Extending the Lexicon of Irish Sign Language (ISL).

Abstract

This paper will discuss how the lexicon of ISL has developed and how it is being continually extended. This happens in several ways. Research to date indicates that there are 59 basic handshapes, from which all vocabulary items are created. Classifiers are used extensively in the nominal and verbal system of ISL and 15 of the 59 configurations already mentioned are employed in their use. Classifier handshapes are iconic and iconicity serves as the inspiration for the resulting lexical form. Several categories of classifiers exist: semantic, surface shape, tracing, holding, quantifying etc. Original iconic classifiers have also developed as independent vocabulary items. Many synchronic nominal forms originated as classifier verbal forms. Other factors which have influenced the creation of ISL vocabulary include (a) compounding, (b) technology and (c) borrowing influences from English. Compounding is a very common process in ISL. It may be done by (a) compounding two or more existing signs or (b) creating calque-type compounds. ISL takes advantage of its channel and articulator type so that the simultaneous articulation of two units also generates new vocabulary. New technological developments, as in computers and household appliances, have initiated lexicon changes. Some changes have been traced diachronically and comparisons made with modern synchronic forms. With the establishment of education for the deaf, the creation of fingerspelling and the development of initialised signs to aid instruction through signing, has also influenced the direction of vocabulary creation. In conclusion the paper will outline lexicon of ISL. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. possible future developments within the 135 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 3(-)0,\\Q(- TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERIC) EST COPY AVAIL RI