<meta http-equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CRon%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C02%5Cclip_filelist.xml"><style>
<!--
/* Font Definitions */
@font-face
{font-family:SimSun;
panose-1:2 1 6 0 3 1 1 1 1 1;
mso-font-alt:ËÎÌå;
mso-font-charset:134;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:3 135135232 16 0 262145 0;}
@font-face
{font-family:"\@SimSun";
panose-1:2 1 6 0 3 1 1 1 1 1;
mso-font-charset:134;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:3 135135232 16 0 262145 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-parent:"";
margin:0in;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:"Times New Roman";
mso-fareast-font-family:SimSun;}
a:link, span.MsoHyperlink
{color:blue;
text-decoration:underline;
text-underline:single;}
a:visited, span.MsoHyperlinkFollowed
{color:purple;
text-decoration:underline;
text-underline:single;}
span.hccdpe
{mso-style-name:hccdpe;}
span.ep8xu
{mso-style-name:ep8xu;}
span.ldacoc
{mso-style-name:ldacoc;}
@page Section1
{size:8.5in 11.0in;
margin:1.0in 1.0in 1.0in 1.0in;
mso-header-margin:.5in;
mso-footer-margin:.5in;
mso-paper-source:0;}
div.Section1
{page:Section1;}
-->
</style>
<p class="MsoNormal" style="text-align: center;" align="center"><span style="font-size: 11pt; font-family: Arial;">===========================================<br>
L O W L A N D S - L - 19 January 2009 - Volume 04<span style="color: rgb(102, 102, 102);"><br>
-------------------------------------------------------------------------<br>
Please set the encoding mode to Unicode (UTF-8).<br>
If viewing this in a web browser, please click on<br>
the html toggle at the bottom of the archived page <br>
and switch your browser's character encoding to Unicode.</span><br>
===========================================</span></p>
<p class="MsoNormal" style="margin-bottom: 12pt;"><span style="font-size: 11pt; font-family: Arial;"><br>
From: <span class="ep8xu"><span><span style="color: rgb(121, 6, 25);">Sandy Fleming</span></span></span><span class="hccdpe"> </span><span class="ldacoc"><<a href="mailto:sandy@scotstext.org">sandy@scotstext.org</a>></span><br>
Subject: <span class="hccdpe">LL-L "Language programming" 2009.01.17
(03) [E]</span></span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">> From:
Mike Morgan <<a href="mailto:mwmosaka@gmail.com">mwmosaka@gmail.com</a>><br>
> Subject: LL-L "Language programming" 2009.01.17 (01) [E]<br>
></span></p>
<p class="MsoNormal" style="margin-bottom: 12pt;"><span style="font-size: 11pt; font-family: Arial;">> As for what the difference between real space and token
space and<br>
> surrogate space .., and blended space, it is probably better if you<br>
> track down Liddell's book (should not be too hard), but if you will<br>
> allow my gross simplification:<br>
<br>
> Real space is, well, real space. So if I point at a book sitting on<br>
> the table in sign language discourse, i mean the book on that table.<br>
<br>
> Surrogate space is when I, in the course of sign language discourse, a<br>
> "locate" my coffee cup on the table in front of me, even though
the<br>
> table has no coffee cup, and then talk about how i spooned sugar into<br>
> it , etc, all the whilke using that bit of empty (or, perhaps NOT<br>
> empty) bit of real space on the table to BE my coffee cup. Or, when we<br>
> hold the non-dominant hand in a certain configuration for the sign<br>
> cut, showing that we are cutting a watermelon and not a chilli pepper,<br>
> that watermellon is also located in surroagte space. It is like when<br>
> we watch a play: Lawrence Olivier is NOT REALLY Hamlet ... but he is a<br>
> (good) surrogate.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">Thanks for
the explanations, Mike, I see what you're saying.<br>
<br>
When I first tried designing my BSL course last year I had quite a lot<br>
of spaces lined up, though I don't remember what I called them all:<br>
<br>
Surrogate space (as you describe it)<br>
Real space (as you describe it)<br>
(Blended space was something I never thought of)<br>
Grammatical space (for agreement verbs)<br>
Cartographic space (a vertical plane on which you describe locations or<br>
journeys on maps or draw shapes)<br>
Mannequin space (the imaginary human being in front of you on which you<br>
can describe actions done to a person)<br>
<br>
I suppose you could go further, such as distinguishing between<br>
"Cartographic space" and "Blackboard space"!<br>
<br>
But I felt that this was far too much terminology to teach: I mean,<br>
people grasp some of these concepts quite intuitively. So when reading<br>
about the brain-activity distinction between Topographical (surrogate +<br>
real) space and Grammatical (or syntactic) space, I decided to go with<br>
just those two ideas and let the lesser and similar spaces all get<br>
subsumed under Topographic space.<br>
<br>
Here's something about these spaces that might interest everybody...<br>
<br>
As you might have gathered, when signers communicate, they tend to place<br>
objects in imaginary spaces and talk about them as if they were really<br>
there. This means that when a Deaf woman talks about something she was<br>
doing at her dressing table, she tends to describe objects such as the<br>
hairbrush, the perfume &c, in terms of where they are on her dressing<br>
table.<br>
<br>
There's a theory, I don't know how well verified, that this means that<br>
Deaf women have a thorough knowledge of how each others dressing tables<br>
are arranged, and that this results in Deaf women's dressing tables<br>
gradually taking on very similar arrangements over time!<br>
<br>
I think this is probably the nearest thing I can think of to a specific<br>
language "programming the brain". But does anything similar happen
with<br>
spoken languages?<br>
<br>
By way, Mike, thanks for the idea about putting language students in<br>
competition with each other. Today I divided the class into two teams<br>
and held a trivia quiz, and suddenly, in their determination to win,<br>
their ability to understand my signing took a great leap forward! Then<br>
when it turned out to be a draw, they didn't want to stop, and insisted<br>
on a tie-breaker question!<br>
<span style="color: rgb(136, 136, 136);"><br>
Sandy Fleming<br>
<a href="http://scotstext.org/" target="_blank">http://scotstext.org/</a></span><br style="">
</span></p>