Name signs in classrooms

Exploring practices and beliefs regarding the giving and receiving of sign names to adult hearing learners of NZSL.

In Deaf communities, individuals are usually identified by a personalised 'sign name', signalling that they are connected to a Deaf social network. Growth in the teaching of NZSL to adult (hearing) learners has led to sign names being given to these learners, under different conditions from traditional sign name practices.

This study investigated four research questions:

1. When and how do NZSL learners typically receive a sign name?
2. What types of sign names are given to new signers?
3. What are learners’ perceptions about the process and effects of receiving a sign name?
4. What are deaf NZSL teachers’ practices and beliefs concerning giving sign names to new signers?

The study confirmed that receiving a sign name is a significant event in a learner's construction of their intercultural identity as a new signer. Sign names were mostly received within the learner's first year of learning, sometimes after only a few weeks.  Most  sign names given to hearing learners were of similar types to the sign names of deaf people, but with less reference to appearance traits. Deaf teachers experience pressure of student expectations and cultural sensitivities in negotiating sign names in a classroom context.

The findings of this study can inform teacher practices and learner expectations around the giving and receiving of sign names.

Reports, presentations and publications

Pivac Alexander, Sara, Rachel McKee, and David McKee. 2021. "Sign Names in an Intercultural Classroom Space: Practices and Perceptions of Sign Language Teachers and Students." Language and Intercultural Communication. https://doi.org/10.1080/14708477.2021.1932966