Entry
Reader's guide
Entries A-Z
Subject index
Linguistics: Structuralism
Linguistic structuralism is a theory of signs that identifies the locus of meaning in human communication within a network of arbitrary representations. Structuralists are concerned with the system of signs in a given language rather than the particular instances of communication. Structuralism is a rejection of traditional theories of the origin of language. Meaning is generated through the use of arbitrary signs in language. Spoken language is constituted by structures of difference in sound that allow for the possibility of phonetic writing. Early 20th-century linguists emphasized sound in the study of language and dismissed sign language as physical manifestations of oral speech. Expanded linguistic scholarship propelled the examination of language as a key to understanding culture. Anthropologists extended the structural linguistic methodology to examine symbolic meaning in culture as evidence of language structures.
The use of signs creates both intentional and unintentional meanings. Each sign implicates other signs. Linguistic structuralism begins by asking how and why language has meaning. Why do words yield repeatable communicative meaning? If we ask what gives sign language meaning, the first step is to explain how and why sign language is a unique language. The application of linguistic structuralism to Deaf Studies opens new horizons for understanding communication in Deaf culture. To understand the present role of structural linguistics within the Deaf community, a review of the basic principles of structural linguistics from its origin to the internal, self-reflexive turn of the French philosophers is necessary.
The Swiss linguist Ferdinand de Saussure (1857–1913) developed the initial theory of linguistics in a series of lectures that culminated in a posthumously published compilation of student notes in the influential text Course in General Linguistics in 1916. Structuralism moves away from the historical or diachronic models of language development in favor of a scientific model of linguistics. The synchronic approach examines language as it is in its current and static construction and the internal relation among the signs. Key to the concept is that the relations among the signs are more important than the individual signs. Language is a system of interrelated meanings driven by established social agreements, a depository of signs. The field identifies language (langue) as a network of signs distinct from the specific communication or speech acts (parole). Structuralists then, lay out the parameters of study by restricting the analysis to the network of signs, not individual acts of speech. The distinction between the speech act and a closed network of signs enables studies in meaning independent of situational factors.
The basic unit for analysis is parsed into two parts: sound and meaning. The phonemic or sound component is the sign, and the meaning or conceptual piece is the signified. A signifier is the instance of communication such as an utterance, a word, or a mark on a page, whereas a signified is a concept. There is no necessary connection between the sign and signified; the relationship is arbitrary. This accounts, for example, for the differences in various languages. The word book has no literal external connection to the concept it refers to in English. Nor does the Spanish term libro have any external relation to the thing to which it refers. That the connection between the signified and signifier is arbitrary is an essential defining characteristic of language. Book has meaning to an English speaker because of the differences that exist within the network of signs. A book is not a nook. Each sign in a system gathers meaning and precision from the differences between other signs in the system. Communicative meanings are generated by the binary opposition of or the differences between signs within a given system.
...
- Deaf Community
- Africa, Eastern: Deaf Community
- Africa, Middle: Deaf Community
- Africa, Southern: Deaf Community
- Africa, Western: Deaf Community
- Asia, Southeast: Deaf Community
- Asia, Southern: Deaf Community
- Asia, Western: Deaf Community
- Canada: Deaf Community
- Central America: Deaf Community
- Deaf International Development
- Japan: Deaf Community
- Puerto Rico: Deaf Community
- South America: Deaf Community
- United States: Deaf Community
- Deaf Community: Diversity
- Diversity: Disability and Deaf Studies
- Diversity: First Nation Peoples of North America
- Diversity: LGBTQI
- Diversity: Women
- Deaf Community: Health
- Aphasia and Brain Lesions
- Autism Spectrum
- Early Intervention and Newborn Screening
- Genetic Counseling
- Genetics and Heredity
- Genetics: Connexin 26 and Connexin 30
- Hearing Conditions and Auditory Disorders, Causes of
- Hearing Conditions, Screening and Assessment
- Mental Health
- Mental Health Services
- Social Hearing Handicap Index
- Speech-Language Pathology
- Substance Abuse
- Deaf Community: History
- Biblical Tradition, References to Deaf in
- Civil War, U.S.: Deaf History of and Participation in
- Deaf History: 1300-1800
- Deaf History: 1800-1880
- Deaf History: 1881-1920
- Deaf History: 1921-1980
- Deaf History: 1981 to Present
- Deaf History: Antiquity
- Deaf History: Caribbean
- Deaf History: Central America
- Deaf History: Eastern Asia
- Deaf History: Eastern Europe
- Deaf History: Middle Africa
- Deaf History: Northern Europe
- Deaf History: Oceania
- Deaf History: South America
- Deaf History: Southeast Asia
- Deaf History: Southern Africa
- Deaf History: Southern Asia
- Deaf History: Western Europe
- Religious Materials, Access to Translated
- Science, Deaf History of and Participation in
- Sports, Deaf History of
- War, Deaf History of and Participation in
- Women, Deaf: History of
- World War II, Deaf History of
- Deaf Community: Organizations
- Education: Professional Organizations
- Interpreting: Professional Organizations
- Medicine: Professional Organizations
- Telecommunications for the Deaf and Hard of Hearing, Inc., Formation of
- Deaf Community: Psychology and Sociology
- Bullying
- Child Welfare and Child Abuse
- Cochlear Implant: Deaf Community
- Crime and Delinquency
- Domestic Violence and Services
- Misdiagnosis of Deaf People
- Neuropsychology
- Oralism, Psychological Effects of
- Psychological Evaluations and Testing
- Psychology, Multicultural
- Social Work
- Socioemotional Development
- Sociology of Deaf People
- Deaf Community: Social Patterns
- Adoption
- Catholicism
- Christianity
- Demographics
- Genealogy, Deaf History of
- Genetics and Ancestry
- Islam
- Mentors and Role Models
- Missionaries
- Mormonism
- Parent Education
- Summer Programs
- Theology
- Volunteerism
- Deaf Culture: Art
- Actors
- Art and Literature, Deaf History of and Participation in
- Art Genres and Movements
- Artists
- Artists in Residency
- Arts, Performing
- Deaf Art
- Deaf Professionals in American Art Museums
- De’VIA Manifesto
- Digital Arts
- Magicians
- Music, Signed
- Rhythm Stories and Songs, Signed
- Theater, Adapted
- Theater, Original
- Deaf Culture: Literature
- Books
- Folklore
- Literature, Deaf Characters in
- Literature, Deaf Themes in
- Poetry
- Poetry, Signed
- Poetry, Signed: Themes of
- Sign Language Literature
- Writers
- Deaf Culture: Media
- Deaf Cinema
- Film: Deaf Characters
- Film: Documentaries
- Film: Silent, Indies, and Post-Talkies Era
- Media, Stereotype of Deaf People in
- Television: Cultural Deaf Programming
- Television: Mainstream Programming
- Deaf Education: Educational Programs
- Education Programs: K-12 Charter Schools
- Education Programs: K-12 Day Schools
- Education Programs: K-12 Mainstream Programs
- Education Programs: K-12 Oral Schools
- Education Programs: K-12 Residential Schools
- Education Settings, Placement in
- Education, Early Intervention in
- Education: Higher Education
- Education: Transition
- Deaf Education: History
- Deaf Education History: 1980 to Present
- Deaf Education History: Milan 1880
- Deaf Education History: Post-1880 to 1979
- Deaf Education History: Pre-1880
- Education, History of Total Communication in
- Hearing People in Deaf Education
- Residential Schools, History of
- Residential Schools, Segregation in
- Deaf Education: Philosophy
- Combined Method, Philosophy and Models of
- Oralism, Philosophy and Models of
- Sign Systems, Cued Speech
- Sign Systems, Methodical
- Special Education, Philosophy and Models of
- Teaching Profession, Philosophies of
- Deaf Education: Policy and Curriculum
- Academic Test Bias
- Assessment Accommodations and Testing Modifications
- Classroom, Signing in the
- Educational Assessment Measures
- Individualized Education Program and Least Restrictive Environment, Placement in
- Journals, Deaf Education
- Mainstreaming and Social Capital
- Teacher Training, Bilingual
- Teaching Profession, Preparation for
- Teaching Profession, Requirements of
- Deaf Studies
- Deaf Centrism and Deaf Centricity
- Deaf Crit
- Deaf Gain
- Deaf Studies
- Deaf Studies Programs
- Deaf Studies: Disability Studies Perspective and Controversy
- Deaf Theory
- deaf/Deaf: Origins and Usage
- DeafSpace
- Dysconscious Audism
- Geographies
- Journals, Deaf Studies
- Transnationalism
- Deaf Studies: Social Justice
- Audism
- Bioethics
- Deaf Dean Now Protest
- Deaf Drivers and Deaf Workers: Advocacy Work of the National Association for the Deaf
- Deaf President Now Protest
- Deaf Rights Activism, Global Protests
- Driving Restrictions Protests
- Equality Issues
- Eugenics
- Unity for Gallaudet Protest
- Employment
- Business Owners and Entrepreneurs
- Employment: Affirmative Action
- Employment: Career Opportunities and Choices
- Employment: Depression and the New Deal
- Employment: Government Assistance
- Employment: Labor Bureaus
- Employment: Oppression
- Employment: Peddling
- Employment: Rehabilitation Services Administration
- Employment: U.S. Works Progress Administration
- Identity
- Children of Deaf Adults
- Children, Deaf, of Deaf Parents
- Children, Deaf, of Hearing Parents
- Deaf Culture
- Deafhood
- Group Membership and Exclusion
- Identity Development
- Labeling
- Surdescence
- Language: Attitudes and Planning
- Bilingualism, Philosophy and Models of
- International Day of Sign Language
- Language Attitudes
- Language: Oralism Versus Manualism
- Linguicism
- Linguistic Genocide
- Literacy
- Manualism, Philosophy and Models of
- Sign Language, Endangered
- Sign Languages, Recognition of
- Signed Language Policy
- Signed Language Rights, Attitudes Toward
- Language: Interpreting
- Interpreter Training, University
- Interpreting
- Interpreting, Categories of
- Interpreting, History of
- Interpreting, Legal
- Interpreting, Medical
- Interpreting: Agencies
- Interpreting: Deaf Interpreter
- Interpreting: Tasks
- National Multicultural Interpreter Project
- Language: Linguistics
- Bilingualism
- Cognitive Processes
- Deaf Learners, Cognition of
- Language Acquisition and Development
- Language Assessment Tools
- Language Contact of Spoken and Signed Languages
- Linguistics: Etymology
- Linguistics: Generativism
- Linguistics: Gestures and Homesigns
- Linguistics: Morphology
- Linguistics: Nonmanual Markers
- Linguistics: Phonetics
- Linguistics: Phonology
- Linguistics: Pragmatics
- Linguistics: Semantics
- Linguistics: Spatial Grammar
- Linguistics: Structuralism
- Linguistics: Syntax
- Multilingualism
- Nativism
- Neurolinguistics and Cortex Imaging
- Psycholinguistics, Milestones in
- Psycholinguistics, Primary
- Psycholinguistics: Visual Processing
- Sign Language Research: 1980 to Present
- Sign Language Research: Pre-1980
- Signed Language Linguistics, History of
- Sociolinguistics: Black American Sign Language
- Sociolinguistics: Dialects, Regionalisms, and Ethnic Varieties
- Sociolinguistics: Registers
- Language: Sign Language
- American Sign Language and English Literacy, Interdependence of
- American Sign Language, Positive Psychological Effects of
- Baby Signs
- International Signs
- Languages, Natural
- Sign Language as Academic Language
- Sign Language Teaching, Curriculum Models of
- Sign Language Teaching, Foreign Language Requirements for
- Sign Language Teaching, History of
- Sign Language Teaching, Training for
- Sign Language, Hawaiian
- Sign Language, Indigenous
- Sign Language: Africa
- Sign Language: Arabic Fingerspelling
- Sign Language: Caribbean
- Sign Language: Central America
- Sign Language: Eastern Europe
- Sign Language: Japan
- Sign Language: JSL Fingerspelling
- Sign Language: Name Signs
- Sign Language: One-Handed Fingerspelling
- Sign Language: Pacific Region
- Sign Language: Scandinavia
- Sign Language: South America
- Sign Language: Southern Asia
- Sign Language: Southern Europe
- Sign Language: Tactile
- Sign Language: Two-Handed Fingerspelling
- Sign Language: United Kingdom and Ireland
- Sign Language: Western Asia
- Sign Writing
- Signed Language Literacy, Definition of
- Signed Language Pathology
- Signing Communities
- Law and Public Policy
- Americans with Disabilities Act
- Architectural Barriers Act of 1968
- Camenisch v. University of Texas
- Commission on the Education of the Deaf
- Communications Act: Section 255
- Community Television of Southern California v. Gottfried
- Costner v. United States
- Department of Education, U.S.
- Eckstein v. Kirby
- Education Laws, Federal: Impact on Education of the Deaf
- Education of the Deaf Act of 1986
- Flail v. Bolger
- Hendrick Hudson Board of Education v. Rowley
- Human Fertilisation and Embryology Act of 2008
- Jackson v. Indiana
- Jones v. Illinois Department of Rehabilitation Services
- Legislation, Disability
- Legislation, Interpreter
- Legislation, Proposed: Assembly Bill 2072
- Legislation, Proposed: House Bill 1367
- Legislation, United States
- Legislators
- Linguistic and Human Rights Ratifications, European Union
- Linguistic and Human Rights, Constitutional Recognitions of
- Linguistic Minority Law, International
- People of Illinois v. Lang
- Public Policy Issues
- Pyles v. Kamka
- Schornstein v. New Jersey Division of Vocational Rehabilitation Services
- Southeastern Community College v. Davis
- Strathie v. Department of Transportation
- Telecommunications Act of 1996
- UN Convention on Genocide
- UN Convention on the Rights of Persons with Disabilities
- UN Convention on the Rights of the Child
- UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities
- UNESCO Education Position Paper (2003)
- Technology
- Avatar Technology
- Captioning
- Captioning Technology, Media
- FAX Technology
- Hearing Aids
- Hearing Mechanisms, Internal
- Inventors
- Social Media
- Technology, Assistive
- Technology, Tactile
- Technology, Wireless
- Teletypewriter (TTY)
- Loading...
Get a 30 day FREE TRIAL
-
Watch videos from a variety of sources bringing classroom topics to life
-
Read modern, diverse business cases
-
Explore hundreds of books and reference titles
Sage Recommends
We found other relevant content for you on other Sage platforms.
Have you created a personal profile? Login or create a profile so that you can save clips, playlists and searches