What does "lexicalized fingerspelling" mean?Easy definition: Lexicalized fingerspelling is fingerspelling that looks like a sign.
In ASL books a "lexicalized fingerspelled sign" is indicated by the symbol # preceding the sign.
For example: #BUSY
The # symbol before the sign BUSY means you would use the fingerspelled version of "busy" that has been mutated to the extent
that it looks like a sign rather than just fingerspelling.
A student asks: "When we see #busy, do we sign the # sign and then the word busy?"
Response:
No. The # sign is simply a way to indicate on paper or on the screen that a concept is a
"lexicalized fingerspelled word." Lexicalization means that the manner of
spelling is different from normal spelling. A lexicalized spelled concept will
actually look more like a sign than fingerspelling.
For example: #WHAT is actually spelled palm facing up/back, hand moving
downward/ forward, changing from a "W" into a "T." (You drop the H and the
A.)
Advanced Reading:
The word "Lexical" means "having the characteristics of a lexeme." A lexeme is the fundamental unit of the lexicon of a
language.
So what does that mean? Let me give you an example: the word "spell" is a lexeme. "Spells, spelled, and
spelling" are all forms of the English lexeme "spell."
The "lexicon of a language is its "vocabulary." So "lexicon" is another word for "vocabulary."
So, you can think of it this way:
"Lexeme" basically means "word."
"Lexicon" basically means "vocabulary."
"Lexical" basically means "word-like" or "like a word."
In our case, it means, "like a sign," or more specifically, "done in such a way as to have the characteristics of a sign."
In a message dated 1/10/2007 9:24:05 AM Pacific Standard Time,
sloveall_60@ writes:
Could you please distinguish for me the difference between a loan
sign and a lexicalized fingerspelled word?
Thanks!
Sharon Loveall, M.A.
Sharon,
In the old days we used to call fingerspelling that looked like a sign
"loan signs."
Then later we stopped calling such fingerspelling "loan" signs and
started calling such fingerspelling "lexicalized fingerspelling." Which
means, "spelling that has taken on the characteristic of a lexeme."
Lexeme is a fancy word that basically means "word" (or in our case, "a
sign.") Thus lexicalize fingerspelling is a fingerspelled concept that
looks and functions more like a sign than like fingerspelling.
Then we started calling signs that we borrowed from other signed
languages, "loan signs."
So, think of signs borrowed from fingerspelling as being "lexicalized
signs."
Think of signs borrowed from other sign languages as being "loan signs."
Cordially,
Dr V
Some fingerspelled concepts in ASL have mutated over the years. Over
time they have changed to look more like individual signs and less like
strings of fingerspelled letters. For example, here are a few
concepts that are commonly "fingerspelled" but no longer look like normal
fingerspelling because they have mutated in some way.
#BUSY
#DO
#IF
#JOB
#VEG
#WHAT
The
term "lexicalized" means to have become like a word (or sign).
Optional Reading
Jana Bielfeldt
March 19, 2003
Lexicalized Fingerspelling
In the field of Deaf Education, many deaf education
teachers and hearing parents of deaf children try to avoid “fingerspelling”
and of course, deaf or hard of hearing children are having difficulty
reading. Lexidactylophobia is what Donald A. Grushkin (1998)
describes in the deaf education field. Phobia in psychology means irrational
fear or dread of a particular phenomenon or situation. Donald explained lexi in Greek means word and
dactyl means finger. Many deaf
educators are lexidactylophobia in classrooms. They have a negative attitude
of using fingerspelling.
What do we know about
lexicalized fingerspelling? “ASL creates new signs in a third way –
representing the symbols of written English with ASL signs.” (Lucas & Valli,
2000) We see a lot of deaf communities’ fingerspell in their daily
conversations. It represents words ideographically. Chinese Sign Language
used written Chinese and syllabically system while Danish Sign Language used
‘mouth-hand” systems as well alphabetically are the examples of
fingespelling. Robbin Battison, ASL linguist did on first research on
fingerspelling in ASL. Lexicalized fingerspellings are signs and free
morpheme. ASL researchers used # to mark the sign as their fingerspelling
symbol for written purpose. In fingerspelling, there are 8 of the changes
that are part of process in the lexicalization process and it was described
by Robbin Battison. (1978).
Some of the signs may
be deleted is one of the ‘changes’ process. For example, we fingerspell
#YES, we delete “E” and sign “Y” and “S” While signing #YES, there are 2
handshapes in sequence. We can fingerspell with more than 3 or 4 handshapes
in sequence, here are the examples of using more than 3 or 4 handsapes,
#BACK, #RARE, #SURE, #WHAT, and #EARLY. (Lucas & Valli, 2000) The
location and handshape may change. Also movement may be added and
their orientation may change, too. You may see a sign that is
repeatedly, #HA is an example. It’s called reduplication of the movement.
Using second hand may be added, too. We sign #BACK to express more
emphasis. Lastly of 8 changes during fingerspelling is grammatical
information may be included. Using this process, it refers us to people
and places.
As early as 6 months
old, a deaf child attempts to sign such as babbling. (Bonvillian & Richards,
1993). Hearing babies babble all the time. It’s the same way deaf babies or
-small children who are exposed on signing babbles through moving their
fingers or hands. They imitate fingerspelling through wiggles of the fingers
same as hearing children will play with letters in written.
Children fingerspell as
they practice and it helps develop their everyday life with their language
use and how they write on a paper. (Padden, 1990) Futher, Gates, and Chase,
(1976) found that children who are deaf showed their spelling ability was
greater than hearing children because of visual recognizing the word and use
fingerspell. Deaf educators must realize it’s important to realize they must
teach deaf children to recognize the link between fingerspelling and written
language. (Grushkin, 1998) By doing that, their language boosts up and they
can be comfortable in reading and understanding.
Teachers of the Deaf
need to realize it’s important not to avoid fingerspelling approach to
support the literacy and vocabulary in deaf children’s language develop.
They should be able to express and receptive skills. They also should know
when and how to use fingerspelling. They need to be aware of the important
of using lexicaled fingerspelling approach and how this will benefit
children from elementary to high school level. (Grushkin, 1998)
References
Grushkin, Donald (1998). Lexidactylophobia: The
(Irrational) Fear of Fingerspelling American Annals of the Deaf,
404-414
Valli, C., & Lucas, C. (2002).
Linguistics of
American Sign Language: Lexicalized Fingerspelling & Loan Signs. Washington, D.C.: Gallaudet University Press
Battison, R. (1978). Lexical borrowing in American
Sign Language. Silver Spring, MD. Linstok Press.
Gates, A. I. & Chase, E.H.(1976) Methods and
theories of learning to spell test by studies of deaf children.. Visible
Language. 339-350
Padden, C.A. (1990) Deaf Children and Literacy:
Literacy Lessons. (ERIC Documentation Reproduction Service No ED 321
069)
In a message dated 8/28/2003 11:01:26 AM Pacific Daylight Time, a student
writes:
Hi Bill:
What is the world's best video series for Fingerspelling receptive practice?
DVD would be terrific, because I can slow that down as necessary to decipher
the words.
You name it, I'll jump on it.
--student
Dear student,
As far as videos go...I recommend "Groode, J. L., Holcomb, T., & Dawn Sign
Press. (1992). Fingerspelling, expressive & receptive fluency a video guide.
San Diego, CA: Dawn Sign Press" for beginners. But since you are
not a beginner I'd recommend you get a little fingerspelling book
(I think it is titled "Expressive and Receptive Fingerspelling for Hearing
Adults" or something like that) and use it to make your own practice video
by spelling words to a camcorder while voicing what your are spelling. Then
later (a day or two) watch the video with the sound off and see how you do.
You can use it as a written test if you'd like, and then play it back with
the sound on to check your answers.
Or you can use the practice sheets from my fingerspelling pages to make a
video.
I just looked up the title of that book. It is:
Guillory, LaVara M.: Expressive and receptive fingerspelling for
hearing adults. Baton Rouge : Claitor´s Publ. 1988 - 42 p.: Paperback
Note, some highbrows (or monobrows?) may take exception to this book.
It is not in vogue. But I personally feel it presents a very
intelligent and effective approach to fingerspelling success for Hearing adult ASL-as-a-second-language learners.
Take care,
Bill
In a message dated 2/22/2005 8:50:46 AM Pacific Daylight Time, cevans@warren.k12.in.us
writes:
I just found your site and I am excited to be able to
use it. I am currently enrolled in class and will soon graduate. I am taking
a class in ASL linguistics and have had the following question posed to me
for homework. When do you use the Lexicalized sign or the ASL sign for the
following words? #BUSY BUSY, #CAR , #BED, BED.
When would you use one over the other? When would your fingerspell #BUSY
instead of using the BUSY? etc..
Thanks
CHERYL EVANS
In a message dated 2/22/2005 12:05:28 PM Pacific Daylight Time, BillVicars
writes:
Cheryl,
Good question. And did your teacher assign me as the person to
contact to do your homework for you or did he mention a textbook where you
could find that information?
Please don't be offended by what I just said. But seriously, what
book or
resource has he provided to you to find the answer?
Here's "one" example of when I'd use a lexicalized fingerspelled sign over
the regular sign:
* If I'm holding a sandwich in one hand.
A general note: Lexicalization of fingerspelling is a process that happens
over time. Some words are fully lexicalized but many words are not yet
"fully lexicalized." It is going to vary from user to user.
If you DO find a clear, well described set of "rules" for when to and not to
use lexicalized fingerspelling I'd LOVE to see it.
Dr. Bill
In a message dated 2/22/2005 12:21:54 PM Pacific Daylight Time, cevans@warren.k12.in.us
writes:
No, no textbook type research. We are just supposed to ask people who are
deaf, Coda's or interpreter's what they do and then write a one page essay
on it. I just chose you because I happened on your web site and I was
impressed that you might have a different perspective. So any more words of
wisdom? I would really appreciate your response.
CJE
Cheryl,
Ah, I see.
Allow me to point out that there is a difference between lexicalized
fingerspelling and "fingerspelled words." As time goes on I
will be reviewing my website and pointing out that it would be best
if we were to use the # sign in front of lexicalized concepts and
use dashes between the letters of fingerspelled concepts.
Anyway, here are a few more situations for lexicalization and/or to spell
something instead of using a typical sign:
1. To emphasize a point.
2. To make a comparison (spell on different hands)
3. To incorporate directionality (establish verb agreement): Example: GIVE
#BACK-(to a specific person.) The sign moves in a specific direction.
4. To save effort. It is faster to spell C-A-R than to sign CAR. It is
faster and easier to spell D-A-Y than to sign DAY.
5. Older signers who learned ASL before the introduction of various signed
concepts. These individuals sometimes continue to fingerspell such concepts instead of
adopting the new signs.
6. To allow for one handed signing while driving, eating, or similar
activities.
7. To resist changes to your language that you are not comfortable
with. For example, using the lexicalized form of "email" (The
letters "E-M-I-L" (starting with an "e" and then using partially
formed/overlapping "m/a/i" letters and ending with a strong L or a
deformed ILY handshape) -- moving toward the person receiving the email) rather than
adopting the sign "EMAIL."
8. When the semantic range of the sign doesn't extend to the
concept to which you are referring. For example the sign BED as used
in ASL generally only refers to the thing that you sleep on. So to
sign FLOWER-BED would be a mistake. Instead you would sign
FLOWER and spell B-E-D.
--Dr. Vicars
In a message dated 2/22/2005 1:11:26 PM Pacific Daylight Time,
cevans@warren.k12.in.us writes:
ANything specific on those three words? #CAR #BUSY #BED? For
example, you would not sign BED when talking about the bed of a pick
up truck or a flower bed. It was suggested to me that your would
#BUSY when talking about the photo copier being busy, or the phone
line was busy. and BUSY would be more for a person being busy.
What so you think?
CJE
Cheryl,
Yeah...I know what you are talking about. It has to do with semantics.
Certain signs have a specific meaning and can't be used to mean other
things. For example, the sign "BED" (flat hand against side of head)
refers to the thing you sleep in. The sign BED would not be appropriate
if you were talking about a truck bed or a flower bed.
You'd fingerspell B-E-D in those circumstances.
Phones are B-U-S-Y (fingerspelled) not BUSY (signed). Also there is a
difference between #BUSY (lexicalized sign) and B-U-S-Y (fingerspelled
sign). I just interviewed three Deaf co-workers (capital D) and they
all used #BUSY to mean "very busy" and B-U-S-Y to indicate a busy dial
tone.
Dr. Vicars
Below is as list of words that you commonly see fingerspelled in the
Deaf community and also lexicalized fingerspelling.
Note there is a difference between lexicalized fingerspelling and
"words that are commonly fingerspelled."
Later I will go through this list and separate out the lexicalized
words from the merely "commonly fingerspelled" words. A third
distinction will be "abbreviated" words.
Note to people who "copy this list" -- please include a link to
Lifeprint.com if posting to an online site, and or a reference it
using in print material. --Thanks.
ABT (about as in WH question
facial expression "what are you talking about?")
AC (air conditioning)
AIR
ALL
APT (apartment)
ASK
ASPIRIN
AT-ALL
ATTIC
AUD (auditorium)
AVE (avenue)
B.S. (bullpucky)
BA (bachelor of arts degree)
BACK
BACK (area, direction or status)
BAG
BANK
BBQ (barbeque)
BEACH (modified letters)
BILLS (as in debts to pay)
BLVD (boulevard)
BOX
BURN
BUS
BUS (what you ride on)
BUSY
BUSY (person or phone)
BUT
CABIN
CAR
CAR (the "R" ends up pointing more forward than up)
CC (close captioned, or cross country)
CENTS
CLAY
CLUB
CLUB (often drops the letter "U")
CO (company)
CODA (child of deaf adult)
COKE
COOL
CS ("common sense" off corner of forehead)
DEPT
DEPT (department)
DESK
DID
DO (done with the palms up, "on its back")
DO-DO-("what do")
DOG (looks like you are snapping your fingers)
DPN (Deaf President Now)
Dr. (courtesy title)
DS (drug store)
EARLY
EARLY (moves in a circle--up, right, down, left)
EASY
EEK!
EX
F___-(the "F" word)
FAV (favorite)
FIX
FOG
FRY
FUN
GAS
GAY
GLUE
GO
GO (uses a flip/twist of the wrist, "wide-G" closes the index and
thumb)
GRADE
GRAND (as in grand-children)
GUIDE (as in "TV Guide")
HA
HA (done upside-down and repeated to mean, "ha, ha, ha" sarcastic)
HC (handicapped or homecoming)
HC (handicapped)
HE-("he")
HH (hard of hearing)
HS (high school)
HURT
IBM (International Business Machines)
ICE
ICU (Intensive Care Unit)
ID (identification)
IF
IF (done either forcefully, or with a fluttering motion of the
middle and ring fingers)
JOB
JOB (twists and omits the "O"
KILL
KO (knock out)
LAB (laboratory)
LAW
LB (pounds)
MA (masters degree)
MILES
MIN (minute)
Months of the year.
Mr. (Mister)
Mrs. (as in "Mrs." Jones)
MW (microwave)
NAD National Association of the Deaf
NAIL
NG (no good)
NO (directional version)
NO (straightened index and middle fingers raised and lowered onto
pad of thumb)
NYOB ("Not your business" -- also look for "NYB," moved forward
slightly toward the other person)
NYOB ("Not your business")
OFF
OH
OIC (humorous form of "Oh-I-see")
OIL
OK
OK (Okay)
ONLY
OR
OR (as in this "or" that)
OT (over time)
OUT
OWN
OZ (ounces)
PARK
Ph.D. (doctor of philosophy degree)
PIZZA
PLASTIC
PO (post office)
POACH (as in eggs)
POOL
PORCH (outside your front door)
PROM (as in the dance)
QUIZ
RASH
REC (recreation)
REF (refrigerator)
RICE
RID (Registry of Interpreters for the Deaf)
ROOF
RUG
RX
RX (prescription)
SALE
SEC (sixty seconds in a minute)
SEX
SEXY
SINK
SO (upside down version)
SOON (cheek version)
STEREO
STIFF
STYLE
SURE
TAX
TB (too bad, forward motion)
TDD (Telecommunication Device for the Deaf)
TELLER (person who works at a bank)
THAI (as in food)
TL (that's life and/or tough luck)
TOO BAD
TOY
TOYS
TRUCK
TTY (Teletype)
TV
UP
UPSET
VAN
VCR
VEG
VEG (vegetables)
VIT (vitamin)
WHAT
WHAT (often omits the "H" and the "A," moves forward and down, ends
palm up)
WHEN
WHEN (often omits the "H" and the "N," starts palm up, "turns over"
or just moves forward and down)
WHY
WOW
WOW (tips of "W" fingers briefly drop down to touch the tips of the
pinkie and thumb before resuming the "W" shape again)
X-RAY
YARD
YES
YES (starts palm down with bent wrist, moves to palm forward
straight wrist, sometimes moves forward, often omits the "E")AA
(associate of arts degree)
ZOO
WARNING: "Jargon Alert"
Bill Vicars writes:
According to Websters, the word "lexical" means "of or relating
to words or the vocabulary of a language as distinguished from
its grammar and construction."
Thus, "all" ASL signs are "lexical" in the sense that they are
the words and vocabulary of American Sign Language.
When referring to fingerspelling that has taken on the
characteristics of a "sign" we use the term "lexicalized
fingerspelling."
I believe that we should take care to type in full (or cut and
paste) the terms "lexicalized fingerspelling" and/or
"lexicalized fingerspelled words"
each time we want to
refer to fingerspelling which has taken on the characteristics
of a sign.
At this time I recommend that we
not use the shorter
term "lexicals" to refer to such fingerspelling (even though it
seems like such a cool and convenient way to abbreviate
"lexicalized fingerspelling").
IF time passes and the term "lexicals" starts showing up in the
"literature" in reference to "lexicalized fingerspelling" then I
think we could make the switch and use the shorter term. But
for now the term "lexicals" may be confusing if applied only to
"lexicalized fingerspelling" since "lexicals" could refer to
any "word-like" item. For example certain facial
expressions and mouth morphemes are getting to the point where
they may be considered lexicals. (Arguments could be made in
favor of such items as "cha" and "pah" which are starting to
show up independent of the hand movements to which they have
been traditionally linked.) Note: I don't expect casual
readers to understand what I mean by "cha" and/or "pah" this
particular discussion is intended for professionals in the
field.
-- Bill