In lieu of an abstract, here is a brief excerpt of the content:

• From Teaching Deaf Children to Sign Language Research in Norway
• Marit Vogt-Svendsen (bio)

Introduction

The motivation for starting with sign language research probably started in my childhood in the 1950s and early 1960s. I was born in Italy where my father was a vicar in the Norwegian seamen's church in Genova, but we came home to Norway when I was two years old. Then, I grew up in Oslo at a home for deaf and deafblind adults with special needs, the Home for the Deaf (Hjemmet for Døve, today called Signo, Conrad Svendsen Centre), where my father was assistant to the director. Since my father was also a vicar for the deaf, my brothers and I occasionally followed him when he gave sermons in the deaf church or visited associations and schools at Christmas, bazaars, etc. As a youth, I occasionally joined the youth club for deaf people in Oslo. In all these environments where deaf children, youngsters, and adults were gathered, I saw the same thing: Deaf people communicated and understood each other very well. I never doubted that sign language was language on an equal footing with spoken language. My childhood experiences gave me an intuitive understanding for free.

At the Home for the Deaf, as I remember, there was a basic respect for sign language. Through discussions I witnessed, I eventually understood that there were disagreements between this institution and the [End Page 452] schools for the deaf when it came to the acceptance of sign language. I was upset. How could anyone think that sign language was poor and primitive, not a proper language, and should not be used in schools when it was that language deaf persons had access to in normal communication contexts? To me, the debate seemed incomprehensible. I remember discussing this with my father as an early teenager He completely agreed with my arguments. The very first incentive for working with deaf people and sign language was founded.

Becoming a Teacher for Deaf Children

Although I grew up at the Home for the Deaf, my sign language skills were limited. I knew some signs and could make myself understood in simple conversations, but I did not understand all conversations between deaf people. When deaf people signed to me, they adapted their language to my limitations and used a combination of sign and speech. I experienced the same with the pupils at the school for deaf children in Oslo, Skådalen school, where I started as a teacher in 1972, just after finishing my general teacher training. At that time, the job required no sign language competence. I was told to speak and point and use as few signs as possible during the lessons. It must be added that the school for the deaf in Trondheim was probably more sign language-friendly than the one in Oslo. At the Skådalen school, if I had to use a sign, it had to be simultaneous with the spoken word, so that "the pupils could learn Norwegian." They had to lipread. Likewise, the education of teachers of the deaf had a strong emphasis on the spoken language and a lack of information about sign language as a full-fledged language. This was also the policy at the Norwegian Institute of Special Education, also called the Advanced Teacher Training College of Special Education (Statens spesiallærerhøgskole), where I studied when on leave from Skådalen from 1973 to 75. There was no sign language training, but we did receive a limited number of hours where we learned some single signs.

Experiences with Signed Norwegian

Beyond the 1970s, it was obvious that the pupils did not learn Norwegian well enough, either orally or in writing, by using mainly Norwegian in the classroom. Like in several countries, an attempt [End Page 453] was made to make spoken language visible by adding signs to all the words. Teachers and the Norwegian Association of the Deaf (Norges Døveforbund, henceforth NDF) agreed to build a system that followed the spoken language word for word. This so-called "new sign language" was eventually called Signed Norwegian (tegnspråknorsk). It deviated from Norwegian Sign Language (henceforth NSL) with...

中文翻译：

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从聋哑儿童教学到挪威手语研究

以下是内容的简短摘录，以代替摘要：

• 从聋哑儿童教学到挪威手语研究
• 马里特·沃格特-斯文森（简介）

介绍

开始手语研究的动机可能始于我 20 世纪 50 年代和 60 年代初的童年。我出生在意大利，我的父亲是热那亚挪威海员教堂的一名牧师，但我两岁时我们回到了挪威。然后，我在奥斯陆的一所专门为有特殊需要的聋人和盲人成人之家长大，即聋人之家（Hjemmet for Døve，今天称为 Signo，Conrad Svendsen 中心），我的父亲在那里担任主任助理。由于我的父亲也是一名聋人牧师，我和兄弟们偶尔会跟随他去聋人教堂布道，或者在圣诞节、集市等参观协会和学校。作为一名青少年，我偶尔会加入聋人青年俱乐部奥斯陆的人。在所有这些聋哑儿童、青少年和成人聚集的环境中，我看到了同样的事情：聋哑人彼此沟通和理解非常好。我从不怀疑手语是与口语平等的语言。童年的经历让我无偿地有了直观的认识。

我记得，在聋人之家，人们对手语有基本的尊重。通过我目睹的讨论，我最终了解到该机构与[完第452页]聋人学校在接受手语方面存在分歧。我生气。当语言聋哑人可以在正常的交流环境中使用手语时，怎么会有人认为手语是贫穷和原始的，不是一种适当的语言，不应该在学校使用呢？对我来说，这场辩论似乎难以理解。我记得我十几岁的时候就和父亲讨论过这个问题，他完全同意我的观点。第一个与聋哑人和手语合作的激励措施诞生了。

成为聋哑儿童的老师

虽然我在聋人之家长大，但我的手语能力有限。我认识一些手势，可以用简单的对话让别人听懂，但我不明白聋人之间的所有对话。当聋哑人对我手语时，他们会根据我的限制调整自己的语言，并结合使用手语和言语。我在奥斯陆 Skådalen 学校聋哑儿童学校的学生中也经历了同样的经历，我于 1972 年刚完成普通教师培训后开始在那里担任教师。当时，这项工作不需要手语能力。我被告知在课程中要尽可能少地说话、指点和使用手势。必须补充一点的是，特隆赫姆的聋哑学校可能比奥斯陆的聋哑学校更适合手语。在 Skådalen 学校，如果我必须使用标志，它必须与口语同时出现，这样“学生就可以学习挪威语”。他们必须读唇语。同样，聋人教师的教育非常重视口语，而缺乏关于手语作为成熟语言的信息。这也是挪威特殊教育学院的政策，该学院也称为特殊教育高级教师培训学院 (Statens spesiallærerhøgskole)，我在 1973 年至 75 年间从 Skådalen 休假期间在那里学习。没有手语培训，但我们我们确实在有限的时间内学到了一些单一的迹象。

挪威语签名体验

20世纪70年代以后，很明显，学生们在课堂上主要使用挪威语，无论是口头还是书面形式，都没有很好地学习挪威语。与一些国家一样，[结束页 453]曾尝试通过在所有单词上添加符号来使口语可见。教师们和挪威聋人协会（Norges Døveforbund，以下简称 NDF）同意建立一个逐字逐句遵循口语的系统。这种所谓的“新手语”最终被称为挪威语手语（tegnspråknorsk）。它与挪威手语（以下简称 NSL）不同，...