Scribd
Upload
218 views4 pages

KSL For Ie Theory Questions

The document outlines various aspects of Kenya Sign Language (KSL), including features of hand shapes, movement characteristics, and the status of KSL in education. It discusses communication strategies for interacting with the hearing impaired, the significance of sign systems, and the origin of fingerspelling. Additionally, it highlights the characteristics of deaf culture and provides examples of sign systems used by the hearing impaired.

Uploaded by

aatieno27
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
218 views4 pages

KSL For Ie Theory Questions

The document outlines various aspects of Kenya Sign Language (KSL), including features of hand shapes, movement characteristics, and the status of KSL in education. It discusses communication strategies for interacting with the hearing impaired, the significance of sign systems, and the origin of fingerspelling. Additionally, it highlights the characteristics of deaf culture and provides examples of sign systems used by the hearing impaired.

Uploaded by

aatieno27
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

KSL – IE THEORY QUESTIONS

9110/201 IE-DL

1. (a) Highlight with relevant examples five (5) features of hand shapes (10 marks)
 Extended index finger eg when signing TALK, OPPOSITE
 Open palm eg when signing MY, YOUR
 Claw hand eg when signing MIX, RAIN
 ‘A’ handshape eg when signing ANY, WHICH
 ‘C’ handshape eg when signing CUP, CHURCH
 Clenched fist eg when signing YES, LOVE
(b) Using examples explain the three characteristics of movement. (6 marks)
 Direction of movement of the handshapes when signing eg up/down for CHILD,
SUPPORT
 Speed of the movement where some signs are made with slow movements while others
are made with quick movements of the handshapes eg when you sign WRITE repeatedly
with slow movement in quick succession means ‘write quickly’.
 Frequency of movement- this is the number of times a sign is made eg some signs are
made with one movement IN, HOUSE. Some are made by repeating the movement of the
same handshape eg INSIDE, HOUSES
(c) Discuss the status of Kenya sign language (KSL) in Kenya. (9 marks)
Through the influence of Kenya Institute of Special Education (KISE), Kenya National Association
of the Deaf (KNAD) and other associations the draft of Kenya Sign Language has been revised
and new and emerging signs used in schools for the deaf and the deaf community have been
incorporated in the current draft. Through schools (innovation centres), there has been an
increase of KSL vocabulary through sign inventions. The signs spread through inter-school
transfers, sports and games and also through rural-urban migration. Today KSL is recognized and
officially used as a language of instruction in the educational setting. It has been approved and is
taught as a subject in schools for the Hearing Impaired.

2. (a)Explain the rules that need to be observed during speech/lip reading when communicating
with the hearing impared (10 marks)
 Maintain eye contact when talking
 Always face the source of light.
 Do not talk while the face is turned away.
 Speak more deliberately and slower than usual.
 Keep your face at the same level with the learner.
 Do not cover your mouth while talking.
 Speak naturally without exaggerating lip movement.
(b) Identify five non-manual features used to accompany signs (5 marks
 Facial expressions
 Eyebrow movement
 Head movements
 Body movements
 Lip movements
 Eye movement
(c) Highlight any five activities that can help children acquire pre-manual skills (10 marks)
 Keeping rhythm in group activities.
 Tracking movements from left to right.
 Scribbling in the air, on the floor, chalkboard and in books.
 Sequencing objects from left to right.
 Watching and repeating different shapes and movement.
 Discriminating shapes.

3. (a) Describe the importance of sign systems to the hearing impaired learners (10 marks)
 Sign Systems help the hearing impaired to understand the English grammar.
 Sign Systems bridge the gap between the spoken word, signs and the written word.
 Sign Systems help increase awareness of the sounds of spoken language.
 Sign Systems are aids to language development and supplement speech.
 A Sign System like finger spelling plays a supplementary role to the learners with hearing
impairment.
 SEE shows the use of articles and prepositions to children with hearing impairment who
often have difficulty learning the correct usage of these parts of English.

(b) Discuss the origin of fingerspelling (10 marks)


The handshapes used to fingerspell the letters of the alphabet were originally taken from a book
of prayers written by a Franciscan monk, Melchor Yebra. Each letter of the alphabet had a prayer
associated with it. If a monk was too ill to recite to recite the prayer he could indicate his prayer
intent by making the corresponding handshape. Use of the handshapes to form whole words and
messages evolved allowing the monks to communicate without violating their oath of silence.
The concept was then borrowed for use in the education of the deaf at the National Institution
for Deaf-Mutes in Paris Laurent Clerc was a pupil and an instructor. In 1817 he and Thomas
Gallaudet established the American Asylum for the Education and Instruction of Deaf and Dumb
Persons, in Hartford Connecticut where fingerspelling was an integral component of Signed
Language. In the 1950’s and 60’s the Rochester method of educating deaf students required both
teachers and students to speak English and fingerspell each word simultaneously. Most national
Sign Languages have developed some kind of fingerspelled alphabet- one handed or two handed.
Finger spelling as used in Kenya is a direct letter- by- letter representation of English words with
various but specific uses in the Kenya Sign Language.
(c) Identify any five places of articulation in KSL (5 marks)
 The whole face or head
 The upper face (forehead and brow)
 The mid face (eyes)
 The lower face (eyes or nose), lower face (chin and mouth)
 The side face (cheek or ear)
 The neck
4. (a) Explain any hints for expressive fingerspelling (7 marks)
 Be relaxed and let the hand be steady.
 Let the palm face the audience.
 The hand should not be far from the mouth.
 Do not block the mouth with your hand since it is important to see the lip movement of
the signer.
 While signing avoid looking at the hand.
 Do not drop hands between words.
 Establish and maintain rhythm

(b) Discuss five characteristics of deaf culture (10 marks)


 They use Kenya Sign Language to communicate and it is the main unifying factor.
 To get attention, the Deaf are tapped on the shoulder but if at a distance and not within
reach they wave in the air in order to get attention until eye contact is established.
 Majority of the members of the Deaf community marry Deaf spouses (endogamy
marriage).
 Many prefer to be referred to either as deaf or hard of hearing and find the term
‘hearing impaired’ to be offensive and outdated.
 They like to associate with themselves and have formed social organisations such as self-
help groups and Deaf associations.

(c) Discuss three signs systems used by the hearing impaired (3 marks)
 Sign Exact English (SSE)- It’s a manual communication with the exact representation of
the English vocabulary and grammar. It is based on signs, words, affixes, suffixes, tense
markings and endings. It is used for educational purposes.
 Signed English (SE)- Manual communication with vocabulary from the English word
order. It uses sign words and sign markers. Suffixes are dropped.
 Fingerspelling- it is a representation of the letters of the alphabet using the fingers. Each
letter of the alphabet is represented by its own sign.

5. (a) Change the following SE sentences to KSL (10 marks)


 Where is my pen?
PEN MINE WHERE______?//+ Inquisitive facial expression
 I have been drinking milk since I was born.
FROM TIME ME BORN MILK ME DRINK//
 The house I saw had big rooms,
PAST HOUSE ME SEE ROOM MANY BIG HAVE
 The cat has drunk the milk.
MILK CAT DRINK//
 The cow is under the shed.
SHED COW UNDER//

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy