Fingerspelling and Its Role in Translanguaging
Bibliographic Data
| ID | 5900872 |
|---|---|
| Authors | Brittany Lee (0000-0003-3565-2263, University of Connecticut, corresponding author), Kristen Secora (0000-0001-7478-1055, University of Tennessee at Knoxville) |
| Year | 2022 |
| Volume | 7 |
| Issue | 4 |
| Pages | 278 |
| Publication date | 2022-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7040278 |
| PMID | 37920277 |
| OpenAlex | W4307830026 |
| Language | EN |
| Citations received | 9 |
| References cited | 89 |
Fingerspelling is a critical component of many sign languages. This manual representation of orthographic code is one key way in which signers engage in translanguaging, drawing from all of their linguistic and semiotic resources to support communication. Translanguaging in bimodal bilinguals is unique because it involves drawing from languages in different modalities, namely a signed language like American Sign Language and a spoken language like English (or its written form). Fingerspelling can be seen as a unique product of the unified linguistic system that translanguaging theories purport, as it blends features of both sign and print. The goals of this paper are twofold: to integrate existing research on fingerspelling in order to characterize it as a cognitive-linguistic phenomenon and to discuss the role of fingerspelling in translanguaging and communication. We will first review and synthesize research from linguistics and cognitive neuroscience to summarize our current understanding of fingerspelling, its production, comprehension, and acquisition. We will then discuss how fingerspelling relates to translanguaging theories and how it can be incorporated into translanguaging practices to support literacy and other communication goals
Comprehension · Cued speech · Linguistics · Multilingualism · Sign language · Translanguaging · Computer Science · Digital Communication and Language · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Psychology
Speech-language pathologists’ perceptions of common myths related to deaf and hard of hearing children who use signed language
A qualitative analysis of deaf secondary writers’ strengths and needs
Fingerspelling Used in Classrooms by Teachers of the Deaf and Hard-of-Hearing
Orthographic representations in American Sign Language fingerspelling
“But Who Eats the Mosquitos?”
Fingerspelling as a pathway to deaf children’s reading
Variation in second-grade reading in children who are deaf and hard-of-hearing
Teachers’ use of semiotic resources in the multimodal-multilingual language instruction
Neural associations between fingerspelling, print, and signs
The unique role of the visual word form area in reading
Translanguaging in Bilingual Education
When deaf signers read English
Signs activate their written word translation in deaf adults
New Perspectives on the Neurobiology of Sign Languages
Cross-language activation in bimodal bilinguals
Covert co-activation of bilinguals’ non-target language
Clarifying translanguaging and deconstructing named languages
Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective
Translanguaging in the classroom
Translanguaging practices at a bilingual university
Do deaf children use phonological syllables as reading units
Contribution of Lexical Quality and Sign Language Variables to Reading Comprehension
Parents Sharing Books With Young Deaf Children in Spoken English and in BSL
Processing Orthographic Structure
Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
Generation of Signs Within Semantic and Phonological Categories
Implicit Phonological Awareness and Early Reading Development in Prelingually Deaf Children
Teachers' Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program
What is the Source of Bilingual Cross-Language Activation in Deaf Bilinguals
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
Comparing Semantic Fluency in American Sign Language and English
The Transition From Fingerspelling to English Print
Developing Reading Skills in Prelingually Deaf Preschool Children
Translanguaging and the Writing of Bilingual Learners
Translanguaging, learning and teaching in deaf education
"Chaining" and other links
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
The Metalinguistics of Fingerspelling
Multimodality and translanguaging in negotiation of meaning
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Translanguaging as a Practical Theory of Language
Translanguaging and transnational literacies in multilingual classrooms
| Unique citing works | 9 |
|---|---|
| Citations per year | 3 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |