The toddler Juli mentioned some people using signed names more often lately, such as her classmates david (right-handed "D" on right shoulder instead of left shoulder -- location error) and #sz.
One morning (during the drop-off), Juli saw Hayden but there was no mother that she knew. She asked, mother huh-uh. What? She told hayden.. diane uh-where? (where she used the signed names for Hayden and Diane).
Later that week, Juli looked at the picture in a book and asked, ix man name what? (What's this man's name?).
Eventually in the next months, I observerd Juli using some more signed names of the classmates "Liam", "Anthony", and so on. Also, "Brenda" and "Pippa" (teachers).
Later in the next early year, Juli met another kid whose name was "Liam", the same name as her classmate. She used that signed name for the other kid. Interesting, she thought, like some hearing people in general, that there was a signed name for every spoken/written name, which was not true.
In our culture, every person has their own signed name regardless of their written/spoken name. There is no signed name for each personal name. Signed names are independent of the personal names on birth certificates. A signed name is carefully and appropriately created for a new member of the ASL community, granted by a collective member of the community.
Some of the following random words and phrases that Juli used this week: signing, , recognizing the upper and lower cases of letters as the same, cl-plane-circling, girl look-out ooh!, safe ix-here, shake-head ix-there (this sofa is safer but this floor isn't), me turn (my turn), watch-me (inflected directional verb), and some more shown in the video above.
Juli was caught counting to ten in spoken English.
Got a story to tell your experience and share it with others? Send an email to Handspeak. I'd love to hear about it, too.
Also see Baby signing her personal name
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.