Understanding Sign Linguistics: Definition and Historical Development (Global and Nigeria)

Understanding Sign Linguistics: Definition and Historical Development (Global and Nigeria)

What is Sign Linguistics?

• Definition: Sign linguistics is the scientific study of natural sign languages used by Deaf communities.
• Scope of Study: It examines the structure, use, and social context of visually based languages that utilize handshapes, movements, facial expressions, and body posture to convey meaning.
• Distinction: Natural sign languages differ from systems of gestures or artificially constructed sign codes; they are full human languages that encompass grammar, syntax, morphology, phonology, and pragmatics.

Key Components Studied in Sign Linguistics:

• Phonology of signs: Analyzes the smallest contrastive visual-gestural units, including:

  • Handshape
  • Location
  • Movement
  • Palm orientation
  • Non-manual markers (e.g., facial expressions)

• Morphology: Studies how signs are formed and modified, including:

  • Inflection for aspect
  • Classifiers

• Syntax: Examines sentence structure and word order, noting how many sign languages exhibit distinctive syntactic patterns, such as:

  • Topic-comment constructions
  • Verb agreement through spatial modulation

• Semantics and Pragmatics: Covers the meaning conveyed in sign languages, including:

  • Deixis in signing space
  • Deixis anchored to locations for referents
  • Discourse strategies specific to signing communities

• Sociolinguistics: Investigates variation across communities and contact phenomena including:

  • Interactions between different sign languages
  • Interactions with spoken languages
  • Language attitudes, identity, and bilingualism

• Acquisition and Neurolinguistics: Studies how children acquire sign languages and how these languages are processed in the brain.

Sign Languages as Natural Languages:

• Treats sign languages on equal footing with spoken languages, emphasizing that they are:
  • Independent linguistic systems
  • Not merely visual encodings of speech
  • Shaped by the visual-manual modality

Core Concepts - Brief Overview

• Modality matters: The visual-gestural modality significantly influences phonology and grammar. For example, simultaneous expression can occur via non-manual signals.

• Iconicity vs. Arbitrariness: While many signs exhibit iconic links to their meanings, sign languages also possess arbitrary signs and conventionalized grammar.

• Use of Space: Spatial grammar uses a three-dimensional signing space to define:

  • Reference
  • Agreement
  • Verb marking

• Classifier Constructions: Specific morphological structures represent categories of objects and their spatial relations or movements.

• Non-Manual Signals: Facial expressions, head tilts, and body postures convey grammatical information such as:

  • Questions
  • Negation
  • Adverbial modification

A Concise Global History of Sign Languages

1. Early Historical Mentions (Ancient to Medieval times)

• There are ancient references in writings and art that indicate the use of manual signs by individuals with hearing loss.
• Classical thinkers like Plato and Aristotle recorded observations of manual communication.
• Medieval Europe records make occasional mentions of gestures used by Deaf individuals, lacking systematic documentation of sign languages.

2. Renaissance and Early Modern Period - Emergence of Pedagogy

• In the 16th and 17th centuries, educators and philosophers began considering education for Deaf individuals.
• Pedro Ponce de León (Spain, 16th Century): Credited with being an early teacher who employed both signing and written/spoken language strategies.
• Juan Pablo Bonet (Spain, 17th Century): Authored one of the earliest treatises advocating for manual methods of Deaf education, which included a manual alphabet.

3. 18th-19th Centuries - Institutionalization and Language Communities

• The spread of formal Deaf education in Europe fostered concentrated communities of Deaf individuals.
• The establishment of residential schools was pivotal as they promoted peer interaction and contributed to the natural generation of sign languages.
  • Abbé Charles-Michel de l'Épée (France, Mid-1700s): Founded the first free public school for Deaf children in Paris, contributing to the establishment of a sign language community. The language fostered here influenced the development of what is now known as French Sign Language (LSF).
  • Thomas Hopkins Gallaudet (U.S.) and Laurent Clerc: Established the first permanent school for the Deaf in the U.S. in 1817, leading to the development of American Sign Language (ASL) from the interaction of LSF and local home signs.
• Residential schools similarly facilitated the formation of distinct national sign languages across Europe and the Americas.

4. Late 19th Century - The Oralism Movement

• The Milan Conference of 1880 (Second International Congress on Education of the Deaf) endorsed oralism, privileging speech training and lipreading over the use of sign language.
• Many schools banned signing, leading to a decline in the intergenerational transmission of natural sign languages and disruption of Deaf communities.
• Despite formal education suppression, Deaf communities maintained the use of sign languages within private settings, safeguarding their linguistic practices.

5. 20th Century - Linguistic Recognition and Research

• The mid-20th century sparked significant re-evaluation of sign languages.
  • William Stokoe (1960s): Conducted pioneering linguistic work at Gallaudet University, demonstrating that ASL possesses a complete linguistic structure, establishing sign linguistics as a valid academic discipline.
• This period saw an increase in research documenting diverse national and regional sign languages and identifying recurrent linguistic features influenced by modality.
• Rights movements, including the 1988 Deaf President Now movement at Gallaudet, emphasized awareness of language rights and Deaf culture.
• From the late 20th century onward, recognition of sign languages has been incorporated into legislation, educational policy reforms, and the growth in interpreting, Deaf studies, and bilingual education models.

6. Contemporary Developments

• National governments increasingly recognize sign languages, although the level of legal status varies among countries.
• Technological advancements (e.g., video-relay services, captioning) and research in neurolinguistics and psycholinguistics have enhanced understanding of sign languages.
• Globalization and contact have also influenced the development of sign languages; for example, International Sign is used at international forums but is not equivalent to national sign languages.

Historical Development of Sign Language in Nigeria

1. Early and Pre-Formal Period

• Prior to the establishment of formal education, Deaf communities in Nigeria relied on home signs and localized gesture systems for family and community communication.
• Documentation from this period is limited, and indigenous attitudes towards Deafness fluctuated across different regions and cultures.

2. Introduction of Formal Deaf Education (Colonial and Early Independence Era)

• Formal education for Deaf individuals commenced in Nigeria during the colonial period when missionary organizations and colonial authorities founded schools.
• Early schools provided varying methods of instruction, often leaning towards oral approaches.
• Residential schools became focal points for Deaf children from varied linguistic backgrounds, fostering the diffusion and development of shared sign practices, particularly the precursors to Nigerian Sign Language (NSL).

3. Development of Nigerian Sign Language (NSL)

• Nigerian Sign Language emerged from the interaction of Deaf people in educational and institutional settings across urban centers.
  • Influenced by local home signs as well as contact with British Sign Language (BSL) and potentially American Sign Language (ASL) introduced by missionaries and educators.
• NSL is characterized by regional variations due to Nigeria's vast size, ethnic diversity, and varying educational contexts.

4. Oralism and Shifts in Education

• Nigeria, similar to other nations, went through phases of emphasized oralist approaches which curtailed the use of sign language in educational settings.
• These restrictions negatively impacted literacy and educational access for Deaf students.
• Advocacy from Deaf individuals and organizations gradually pushed for the recognition of sign language in educational contexts and greater societal inclusion.

5. Late 20th Century - Organization and Advocacy

• The latter part of the 20th century witnessed the establishment and strengthening of Deaf associations and organizations within Nigeria (e.g., Nigeria National Association of the Deaf and local Deaf unions).
• These organizations sought rights, recognition, service access, interpreting, changes in education policy, and disability advocacy.
• Increased linguistic and sociolinguistic research into NSL took place, although documentation and academic resources were still limited compared to languages like ASL or BSL.

6. Contemporary Status and Challenges

• NSL is increasingly acknowledged as the primary visual language for many Deaf Nigerians. However:
  • Formal national recognition and consistent bilingual education policies remain incomplete and inconsistent.
• Challenges in Nigeria include:
  • Limited numbers of trained teachers proficient in NSL.
  • A lack of sufficient curriculum materials in NSL.
  • A shortage of certified interpreters.
  • Under-documentation of NSL varieties.
  • Social stigma and limited public awareness of Deaf culture and sign languages.
• Positive developments include:
  • Growth in Deaf-led organizations.
  • Increasing use of video technology for communication and educational dissemination.
  • Rising academic interest in sign linguistics, and advocacy efforts for inclusive education and legal recognition.

Comparing Global Patterns with Nigeria's Experience

• Institutional Formation (Schools and Residential Settings): Acts as a consistent catalyst for the emergence of national sign languages worldwide, mirrored in Nigeria's development.
• Impact of Oralism: Similar detriments affected many countries, including Nigeria, obstructing the transmission of sign languages. This sentiment follows the global trend toward linguistic recognition facilitated by research and activism.
• Contact with Foreign Sign Languages: Nigeria's sign language evolution involved outside influences (e.g., BSL, potentially ASL), akin to ASL's development resulting from interactions between LSF and indigenous signs in the U.S.
• Community Resilience: Regardless of educational suppression or societal marginalization, Deaf communities in Nigeria, similar to those globally, preserved and adapted their languages through peer networks and cultural institutions.

Significance and Continuing Needs

• Recognition: Acknowledging sign languages as legitimate natural languages is paramount for education, legal rights, and social inclusion.
• Linguistic recognition promotes:
  • Accessible education
  • Interpreter services
  • Culturally sensitive policies
• In Nigeria, crucial needs include:
  • Official recognition and an affirmative language policy for NSL.
  • Development of teacher training programs focusing on NSL and bilingual education (NSL + written English).
  • Expansion of interpreter training and certification frameworks.
  • Documentation and research into NSL varieties and literacy enhancement strategies.
  • Community-led resource creation (e.g., textbooks, visual dictionaries, digital tools).

Suggested Further Reading and Resources (Student-Friendly)

• Introductory textbooks and collections on sign linguistics and Deaf studies.
• Foundational research articles, including William Stokoe's works on ASL and studies comparing sign language structures.
• Regional explorations of African sign languages and overviews of sign language usage in West Africa.
• Publications from Deaf organizations in Nigeria, providing community insights and policy viewpoints.
• Multimedia resources, including video dictionaries, recorded narratives from Deaf signers, and online sign linguistics courses.

Key Terms (Quick Glossary)

• Sign language: A natural language expressed through visual-gestural modalities.
• NSL: Nigerian Sign Language, referring to the combined signing practices among Deaf Nigerians which exhibit regional variation.
• Oralism: An educational method emphasizing speech and lipreading over sign language.
• Classifier: A morphological component in sign languages that signifies categories and forms/movements of objects.
• Non-manual markers: Facial expressions and specific movements of the head and body that bear grammatical significance.