The handshapes P or K (same handshape but different wrist orientation) and T seem to be phonologically related.
The handshape "K" or "P" (both same handshape but different orientation) began to emerge as seen in park. The movement in this production also developed to a more circular.
In parallel, the handshape in the production for video had transitioned from a long-time handshape "A" to the emerging correct handshape "V". The movement remained the same. Juli tapped instead of making a circular movement.
A week later (age 2;5,3), the movement when producing video began to form a circular movement. Likewise for the ASL sign park.
Another phonological emergence at age 2;8.1 was the ASL handshape "T". The toddler Juli now could produced a fingerspelled loan #TV clearly. She would ask ix-me want watch #TV and laughed.
Shortly, she was able to form the handshape F. I introduced her to the ASL words that contain the handshape F: cat, fox, and sentence. One day, I caught her practicing this handshape and signed all these three words.
Although, the handshape F hadn't been stable for the next months as Juli still formed the "W" handshape in replacement of F.
Interesting, both the handshapes T and F are somehow phonologically related that both require the skillful control of the thumb and the index finger.
Eventually, Juli signed toilet with the handshape T correctly. Sometimes, she would sign this with the handshape A and I'd remind her.
Last week the toddler Juli responded to high-fives and waving ILY with the handshape W. Forming the handshape ILY is a long phonological process.
Juli produced her three-year-old friend Hayden's signed name perfectly -- two-handed "X" handshape, moving alternativley in front of the face.
Juli wanted to select a specific cartoon ("Super Pets") on the screen but I haven't introduced her the ASL word/sign hamster as shown in the selection list. Once I introduced this signed word for the first time, Juli produced it correctly (with the correct "U" or "H" handshape).
Juli used the ASL word want more often in her simple sentences: want bubble, want climb, want apple, etc.
Some of the following random words and phrases that Juli used this week: eat mother milk, want drink, car, man cl-get-on + cl-ride, school bus, father sick (handshape W for sick), horse ride-on (sitting on the crib fence), Hayden (perfectly producing her friend's signed name), some more shown in the video above, and other ASL words mentioned in the past months.
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This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year and third-year documentation continues to follow the same child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The documentary continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
These posts on ASL-English bilingualism, language acquisition, and bilingual education may be of an interest for parents who raise a bilingual-bimodal child in ASL (or another signed language) and English (or another written and/or spoken language of its respective) as well as informative and educational for ASL specialists, educators, and professionals.