Abstract
ABSTRACT This study investigates practices around the bestowal of personal sign names to adult New Zealand Sign Language learners, from both teachers' and students' perspectives. Key findings include that, (1) learners receive similar types of sign names to deaf signers but in different proportions; (2) getting a sign name is regarded as a significant milestone and a valuable commodity in constructing an intercultural identity as a `new signer'; (3) deaf teachers experience pressure of student expectations and cultural sensitivities in negotiating sign names in a classroom context. These findings can inform teacher practices and learner expectations regarding sign name acquisition.
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