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In order to use certain classifier constructions, the signer must be able to visualize the entity and its shape, orientation and location. [110] It has been shown that deaf signers are better at generating spatial mental images than hearing non-signers. [110] The spatial memory span of deaf signers is also superior. [111]
A deaf-community or urban sign language is a sign language that emerges when deaf people who do not have a common language come together and form a community. This may be a formal situation, such as the establishment of a school for deaf students, or informal, such as migration to cities for employment and the subsequent gathering of deaf people for social purposes. [1]
For Deaf signers who learned a different sign language before learning American Sign Language, qualities of their native language may show in their ASL production. Some examples of that varied production include fingerspelling towards the body, instead of away from it, and signing certain movement from bottom to top, instead of top to bottom.
Profoundly deaf children do not have access to the same auditory base that hearing children do. [24] Orally trained deaf children do not always use phonological information in reading tasks, word recognition tasks or homophonic tasks; however, deaf signers who are not orally trained do utilize phonological information in word-rhyming tasks. [24]
In all of the cases, signers are increasingly bilingual in both a sign and a "spoken" language (or visual forms of it) as the deaf signing community's literacy levels increase. In such bilingual communities, loan translations are common enough that deeper grammatical structures may also be borrowed from the oral language, which is known as ...
This system was viewed as inadequate by other members of Anthony's team and Gerilee Gustason, a deaf woman and deaf educator, along with other members of the original SEE-I team developed SEE-II. [6] SEE-II was devised to give Deaf and hard of hearing children the same English communicative potential as their typically hearing peers.
Similarly, deaf children's language skills vary depending upon how and when they acquired a first language (early vs. late, visual vs. spoken, from fluent users or new users of the language). This mix of access to phonetic and linguistic information will shape the journey a deaf child takes to literacy. [104]
Like other schools at the time, schools for the deaf were segregated based upon race, creating two language communities among deaf signers: White deaf signers at White schools and Black deaf signers at Black schools. Today, BASL is still used by signers in the South despite schools having been legally desegregated since 1954.