American Sign Language and Early Literacy by Kristin Snoddon

Author:Kristin Snoddon
Language: eng
Format: epub
Publisher: Gallaudet University Press
Published: 2016-03-14T04:00:00+00:00

Names and Naming in a Family ASL Literacy Program

The fact that a majority of adult—as well as child—participants in our program were Deaf meant that our program became a Deaf cultural space in a way that may not have happened had my participant group been constituted as I first envisioned it, with only hearing parents and Deaf children. Having both Deaf and hearing parent participants also allowed me to compare their perspectives on the social construction of Deaf identity. One factor that illuminated the presence of a Deaf cultural space, illustrated part of Jonathan’s role and goals as a program leader, and led to discussions of Deaf culture among participants was the function of name signs.

During our first program session at DSA, after Jonathan had introduced me to the other participants and I briefly described my study and role as a researcher, I asked if the parents and children who were present could introduce themselves. Donna was the first parent participant to respond. When doing so, she used her own name sign and also signed Violet’s name instead of fingerspelling its spoken-language counterpart. Donna added that Violet was 6 months old and is hearing, whereas Donna herself is Deaf.

After I introduced our interpreter and her name sign, Bianca was the next mother to respond. Using spoken English, she told us that Charlie was 8 months old. Bianca added that she herself is hearing and Charlie is hard of hearing.

The next mother, Julia, stood and rocked Henry in her arms as she introduced herself and her son in ASL. Like Donna, Julia used Henry’s name sign when introducing him to the group. She added that Henry is Deaf and would be 5 months old in a week. Julia then turned so the group on the mat could view Henry’s sleeping face as it rested against her shoulder.

Alison introduced herself in English and told us that Thomas was 5 ½ months old and that his left ear is Deaf and his right ear is hearing.

When Grace and David arrived partway through our 3rd program session, the Deaf and hearing mothers introduced themselves to her with the same use of ASL and spoken English names. I introduced her to Jonathan and the other parents by fingerspelling her name. Grace told us that David was 10 months old.

Peter, Mary, and Sarah also arrived near the end of the 3rd session. Peter and Mary, whose first language is LSM, used their own name signs and the name sign of their daughter, each of which employed a hand configuration that is not found in ASL. Mary also announced that Sarah would soon be 12 months old.

Unlike the children of Deaf parents, the children with hearing mothers did not have name signs at the start of our program. Name signs and the rules governing their assignment and use proved to be a significant theme. Although names and naming are frequently taken for granted, in each culture they are essential for socialization into a group of people (Supalla, 1992).

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