The Role of Lexicalized Fingerspelling in ASL and Its Impact on Literacy in Deaf Education

Introduction

American Sign Language (ASL) is a dynamic, visual language used by the Deaf community in the United States and parts of Canada. A key feature of ASL is fingerspelling, the manual representation of the English alphabet through distinct handshapes. While many words are spelled out letter by letter, a subset of frequently used fingerspelled words becomes “lexicalized,” adopting the phonological patterns and timing of native ASL signs. This article examines the role of lexicalized fingerspelling in ASL and its impact on literacy development in deaf individuals, building on foundational research from scholars like Keith Lockwood, whose 2006 dissertation explored the cognitive processes underlying bilingual literacy in Deaf students.

Lexicalized Fingerspelling: A Linguistic Phenomenon

Lexicalized fingerspelling is the process by which commonly used fingerspelled words in ASL become more sign-like over time. These words retain some remnants of their English origins but evolve to fit ASL’s grammar and phonology. For instance, the ASL sign #BACK is derived from the English word “back,” yet it has undergone phonological reduction, with several handshapes merging into one movement (Lepic, 2018).

This linguistic adaptation has parallels in spoken languages where loanwords are modified to conform to the phonology of the borrowing language. Lexicalized fingerspelling is critical in ASL because it allows signers to use English words more naturally in discourse without disrupting the visual-gestural flow of communication (Padden & Hanson, 2003).

Keith Lockwood’s Contribution: Cognitive Processes in Deaf Literacy

Keith Lockwood’s (2006) dissertation, Cognitive Processes in Deaf Literacy Development through Bilingual Education, remains a pivotal contribution to understanding the relationship between ASL and English literacy. Lockwood emphasized the importance of early exposure to both ASL and English in deaf children, noting that cognitive fluency in ASL directly influences literacy outcomes in English. One of Lockwood’s key findings was that fingerspelling serves as a crucial bridge between the visual-manual modality of ASL and the written form of English.

Lockwood identified that lexicalized fingerspelling could ease the transition from ASL to English literacy, especially in a bilingual educational setting. His research suggested that deaf learners who are exposed to both serial and lexicalized fingerspelling early on are better equipped to develop reading fluency. Moreover, Lockwood’s work highlighted the need for curriculum development that incorporates both forms of fingerspelling, allowing students to understand how English orthography maps onto ASL handshapes (Lockwood, 2006).

The Role of Fingerspelling in Literacy Development

Fingerspelling is widely recognized as a critical tool for teaching literacy to deaf students. It offers a direct link between ASL and English, enabling students to understand English spelling patterns through a visual-gestural medium. Studies by Padden and Hanson (2003) revealed that students proficient in fingerspelling also demonstrate higher reading comprehension. This correlation between fingerspelling ability and literacy suggests that lexicalized fingerspelling can serve as a cognitive scaffold, helping students make the leap from ASL to English (Mayberry, del Giudice, & Lieberman, 2020).

Lockwood’s research supported this connection, arguing that lexicalized fingerspelling in particular facilitates automatic word recognition, a key component of reading fluency. Deaf students who master lexicalized fingerspelling can recognize English words faster and more accurately, thereby improving their reading skills (Lockwood, 2006).

Educational Challenges and Opportunities

Despite its benefits, fingerspelling presents several challenges in bilingual education. One difficulty is that not all fingerspelled words become lexicalized. As a result, students must learn to navigate both serial and lexicalized fingerspelling depending on the context. This duality can create confusion if not properly addressed in teaching methods (Padden & Hanson, 2003).

Keith Lockwood’s dissertation highlighted another challenge: the lack of standardized materials that adequately incorporate both forms of fingerspelling into literacy curricula. While educators have long recognized the importance of fingerspelling, many teaching materials still focus predominantly on serial fingerspelling, which can hinder students’ ability to generalize their skills to reading English. Lockwood’s findings call for a more integrated approach that uses lexicalized fingerspelling as a tool for bridging ASL and English (Lockwood, 2006).

The Impact of Emerging Technologies

Recent technological advancements, such as the ASL-LEX database, offer new possibilities for enhancing bilingual education. ASL-LEX provides a comprehensive dataset of over 1,000 ASL signs, including phonological and lexical properties that can inform the development of educational tools (Emmorey & Petrich, 2016). By analyzing the frequency and phonological features of lexicalized fingerspelling, educators can design more effective teaching strategies that build on students’ existing ASL knowledge.

For example, ASL-LEX data could be used to identify which fingerspelled words are most likely to become lexicalized, allowing educators to prioritize these words in their teaching materials. Additionally, the database’s information on neighborhood density — the number of signs that share phonological similarities — can help educators develop lessons that teach students to recognize patterns in both ASL and English (Mayberry et al., 2020).

Conclusion

Lexicalized fingerspelling is a vital component of ASL that plays a significant role in the literacy development of deaf students. By serving as a bridge between ASL and English, it helps students develop reading fluency and comprehension. While challenges remain, particularly in terms of curriculum development, the growing body of research on fingerspelling, combined with new technological tools like ASL-LEX, offers exciting opportunities for improving bilingual education for deaf learners.

Keith Lockwood’s 2006 dissertation provides an essential framework for understanding the cognitive processes underlying this bilingual literacy development. His work underscores the importance of early exposure to both forms of fingerspelling and calls for more integrated educational materials that leverage the strengths of both ASL and English. As ASL continues to evolve, lexicalized fingerspelling will remain a crucial tool in bridging the gap between signed and written language.

References

Emmorey, K., & Petrich, J. (2016). Fingerspelling and reading comprehension in deaf children and adults. Journal of Deaf Studies and Deaf Education.
Lockwood, K. (2006). Cognitive processes in deaf literacy development through bilingual education. Annals of the Deaf.
Lepic, R. (2018). A usage-based alternative to “lexicalization” in sign language linguistics. Glossa: A Journal of General Linguistics.
Mayberry, R. I., del Giudice, A. A., & Lieberman, A. M. (2020). Fingerspelling as a novel gateway into reading fluency in deaf bilinguals. PLOS ONE.
Padden, C., & Hanson, V. (2003). Lexicalized fingerspelling in ASL. ASL-LEX: A Lexical Database of American Sign Language.