Abstract
Abstract This study investigates how British Sign Language (BSL) learners develop positional and dimensional aspects of topographic space. The teaching of BSL has been occurring at an increasing rate, and many people are learning to use BSL to the advanced levels, which are generally referred to in the UK as BSL Levels 4 and 6 and are loosely equivalent to pre-C1 (advanced) and C1 (proficient), respectively, on the Common European Framework for Reference (Languages) scale. Spatial grammar is a crucial aspect of BSL (Brennan 1992), and this article provides insight into issues related to learning how to use topographic space, a feature of spatial grammar whereby real-world referent locations are replicated in the signing production. This study of L2 advanced learners of BSL explores the numbers and types of errors that are made when applying topographic features into their signing, with a particular focus on positioning and dimensionality aspects. Two scenarios are used do this: classroom layouts (Task 1) and a courtroom layout (Task 2). The study concludes with reflections on how BSL teachers can support L2 learners in improving their development of topographic skills.
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