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The Thing with PSE
PSE (Pidgin Signed English) is using signs from a formal Sign Language to communicate, WITHOUT following theĀ ārulesā of that language such as grammar and syntax. Hereās a demo of what that could look like:
A sentence in American Sign Language: CAT BROWN WHERE? (here weāre following ASL grammar rules like putting adjectives after nouns, putting question words at the end, and totally eliminating articles likeĀ ātheā orĀ āa,ā and passive verbs likeĀ āisā).
The same sentence in Pidgin Signed English: WHERE IS BROWN CAT? (Here youāre using a little bit of ASLās grammar rules by getting rid of the wordĀ āthe,ā but for the most part youāre still sticking to an English sentence structure; itās a Pidgin language because youāre mixing in some ASL rules with some English rules, so itās neither PURE ASL or PURE Signed Exact English).
Now I donāt want to totally knock PSE, because it is valuable for a lot of people, such as:
Non-deaf people who need a visual language to communicate (this could be because of autism, selective mutism, problems making/understanding oral language. etc.; literally anything where you're still surrounded by English but depend on signs to communicate)
Places where Deaf communities and hearing communities naturally blend together so the languages will blend as well (churches, for example)
Places where Deaf people invite ASL students to come talk to them, even if theyāre still learning ASL and struggle with the grammar
So what is theĀ āthingā with PSE? The holdup, the catch? Well...people are getting lazy. Specifically, thereās a trend among the ASL learning communities to just stop at PSE, and to act like theyāve mastered the language once theyāve picked out the parts theyĀ ālikeā about it (i.e., the actual signs), and have thrown out all the hard stuff like grammar and visual expression. You can see this especially on YouTube, where some of the most popular musical interpreters proudly present you songs signed in PSE or even Signed Exact English (SEE), even though theyāve been studying the language for years, are supposedly getting degrees in Deaf related studies (interpretation, Deaf culture, Deaf education, etc.), and basically have had the time and resources to at least TRY to work their way closer toĀ ātrueā ASL, and simply donāt.Ā
On the flip side of that coin, we see song interpreters who really take the time to create beautiful ASL interpretations, have shown a dedication to learning the language in its truest form even if they make mistakes, AND ARE OFTEN ACTUALLY DEAF, however they NEVER amass as big of a following as those who just donāt show that same kind of dedication and passion to ASL and in turn Deaf culture. And yet those people with massive followings and purposefully underdeveloped language skills tend to be the figureheads of the ASL learning community even though they have no business being so. And letās all be honest, thatās kind of messed up!
If I were to liken it to other languages, someone learning Chinese wouldnāt beĀ āallowedā to just give up on learning vowel tones just becauseĀ āitās hard.ā They can STRUGGLE with it, sure! They can make a million mistakes a day, and thatās completely okay because theyāre still learning! But would it be okay for them to just say,Ā āIām not going to bother with the tones because I donāt like them.ā? No, it wouldnāt! Because they have no right to sift through someone elseās language and culture just to pick out the fun/easy parts, especially if theyāre coming from a place of privilege.
Now if you are trying to learn the language and often revert back to PSE because youāre struggling, thatās okay! Youāre not the person Iām talking about in this post! Vocabulary is honestly the easiest part of any language, so itās likely that youāll build a whole repertoire of signs you can use in conversation long before youāve got the grammar down pat; thus when you actually start using those signs, it WILL be PSE! As long as you do work on mastering all the little nuances of ASL that make it distinct from English, even if it takes you a very long time and you choose to take your time with it, youāre doing a whole lot better than someone who just picks and chooses through a language and culture, and then somehow becomes a spokesperson for it.
TLDR: PSE is important and is a completely valid form of communication, but itās becoming more common for people to abandon ASL in favor of PSE just because itās easier. By doing this, youāre shortchanging yourself as a language learner and are diluting one of the most intricate and vibrant languages to ever exist. Your failed attempts at true ASL are beautiful and itās okay if you have to take your time learning the language, just donāt abuse PSE by using it as a get-out-of-jail-free card from all the more challenging aspects of ASL.
Salikoko S. Mufwene:Ā How Pidgins Emerged? Not as We Have Been Told
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Most languages of the world are taken to result from a combination of a vertical transmission process from older to younger generations of speakers or signers and (mostly) gradual changes that accumulate over time. In contrast, creole languages emerge within a few generations out of highly multilingual societies in situations where no common first language is available for communication (as, for instance, in plantations related to the Atlantic slave trade). Strikingly, creoles share a number of linguistic features (the ācreole profileā), which is at odds with the striking linguistic diversity displayed by non-creole languages 1ā4 . These common features have been explained as reflecting a hardwired default state of the possible grammars that can be learned by humans 1 , as straightforward solutions to cope with the pressure for efficient and successful communication 5 or as the byproduct of an impoverished transmission process 6 . Despite their differences, these proposals agree that creoles emerge from a very limited and basic communication system (a pidgin) that only later in time develops the characteristics of a natural language, potentially by innovating linguistic structure. Here we analyse 48 creole languages and 111 non-creole languages from all continents and conclude that the similarities (and differences) between creoles can be explained by genealogical and contact processes 7,8 , as with non-creole languages, with the difference that creoles have more than one language in their ancestry. While a creole profile can be detected statistically, this stems from an over-representation of Western European and West African languages in their context of emergence. Our findings call into question the existence of a pidgin stage in creole development and of creole-specific innovations. In general, given their extreme conditions of emergence, they lend support to the idea that language learning and transmission are remarkably resilient processes. There are striking similarities among creole languages. Blasi et al. show that these similarities can in fact be explained by the same processes as for non-creole languages, the difference being that creoles have more than one language in their ancestry.
See also:Ā
http://www.uni-leipzig.de/service/kommunikation/medienredaktion/nachrichten.html?ifab_modus=detail&ifab_uid=251dbb5e5220170905105719&ifab_id=7402
http://languagelog.ldc.upenn.edu/nll/?p=34340Ā
http://sci-hub.bz/10.1038/s41562-017-0192-4
https://www.shh.mpg.de/608548/creole-languages
This web site contains supporting electronic material for the Atlas of Pidgin and Creole Language Structures (APiCS), a publication of Oxford University Press. APiCS shows comparable synchronic data on the grammatical and lexical structures of 76 pidgin and creole languages. The language set contains not only the most widely studied Atlantic and Indian Ocean creoles, but also less well known pidgins and creoles from Africa, South Asia, Southeast Asia, Melanesia and Australia, including some extinct varieties, and several mixed languages. APiCS Online is a separate publication, edited by Susanne Maria Michaelis, Philippe Maurer, Martin Haspelmath, and Magnus Huber. It was made possible by support from the Deutsche Forschungsgemeinschaft and the Max Planck Institute for Evolutionary Anthropology. APiCS Online contains information on 76 languages and 130 structural features, which was contributed by 88 contributors. There are 18526 examples illustrating the features and feature values. In addition, APiCS Online is designed to allow comparison with data from WALS (the World Atlas of Language Structures).