Nicaraguan Sign Language

context: en: From the beginning of her research in Nicaragua in 1986 until Nicaraguan Sign Language was well established, Kegl carefully avoided introducing the sign languages she knew, in particular American Sign Language, to the deaf community in Nicaragua. A type of linguistic imperialism had been occurring internationally for decades where individuals would introduce ASL to populations of deaf people in other countries, often supplanting existing local sign languages. Kegl's policy was to document and study rather than to impose or change the language or its community. While she did not interfere with deaf Nicaraguans gaining exposure to other sign languages, she did not introduce such opportunities. She has, however, documented contact and influences with other sign languages that began as early as the 1990s and that continue; critics, such as Felicia Ackerman, have taken issue with the ethics of isolating the Nicaraguan children.Kegl's organization Nicaraguan Sign Language Projects helped establish a deaf school staffed entirely by deaf Nicaraguan teachers and has supported deaf Nicaraguans in attending and presenting at international conferences.
qas: question: zh_tw: 他的研究在哪裡開始？
answers: en: text: Nicaragua

context: en: In 1980, a vocational school for deaf adolescents was opened in the area of Managua called Villa Libertad. By 1983, there were over 400 deaf students enrolled in the two schools. Initially, the language program emphasized spoken Spanish and lipreading, and the use of signs by teachers was limited to fingerspelling (using simple signs to sign the alphabet). The program achieved little success, with most students failing to grasp the concept of Spanish words.
qas: question: zh_tw: 語言學習最初強調什麼？
answers: en: text: spoken Spanish and lipreading

question: zh_tw: 到 1983 年，有多少交易專業的學生入學？
answers: en: text: 400

context: en: Since 1990, other researchers have begun to study and report on the development of this unique language and its community (including Ann Senghas, Marie Coppola, Richard Senghas, Laura Polich, and Jennie Pyers). While each has their own interpretation of the events leading to this language and its development since, all agree that the phenomenon being studied is one of the richest sources of data on language emergence discovered to date.
qas: question: zh_tw: 這一現象因什麼而出名？
answers: en: text: richest sources of data on language emergence

context: en: The children remained linguistically disconnected from their teachers, but the schoolyard, the street, and the school bus provided fertile ground for them to communicate with each other. By combining gestures and elements of their home-sign systems, a pidgin-like form and a creole-like language rapidly emerged. They were creating their own language. This "first-stage" pidgin has been called Lenguaje de Signos Nicaragüense (LSN) and is still used by many who attended the school at this time.Staff at the school, unaware of the development of this new language, saw the children's gesturing as mime and as a failure to acquire Spanish. Unable to understand what the children were saying to each other, they asked for outside help. In June 1986, the Nicaraguan Ministry of Education contacted Judy Kegl, an American Sign Language linguist from MIT. As Kegl and other researchers began to analyze the language, they noticed that the young children had taken the pidgin-like form of the older children to a higher level of complexity, with verb agreement and other conventions of grammar. This more complex sign language is now known as Idioma de Señas de Nicaragua (ISN).
qas: question: zh_tw: 凱格爾和在尼加拉瓜的研究是什麼？
answers: en: text: language

question: zh_tw: LSN 代表什麼？
answers: en: text: Lenguaje de Signos Nicaragüense