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

• Exploring Danish Sign Language in the Late 1970s
• Elisabeth Engberg-Pedersen (bio)

The Present

It's August 2022, and I am working on an analysis of the position of temporal adverbs and stance adverbs in declarative clauses in Danish Sign Language (DTS). My data are sentences from the DTS online dictionary (Ordbog over Dansk Tegnsprog), from which I have extracted all examples with adverbs like i-går "yesterday," ofte "often," heldigvis "fortunately," and bestemt "definitely." I check the examples for markers of clause boundaries, watching them at normal speed and in slow motion on my laptop. The examples are extractions from video-recorded diaries and discussions, rerecorded and provided with a rough annotation that makes it possible to search the dictionary for glosses of specific signs. I already have some idea about the structure of clauses in DTS (Engberg-Pedersen 2002) and can categorize the adverbs after their position relative to topicalized constituents, topics, and predicates.

The Late 1970s

All that is in stark contrast to the situation in the late 1970s. Many years earlier, I had seen the 1952 British film Mandy about a deaf girl who learns to say a few words by means of a balloon that makes her feel the vibrations of sound. Today, we would see this outcome of deaf education as very poor. But the film left a lasting imprint on me.

In 1976, I met the Swedish linguist Inger Ahlgren, who told me about her work with deaf children and their deaf and hearing parents. In contrast to Mandy's situation in the 1950s, Inger described a [End Page 357]

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Elisabeth Engberg-Pedersen (left) with some of her Scandinavian colleagues: Brita Bergman and Lars Wallin (Sweden), Marit Vogt-Svendsen (Norway).

situation where the hearing parents and their deaf children acquired Swedish Sign Language by interacting with the deaf parents and their children.

I was fascinated by the thought of a visual language, and in 1977, I wrote to Britta Hansen, who was head of the Center for Total Communication in Copenhagen. The center had been established in 1973 thanks to a bequest. Its aim was to improve communication between deaf and hearing people. At that time, it was not obvious to everyone that DTS was a language in its own right and the best language model for deaf children. But little by little, the authorities, the teachers of the deaf, parents of deaf children, and deaf people themselves realized the potential of DTS for giving deaf children the opportunity to develop cognitively, socially, and emotionally.

Britta invited me to visit the center. The year before, she and a teacher for the deaf, Ruth K. Sørensen, had asked forty-four deaf children, aged six to fifteen, to describe pictures to each other in [End Page 358] pairs—a sender and a receiver. The children got four identical pictures in different orders, and the senders described the pictures in the order they saw them; the receivers had to pick the right picture out of the four after each description. One result from the study was that children with deaf parents or siblings used more fixed sign orders than the other children, and their receivers were more successful in picking the right picture (Sørensen and Hansen 1976).

In 1977, Britta and Ruth were planning to do a follow-up with deaf adults. They invited me to join a group preparing the project. The group consisted of themselves, Asger Bergman, the first deaf teacher for the deaf in modern times, and—me. Asger has a deaf family background, and although he did speak some Danish at the meetings for my benefit, I had a hard time following his argumentation because he usually switched to DTS when he got to the point of his contributions. But we managed to submit an application to the Danish Research Council for the Humanities in the autumn of 1978 and got a grant to study adult DTS for sixteen months starting in February 1979.

At the time, I was still an MA student of linguistics at the University of Copenhagen and in the middle of writing my thesis (on a...

中文翻译：

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探索 20 世纪 70 年代末的丹麦手语

以下是内容的简短摘录，以代替摘要：

• 探索 20 世纪 70 年代末的丹麦手语
• 伊丽莎白·恩伯格·佩德森（简介）

现在

现在是 2022 年 8 月，我正在分析丹麦手语 (DTS) 陈述性从句中的时间副词和立场副词的位置。我的数据是来自 DTS 在线词典（Ordbog over Dansk Tegnsprog）的句子，我从中提取了带有副词的所有示例，例如i - går “昨天”、ofte “经常”、heldigvis “幸运地”和bestemt “肯定”。我检查示例中的子句边界标记，在笔记本电脑上以正常速度和慢动作观看它们。这些例子是从视频记录的日记和讨论中摘录的，重新记录并提供了粗略的注释，使得在字典中搜索特定符号的注释成为可能。我已经对 DTS (Engberg-Pedersen 2002) 中的子句结构有了一些了解，并且可以根据副词相对于主题化成分、主题和谓语的位置对副词进行分类。

20 世纪 70 年代末

这一切与20世纪70年代末的情况形成鲜明对比。许多年前，我看过 1952 年的英国电影《曼迪》，讲述了一个聋哑女孩通过气球感受声音的振动来学习说几个单词的故事。今天，我们会认为聋人教育的结果非常糟糕。但这部电影给我留下了深刻的印象。

1976 年，我遇到了瑞典语言学家英格·阿尔格伦 (Inger Ahlgren)，她向我讲述了她与聋哑儿童及其聋哑和听力正常父母的工作。与 Mandy 在 20 世纪 50 年代的情况相反，Inger 描述了一个[完第 357 页]

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Elisabeth Engberg-Pedersen（左）与她的一些斯堪的纳维亚同事：Brita Bergman 和 Lars Wallin（瑞典）、Marit Vogt-Svendsen（挪威）。

听力正常的父母及其聋哑孩子通过与聋哑父母及其孩子互动来学习瑞典手语。

我对视觉语言的想法很着迷，1977 年，我写信给哥本哈根全面传播中心的负责人布丽塔·汉森 (Britta Hansen)。该中心是在一笔遗赠的帮助下于 1973 年成立的。其目的是改善聋哑人和听力正常的人之间的沟通。当时，每个人都没有意识到 DTS 本身就是一种语言，也是聋哑儿童的最佳语言模型。但渐渐地，当局、聋哑人的老师、聋哑儿童的家长以及聋哑人自己都意识到了 DTS 在为聋哑儿童提供认知、社交和情感发展机会方面的潜力。

布丽塔邀请我参观该中心。前一年，她和聋哑老师露丝·K·索伦森 (Ruth K. Sørensen) 要求 44 名年龄在 6 到 15 岁之间的聋哑儿童以 [ End Page 358]一组（发送者和接收者）互相描述图片。孩子们收到了四张不同顺序的相同图片，发送者按照他们看到图片的顺序描述了这些图片；每次描述后，接收者必须从四张图片中选出正确的图片。这项研究的一个结果是，父母或兄弟姐妹失聪的孩子比其他孩子使用更多固定的手语命令，并且他们的接收者更成功地选择正确的图片（Sørensen 和 Hansen 1976）。

1977 年，布丽塔和露丝计划对聋哑成年人进行后续研究。他们邀请我加入一个准备该项目的小组。这个团体由他们自己、现代第一位聋人教师阿斯格·伯格曼（Asger Bergman）和我组成。阿斯格有一个聋哑家庭背景，尽管为了我的利益，他在会议上确实讲了一些丹麦语，但我很难理解他的论点，因为他通常在谈到他的贡献时会切换到 DTS。但我们在 1978 年秋天成功向丹麦人文研究委员会提交了申请，并获得了从 1979 年 2 月开始为期 16 个月的成人 DTS 研究资助。

当时，我还是哥本哈根大学语言学硕士生，正在写论文（关于......