Profiles

Johanna Mesch

Johanna Mesch

Universitetslektor

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Arbetar vid Institutionen för lingvistik
E-post johanna.mesch@ling.su.se
Besöksadress Universitetsvägen 10 C, plan 2-3
Rum C 351
Postadress Institutionen för lingvistik 106 91 Stockholm

Om mig

Docent, ämnesföreträdare för Avdelningen för teckenspråk vid Institutionen för lingvistik, Stockholms universitet

Presentation på teckenspråk
Presentation på svenskt teckenspråk

Undervisning

 
VT 2018:
  • LIT130/LIT132 Teckenspråk I, Analys av teckenspråkstexter I, 7,5 hp
  • LITFL2 Fortbildningskurs i teckenspråk för lärare, 30 hp (kursansvarig)
  • Handledning av uppsatser
HT 2017:
  • LIT130/LIT135 Teckenspråk I, Dövas språk, kultur och historia, 7,5 hp
  • LITU10/LITN12/LITN02, Teckenspråk i teori och praktik I, Dövas kultur och historia, 5 hp
  • TTA435 Teckenspråkstolkning, Taktilt teckenspråk, 5 hp
  • LIT342 Teckenspråk-kandidatkurs, Teckenspråksteori II, 7,5 hp
  • LITFL2 Fortbildningskurs i teckenspråk för lärare, 30 hp (kursansvarig)
Här är ett exempel på min föreläsning om teckenspråkets historia.
 

Forskning

Min expertis inom taktil teckenspråkskommunikation har varit efterfrågad i flera år, efter min doktorsavhandling Teckenspråk i taktil form – turtagning och frågor i dövblindas samtal på teckenspråk (1998). Jag har haft ett övergripande ansvar för ett treårigt projekt Korpus för det svenska teckenspråket under åren 2009-2011, finansierat av Riksbankens Jubileumsfond. Nu är jag involverad i ett treårigt TATE-projekt Från tal till tecken - att lära sig Svenskt teckenspråk som andraspråk under åren 2017-2019, tillsammans med Krister Schönström. Jag är också involverad i det nationella Swe-Clarin-projektet, tillsammans med Mats Wirén på datorlingvistik.

 

Aktuella forskningsprojekt:

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2018. Becky Clark, Johanna Mesch. Sport in Society 21 (1), 64-75

    Although the significance of gender and disability issues has graduallyincreased in the global society during the past three decades,there are only few studies with regard to the deaf community andsport. This article examines the level of Deaf or Hard-of-Hearingwomen’s participation in sports and the factors for their continuedunderrepresentation. The WomenSport International’s Task Force onDeaf and Hard of Hearing Girls and Women in Sport conducted aworld-wide survey to determine and assess the needs of deaf andhard of hearing girls and women in sport. A snapshot of the resultsand issues and future aspirations are provided.

  • Artikel Signed renga
    2017. Johanna Mesch, Michiko Kaneko. African Studies 76 (3), 381-401

    South African Sign Language (SASL) poetry is still exploring many forms of poetry genres. This article describes the recent development of a new ‘genre’ in sign language poetry: signed renga (group poetry). The article will outline the form – what it is, how it has developed and spread, and why it is an apparently successful poetic genre. A sketch of a workshop from Signing Hands Across the Water 2 (SHAW 2) will also be provided to illustrate how renga emerges out of group work. First we will briefly explain common features of signed renga, drawing on a body of signed renga in British, Irish and Swedish Sign Languages. The second half of the article is an in-depth analysis of one signed renga, titled South Africa, which emerged from the SHAW 2 festival, with a focus on transitions as collaborative performance using shared signing space and eye gaze direction

  • 2016. Johanna Mesch. Language & Communication 50, 22-41

    The current study aims to determine the manual backchannel responses that signers use in Swedish Sign Language discourse by analyzing a subset of the SSL Corpus. The investiga- tion found 20% of the backchannel responses in this data to be manual. The study focuses on the manual backchannel responses that consist of signs (mostly the sign gloss YES) and gesture-like signs (PU “palms up”), and other manual activities, which can occur at a relatively low height in signing space. With respect to age groups, younger signers engage in more weak manual activity than older signers.

  • 2017. Johanna Mesch, Krister Schönström.

    This paper describes work on an ongoing learner corpus in Swedish Sign Language (SSL) as a second language (L2). The purpose of this learner corpus is to provide a solid database for second language research in SSL, as there is a lack of research regarding how adults learn a signed language as a second language, and the availability of such a corpus for research would ultimately lead to new insights in the field. Work on this SSL learner corpus started in 2013 (Schönström & Mesch, 2014), and it now contains longitudinal data collected from 2013 to 2016. The corpus consists of data from two groups of learners. Data collection for the first group was completed in 2014 and contains 9:06 hours of data from a total of 18 learners. Data collection from the second group is ongoing.

    The longitudinal data collection consisted of interviews as well as picture and video retellings recorded on four occasions over a period of 1.5 years. The learners consisted of students from a sign language interpreter program at university level. The first collection began one month after course onset, and the second one 1.5 years after onset. The aim was to obtain a wider range of data illustrating the learners’ different developmental stages. The recorded material has been annotated and transcribed in the multimodal annotation tool ELAN using current SSL annotation conventions, especially for annotation of glosses as well as a special annotation schema for L2 analysis according to our particular research objectives.

    For those who are learning SSL, we hypothesize that simultaneous and spatial structures in a gestural-visual modality are challenging to learn (cf. Ortega & Morgan, 2015). Earlier we began analyzing the mouth actions of L2 learners (Mesch, Schönström, Riemer-Kankkonen & Wallin, 2016). Data was annotated according to annotation tiers for mouthing categories, such as mouth movements borrowed from Swedish (mouthing without sound), and mouth gestures, as well as L2 tiers. The next step is to analyze a set of complex sign categories (i.e. signs modified according to meaning and space). We are interested in how learners acquire depicting signs as well as other complex sign categories, i.e. modified signs and indicating signs. This overlaps partly with the use of space for meaning and reference, which is a challenge to annotate. In our presentation, we will show our annotation scheme and discuss the challenges of annotating these structures in an L2 context. 

Visa alla publikationer av Johanna Mesch vid Stockholms universitet

Senast uppdaterad: 16 februari 2018

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