Evolution of a Language: American Sign
Language
Ari Savitt
June 20, 2007
American Sign Language (ASL) is a rich and unique
language with a long history that has evolved over time (Humphries &
Padden, 1988, p. 2). In these contemporary times it isn’t rare to
see two or more deaf people moving their hands in elaborate motions
using detailed facial expressions and communicating with each other
using their cultural language, American Sign Language. This paper
will examine the following questions: how did ASL come to be? Who
advocated for deaf education? And what were some of the challenges
that ASL had to overcome to become the language of the Deaf? To aid
in answering these questions, four topics will be explored:
1.
European Influence: The
Early Roots
2.
Martha’s Vineyard: Signing
on American Soil
3.
Gallaudet, Clerc, and
Cogswell: Advocates for Deaf Education Using Sign Language
4.
ASL Today
Through these topics it should become clear that ASL is a dynamic
language that has changed throughout its early beginnings and
continues to evolve in these contemporary times.
European Influence:
The Early Roots
Just like America, ASL has its roots in other
countries. The European nations hold an important role in the
beginnings of Deaf communication. One of the oldest references for
finger spelling was published in 1620 by Juan Pablo Bonet from
Spain. The book contained a reproduction of Melchor de Yebra’s
fingerspelling chart (Crouch & Van Cleve, 1989, p. 12). Anthony
Deusing published a book in Holland called, The Deaf and the Dumb
Man Discourse in 1656; this book gave an influential view on why
Signing is an easier method of teaching than the oral methods
(Crouch & Van Cleve, 1989, p. 16). Deaf Persian bookbinder named
Pierre Desolges wrote "Observations of a Deaf-Mute" in 1779, the
book described the signs that the Deaf Persians used. He printed
this book in retaliation to Abbe Dechamps proclamation that sign
language was not important in educating the Deaf youth. This showed
early conflicts in the teaching methods over whether oral or signing
should be used to educate the Deaf (A Short History of ASL,
2007, paragraph 7).
As far back as the 1700's, in France,
there was a type of sign language called Old French Sign Language (OFSL),
which could be used to talk about politics, family and so forth (A
Short History of ASL, 2007, paragraph 9). A cleric named Abbe De
L’epee realized the potential for using OFSL as an educational tool
for the Deaf. L’epee and others placed a French stylized grammar
structure into OFSL, not realizing there was a grammar style already
existing in OFSL. This new style of signing was later called, Old
Signed French (OSF). The French Deaf community eventually had two
signing systems at the same time. OSF was used in classrooms and
formally, while OFSL was used more casually in daily life and with
tasks (A Short History of ASL, 2007, paragraph 8). In 1771 a
Deaf school was established in Paris, France. Enabling French Deaf
children to get the education their parents wanted them to have, in
France creating a larger French Deaf community (A Short History
of ASL, 2007, paragraph 10). On July 1815 Abbe Sicard Epee
became head of the royal institute for the Deaf, in Paris. He would
become very influential in the creation of ASL when he later took
his examples of his schools’ signed language to London to promote
his teachings. In London, with one of his brilliant graduates,
Laurent Clerc, he met up with an American, Thomas Hopkins
Gallaudet, and invited him to the school in Paris to learn OSF. This
would mark the beginning of American Sign Language. To this day ASL
and FSL share more than fifty percent of their signs (A Short
History of ASL, 2007, paragraphs 13, 14 & 15).
Martha’s Vineyard:
Signing on American Soil
Around 1690 the island community
of Martha’s Vineyard was predominantly hearing, but because there
were so many Deaf citizens, nearly everybody was able to communicate
with each other through a form of sign language that was commonly
called Martha’s Vineyard Sign Language (MVSL) (Deaf History-Martha’s
Vineyard, 2007, paragraph 2). Martha’s Vineyard became one of
the earliest stable communities for the hearing and Deaf in America.
The people of Martha’s Vineyard were known to have a hereditary
disease that caused Deafness (Deaf History-Martha’s Vineyard,
2007, paragraph 3). The birth rate of Deaf to hearing on the island
in the late 1800's was 1 in 155, whilst the national birth rate of
Deaf to hearing was 1 in 2,730 (Deaf History-Martha’s Vineyard,
2007, paragraph 4). Martha’s Vineyard’s Deaf and hearing community
lasted about two centuries and ended with the death of the last
native born Deaf islander in the 1950's (Deaf History-Martha’s
Vineyard, 2007, paragraph 3). Even though Martha’s Vineyard
might now be know as a great summer getaway, it will always remain a
keystone of hope and pride in the glorious history of Deaf
communities; however it played a small role in the overall
development of ASL. To look at what, or better yet, who was
responsible for ASL’s creation and development then we would have to
examine three men: Gallaudet, Clerc and Cogswell.
Gallaudet, Clerc and Cogswell:
Advocates for Deaf Education Using Sign Language
ASL didn’t exist during the heyday of
America, and so parents with Deaf children were forced to find help
in European countries, which had private academies that specialized
in deaf education (Crouch &Van Cleve, 1989, p. 24). This was the
only option for a proper education that was available for the Deaf
families in America. The educational practice for the Deaf stayed
this way until the first half of the nineteenth century. The parents
of the Deaf and the Deaf community had not been fully unified
because they had no school, and they were now seeking those
educational practices inside America (Crouch & Van Cleve, 1989, p.
29). In 1815, Thomas Hopkins Gallaudet, a young American who studied
at Yale decided to learn the European methods of educating Deaf
after befriending his neighbor’s Deaf daughter, Alice Cogswell. He
left America for the Briadwoods School in England, which taught the
Deaf. There he found that the style of teaching was predominantly
the oral method, not allowing the Deaf to use signs (Crouch & Van
Cleve, 1989, p. 34). This was not the method Gallaudet was
interested in learning and teaching. After meeting a group of deaf
French students and teachers while in England at a conference, he
was invited to the Deaf school in Paris, France. During his stay in
France, Gallaudet studied the French method of Sign language. Later
he returned to America with an incredible Deaf French scholar of
French Sign Language, Laurent Clerk, to open a school that used this
type of teaching (Crouch & Van Cleve, 1989, p. 35-37).
On April 15, 1817 in Hartford
Connecticut, the Connecticut Asylum for the Education and
Instruction of Deaf and Dumb Persons opened. This was the first
institute that aimed at understanding their world. Later the
American School for the Deaf was established by Cogswell (Alice’s
father), Gallaudet, and Clerk (Crouch &Van Cleve, 1989, p. 29-30).
These were some of the first major steps toward creating modern ASL.
The New York Institution for the Deaf opened its doors to students
for the first time in May of 1818. Young Alice Cogswell was the
first student to enroll in the school. She was a catalyst for Thomas
Hopkins Gallaudet’s travels to England and France in search of Deaf
Education (Crouch & Van Cleve, 1989, p. 43-44). By 1857, America had
19 schools for the Deaf, and in 1864 the famed Edward Miner
Gallaudet, grandson of Thomas Hopkins Galluadet, founded the
Gallaudet University -Collegiate Department of The Columbian
Institution for the Deaf and Dumb (Crouch &Van Cleve, 1989, p. 78).
The University of Gallaudet would later become a symbol of pride and
glory for the Deaf community in America. By 1867 every Deaf school
in America was teaching ASL, but in 1880 the Congress of Milan
decided that speech should be taught over sign in Deaf schools, and
so by 1907 not a single Deaf school taught their students sign
language (Dolnick, 1993). Slowly but surely sign found its way back
into Deaf education, and wasn’t challenged again until the 1970's.
During that time a method of teaching speech and lip-reading to Deaf
students called Total Communication, started to emerge (Dolnick,
1993). This proved to be a difficult task for the students, causing
many of them to give up rather then to learn. In 1988 the Commission
on Education of the Deaf addressed to the President and to Congress
that the education of the Deaf this country wasn’t what it should be
(Donlick, 1993). By the early 1990's, ASL became the mode of
educating the Deaf in America.
ASL Today
By 1988 the Commission on Education
of the Deaf addressed to the President, and also to Congress, that
the education of the Deaf in this country wasn’t what it should be (Kinzie
& Ruane, 2006). By the early 1990's ASL became the mode of educating
the Deaf. ASL has a long and glorious history that is only amplified
by the pride of the community that uses it. From its subtle origins
in Europe to its early heroes like Abbe de Leppe, Thomas Hopkins
Gallaudet, Laurent Clerc and Dr. Mason Fitch Cogswell who helped
create and spread the use of ASL. Without these men, the vast
expansion and the use in educating the Deaf and forming a strong
Deaf culture through ASL might not have been possible, and perhaps
the European schools would have been the only means of education for
Deaf Americans. What was once an idea to teach Deaf American
children is now the mainstream language of a rich culture.
Works Cited
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