-spatial languages. This research study explores the extent to which being a sign language learner contributes to the formation or (re)negotiation of a multilingual identity. Researchers have hypothesised that in the right conditions, a classroom environment allows for a participative multilingual identity to be formed. In order to investigate this, interviews were conducted with 21 learners enrolled in a Deaf Studies programme at a university in Ireland. Findings suggest that the immersive nature of the learning environment acts as a catalyst for shifting language ideologies. This claim is based on learners' growing appreciation of the social justice principles which deaf communities are striving for in relation to access and recognition. The argument is put forward that this may lead to a (re)negotiated multilingual identity, which now encompasses a visual-spatial sign language. [ABSTRACT FROM AUTHOR]

This paper presents a first snapshot of what we know about how the Irish justice system responds to deaf signers. We look specifically at engagement with An Garda Síochána, the District Court and the Irish Prison Service. We draw on a body of data that stems from (i) the European Commission funded Justisigns Project, (ii) the ‘grey literature’, and (iii) a small study of how equally deaf prisoners access services available to hearing prisoners. We set out to document and benchmark provisions, mapping current practice against the requirements of the European Directives, and reflecting on how these sit with respect to the obligations outlined in the Irish Sign Language Act (2017) and the UNCRPD (2006). We identify a number of gaps arising from systemic issues such as the siloed manual recording of requests for interpreting, quality assurance protocols where interpreters are provided (e.g. the video recording of all parties), and arising from this, the limited opportunities for true evidence-led practice for all those engaged with deaf signers in the Irish justice system.

The European Language Portfolio (ELP) has been widely implemented to support the development of learner autonomy in the teaching and learning of spoken languages, but, until this study, had not been implemented with learners of sign languages. Across 2017–18, we developed and piloted a sample ELP for Irish Sign Language (ISL), which fed into work on the development of an ELP for sign language learners, under the umbrella of the PRO-Sign 2 project (European Centre for Modern Languages). We piloted the ELP with a cohort of ISL learners in the second year of their Bachelor in Deaf Studies, who perform at A2-B1 level on the Common European Framework of Reference for Languages (CEFR) (2001; Leeson et al., 2016). All are learning ISL as a second language (L2), and are acquiring this sign language in what is, for them a new modality (M2). We met students on four occasions across 2017–18 to explore how/if use of the ELP in the ISL classroom supports the development of robust self-evaluation skills, and how the ELP enhances student-reported perception of motivation and autonomy. We report on the process, and present a grounded theory (Glaser & Strauss, 1968), “Bridging the Gap”, drawn from key concerns of these ISL M2L2 learners at A2–B1 level.

Word frequency has a significant impact on language acquisition and fluency. It is often a point of reference for the teaching and assessing of a language and indeed, as a control for psycholinguistic studies. This paper presents the results of the first objective frequency analysis of lexical tokens from the Signs of Ireland corpus. We investigate the frequency of fully lexical, partly lexical and non-lexical signs in Irish Sign Language as they are presented in the corpus. We confirm the accuracy of the lexical gloss frequency data with a supplementary corpus subset that is tagged for grammatical class and additional insights from previous lexical frequency studies conducted for American Sign Language, Australian Sign Language, British Sign Language and New Zealand Sign Language. This approach has informed us that signers who learn the 100 most frequent signs in Irish Sign Language, will know a third of the language’s vocabulary. This study has found that, in the main, frequency statistics from Irish Sign Language are in line with previous studies and that the text type and annotation strategy can significantly impact results. We found that, without a formalised lexicon, lexical glosses fell short of the requirements for a lexical frequency analysis. However, supported by grammatical class data, frequency data may be reported for symbolic units.

Irish Sign Language uses a one-handed alphabet in which each fingerspelled letter has a unique combination of handshape, orientation, and, in a few cases, path movement. Each letter is used to represent a letter from the Latin alphabet (Battison, 1978; Wilcox, 1992). For ISL learners, fingerspelling is a strategy that is used to bridge lexical gaps, and so functions as an interlanguage mechanism, which we hypothesise is more prevalent for new learners (A-level learners in the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). Across 2018–19 we marked up a subset of data from the Second Language Acquisition Corpus (ISL-SLAC) for use of fingerspelling. Here, we document how these learners use fingerspelling, and explore the phonology of the fingerspelled items presented by M2L2 learners (handshape, location, movement and orientation), comparing to the production ofnative signers’, drawn from the Signs of Ireland corpus. Results indicate that ISL learners make greater use of fingerspelling in the initial phases of acquiring the language, and that, over time, as they develop a robust lexical repertoire, they reduce the frequency of fingerspelling. Fingerspelling also provides a strategic interlanguage that can be reverted to when vocabulary is unknown.

Irish Sign Language (ISL) became a recognised language in the State with the passing of the 2017 Irish Sign Language Act. It is a language that has been shown to not only be a fully-fledged language, but one that exhibits complexity and significant variation by gender and age. Research into the linguistics and sociolinguistics of ISL has been carried out over more than thirty years, and it is almost twenty years since the establishment of Trinity College's Centre for Deaf Studies, source of much of this research. But an examination of the historical records reveals an even greater complexity. Modern day ISL is descended, in the main, from the signed languages that were used in Cabra's Catholic Deaf schools from the 1840s, but little is written about other signed languages, and variations thereon, that have existed on this island over the last 200 years. This article attempts to show that the history of Irish signed language(s) used by Deaf people is neither the story of signing systems invented by hearing people, nor of a single genesis leading in a straight line to modern ISL - but a layered and diverse account of social, historical, educational, and language change.

Taking a cognitive linguistic approach, this paper explores passive constructions in Irish Sign Language (ISL). Adopting Foley & Van Valin’s (1984) concept of ‘macroroles’, we introduce the prototypical passive construction in ISL, a construction that incorporates several elements including a shift in focus from the Actor to the Undergoer, the recruitment of body partitioning, the use of an empty locus for establishment of an unspecified actor/s, and potentially, a body lean which may be coupled with averted eyegaze. We explore the viewpoint shifts that this construction allows signers, which support the cognitive grammar emphasis on the importance of construal. We also introduce a related category of constructions which recruit the signer’s body as a surrogate for unspecified actors. Unlike the prototypical passive, these constructions are less complex in that they do not recruit body partitioning, body leans or averted eyegaze. However, they are interesting because they seem to demand inferential readings where the surrogate represents external actors or, metonymically, institutions. In particular, we discuss the use of the signer’s body to represent an unspecified Actor and consider the role of embodiment as a lynchpin for understanding how passives operate. We present examples from the Signs of Ireland corpus and from the European Commission funded Medisigns project to illustrate these constructions in ISL.

In this paper, the authors consider issues relating to hearing interpreter teams, and deaf-hearing interpreter teams. A small-scale investigation of team interpreting in Ireland was conducted, considering where interpreters are working throughout Ireland and in what settings they are operating as a team. An anonymous survey was circulated to the interpreters of Ireland. From this it was observed that hearing interpreters tend to be the lead parties in organising interpreter teams. Furthermore it is interesting to note that Deaf Interpreters (referred to as DIs) report rarely working as part of a team. There is very little guidance for DIs, which further disadvantages them, as they cannot then easily advocate for their own position in the Irish context. The authors concluded by stating the need for guidance policies and/or toolkits surrounding how to decide who should be on an interpreter team. This would be beneficial for all interpreters, interpreting agencies and any organisation looking to book interpreters, whether they be public bodies or private sector.

This ethnodrama is a script writing project based on qualitative research that explores deaf people's experience of working as interpreter in Ireland. A collection of interview data was used to develop the ethnodrama by constructing scenes that reveal a series of interactive moments that capture the challenges faced by deaf interpreters. Framed within Sontag's (1997) conceptualization of "translation," the authors offer a critique of the term translation and discuss its significance from the perspective of deaf interpreters. Participants were invited to read and comment on aspects of the scenes and contribute to the script writing process. Their statements were integrated into the script to generate meaningful dialogue which appear in the final part of the play. The discussion indicated a positive response to this ethnodrama which was generally successful in producing realistic dramatized scenarios which stimulated reflective discussions in the epilogue. [ABSTRACT FROM AUTHOR]

This article is based on thesis research carried out at the Centre for Deaf Studies, Trinity College Dublin. The purpose of this research was to examine Irish Sign Language (ISL) interpreting within higher education settings in Ireland. This empirical research documents for the first time the experiences of Irish Deaf 1 students, who use ISL as their primary language, working with interpreters in this domain. This research focuses on Deaf people who availed of an ISL interpreter between the years 2005 and 2015. A total of twenty-seven participants responded to an online questionnaire. The data results indicate that Deaf students prioritise the need for quality interpreting over access and place a high value on the relationship of trust they establish with their interpreter(s). Further exploration of the data reveals that trust is built upon an effective working relationship such as the interpreter acting in a benevolent manner, communicating with the student directly, adjusting signing styles to suit the student and establishing signs for subject-specific terminology. [ABSTRACT FROM AUTHOR]

Linguistic imperialism—a term used to conceptualize the dominance of one language over others—has been debated in language policy for more than two decades. Spolsky (Language policy, Cambridge University Press, Cambridge, 2004), for example, has questioned whether the spread of English was a result of language planning, or was incidental to colonialism and globalization. Phillipson (Lang Policy 6(3):377-383, 2007) contests this view, arguing that linguistic imperialism is not based on ‘conspiracy’, and is underpinned by evidence of explicit or implicit language policy that aims to intentionally advantage some languages at the expense of others. This paper analyses Irish Sign Language policy, or lack thereof, in terms of linguistic imperialism. It does this by presenting evidence within a conceptual framework of linguistic imperialism to explore how discrimination and inequality occurs in relation to Irish Sign Language users in Ireland. The findings highlight many policies and practices that fit the linguistic imperialism paradigm including linguicism, audism, and the denial of linguistic rights. The paper, therefore, challenges some views in language policy that linguistic imperialism lacks credibility by highlighting a current case of minority language (ISL) users under imperialistic-like control of policy geared towards a dominant language (English). [ABSTRACT FROM AUTHOR]

This ethnographic study examines deaf people’s experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied lives based on a total of 10 loosely structured individual interviews conducted with a purposeful sample of deaf adult participants who were past pupils of Catholic schools. Using ethnographic data, the study illuminates the views of participants concerning the learning obstacles created by a school policy dominated by oralism which prohibited use of Irish Sign Language. The article uncovers children’s experiences of the Sacrament of Penance for disobeying classroom rules against signing. Participants found their schooling experiences exemplify notions of stigma and stereotyping. As children, their response was to either subvert or submit to their school’s policy and religious practice. The findings make a useful contribution to current debates on language issues pertaining to teaching, learning and communication in deaf education. This paper concludes that, although heavily stigmatised in the past, Irish Sign Language has an important role in cultivating equitable access to Religious Education. [ABSTRACT FROM AUTHOR]

The theme of the 2017 IATSE conference was Ideas that work: inspiring creativity, innovation and collaboration. Every day schools all over the country are inspiring, creating, innovating and collaborating and I felt this was an opportunity for me to share a story, a simple story, of what I as a school principal had been witnessing in our school. In this article, I share the journey of Mary, a little girl with both complex educational and medical needs who enrolled in our school in 2013. It is a story of resilience on the part of Mary, and of dedication and innovation on the part of her resource teacher, Siobhán, to improve the quality of life and of educational attainment for Mary. I hope this article might encourage other schools, teachers or principals to share their experiences, to acknowledge the bravery and courage of pupils and affirm the work of staffs who strive every day to bring about change and inspiration in schools. [ABSTRACT FROM AUTHOR]

This research explores and evaluates the contribution that facial expressions might have regarding improved comprehension and acceptability in sign language avatars. Focusing specifically on Irish sign language (ISL), the Deaf (the uppercase 'D' in the word 'Deaf' indicates Deaf as a culture as opposed to 'deaf' as a medical condition) community's responsiveness to sign language avatars is examined. The hypothesis of this is as follows: augmenting an existing avatar with the seven widely accepted universal emotions identified by Ekman (Basic emotions: handbook of cognition and emotion. Wiley, London, 2005) to achieve underlying facial expressions will make that avatar more human like and improve usability and understandability for the ISL user. Using human evaluation methods (Huenerfauth et al. in Trans Access Comput (ACM) 1:1, 2008), an augmented set of avatar utterances is compared against a baseline set, focusing on two key areas: comprehension and naturalness of facial configuration. The approach to the evaluation including the choice of ISL participants, interview environment and evaluation methodology is then outlined. The evaluation results reveal that in a comprehension test there was little difference between the baseline avatars and those augmented with emotional facial expression. It was also found that the avatars are lacking various linguistic attributes. [ABSTRACT FROM AUTHOR]

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland. [ABSTRACT FROM AUTHOR]

The article analyses cross-modal language contact between signed and spoken languages with special reference to the Irish Deaf community. This is exemplified by an examination of the phenomenon of mouthings in Irish Sign Language including its origins, dynamics, forms and functions. Initially, the setup of language contact with respect to Deaf communities and the sociolinguistics of the Irish Deaf community are discussed, and in the main part the article analyses elicited data in the form of personal stories by twelve native signers from the Republic of Ireland. The major aim of the investigation is to determine whether mouthings are yet fully integrated into ISL and if so, whether this integration has ultimately caused language change. Finally, it is asked whether traditional sociolinguistic frameworks of language contact can actually tackle issues of cross-modal language contact occurring between signed and spoken languages. [ABSTRACT FROM AUTHOR]

In Dublin, Ireland, the gendering of Irish Sign Language (ISL) is extreme among women born before 1931 and men born before 1946. These groups are products of two gender-segregated residential schools for the deaf The language differences emerging from the schools were sufficiently divergent to obscure communication by gender. Yet, as adults, rather than embrace their gendered language differences, most women and men sought ways to eradicate them. Essentially the eradication process nearly eliminated the female form of signing in favor of the male form. Most people in this gendered linguistic generation have followed this cultural convention, but not everyone. This article considers individual and community language practices that challenge, and in some cases subvert, existing cultural norms of gendered linguistic behavior leading both to language con- traction and to more recent attempts to revitalize the female form of ISL. [ABSTRACT FROM AUTHOR]