AMSL 101 Notes - Google Docs

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Week One Strategies for Learning ASL; Introducing the Basics How can you be a successful ASL student? Practice is one of the keys to successful learning, and learning American Sign Language is no different. Language learning takes time, and while you can study ASL online, to learn ASL you need to be using the language, preferably with a community of ASL users. In this course, you will develop and refine your expressive and receptive skills, while learning the personal and situational variety in ASL. Students of most spoken foreign languages begin their studies aware of the culture of the target language. However, the majority of beginning ASL students are unaware of Deaf culture. A key component of this course will be cultural enrichment. This includes awareness of Deaf culture as well as addressing myths and misconceptions about d/Deaf people. Before beginning the course, you are encouraged to explore your motivations for studying ASL, your expectations about learning ASL, and your impressions of d/Deaf people and ASL. Weekly Objectives ● Identify and describe strategies in learning ASL. ● Demonstrate the use of basic ASL vocabulary by using brief statements, signing numbers 1-10, fingerspelling own names. ● Demonstrate appropriate use of non-manual markers (i.e., eyebrows). ● Demonstrate how to appropriately structure simple statements and questions. The Five Parameters of ASL Every sign in ASL can be broken down into five features called parameters, each of which must be used correctly for the sign to be accurate.

1. Handshape 2. Palm Orientation 3. Location 4. Movement 5. Non-manual markers (facial expressions, eyebrows, head nods, etc.) Because of the differences in types and changes in movement with a sign, learning from illustrations can be challenging. You are encouraged to access the link found in the back of your textbook to view videos for a more accurate respresentation of the language. Supplemental Video This video provides a brief summary of the five parameters of American Sign Language. Don't forget to activate closed-captioning to read the points the signer is conveying. 5 Parameters of ASL Beginner Basics ASL is not English. You may have been exposed to Signing Exact English (SEE) or Pidgin Sign English (PSE); unlike ASL, these are manual representations of English and not unique languages in and of themselves. Here is an example of these differences: ASL STORE ME GO. PSE I GO TO STORE. SEE I AM GOING TO THE STORE. Notice that ASL grammar differs from English with use of topic-comment structure. For example, you would sign, “CAR RED” in ASL when you would say, “RED CAR” in English. The very specific rules of glossing, a means of translating signs into a basic form of written English, will not be taught in this course. However, you will be expected to demonstrate your understanding of ASL grammar by writing out information as you would sign it or converting ASL to written English. ASL is not universal.

While ASL is derived from French Sign Language, ASL is used primarily in the United States and Canada. Other countries have their own signed languages. Precision is important. Many signs are similar and vary only slightly on one parameter, such as location or the handshape that is used. Careless errors can drastically affect the intent of your message. Rest assured that mistakes are natural at first. As you practice you will develop dexterity and gain confidence. Eye contact is necessary with a visual language. While many hearing people will multi-task while talking, breaking eye contact when conversing in ASL shows a lack of participation and/or interest. As a beginner, you will naturally want to focus on the hands of the person who is signing. However, your gaze should fall equally on the signer’s hands, face, and eyes, all within his/her sign space . This refers to the area where most signs are made - from the top of your head to your waist and just outside your torso to the right and left. It will be important to ensure that your entire sign space is visible in all video assignments that you submit in the course. Facial expressions are essential. In ASL, facial expressions convey emotion, meaning, and grammatical cues. Often the only difference between a statement and a question in ASL is the use of eyebrows. Your facial expression should correspond to the overall intent of your message. For example, if you are signing that you are confused, you should make a puzzled expression. Common Questions Question Answer Which hand do I use? You will use your dominant hand for most signs; sign with the hand that feels most natural and comfortable to you. You should avoid switching between your dominant and non-dominant hands while signing. Do not worry about matching or mirroring a person/image/video when learning a new sign. Should I speak/mouth While some signs do incorporate specific mouth movements as non-manual markers, mouthing English words while signing is not true ASL. Due to the grammatical differences in the two languages, signing and talking at the same time does not represent use of ASL. You may encounter some d/Deaf people

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English words while I sign? who do simultaneously sign and mouth English words; remember that not all deaf people use ASL and some Deaf people will do this to accommodate hearing people who are not fluent in ASL. Why is the text/video showing a sign that I learned differently? If you have been exposed to sign language before, you may begin to notice the variation within ASL itself. Just like we have accents and dialects, regional signs have developed by d/Deaf people throughout the United States. Signs develop and change like words in spoken languages. ASL is a dynamic, living language. In addition, remember that one word in English can have many separate signs depending on the context. Can I just fingerspell everything? Fingerspelling can be very useful, and in fact, there are some English words for which fingerspelling is necessary (names, brand names, etc.). However, you should avoid fingerspelling entire sentences and limit your use of fingerspelling to words you have not yet learned the sign for when possible. Also, be sure your wrist is facing outwards when fingerspelling and remember that clarity is more important than speed. Where are all the “little” words (is, to, am)? ASL signs include these words within the signs themselves. For example, “I AM” is expressed by pointing to oneself. It is important to use the structure of the language properly and not produce a manual form of English. ASL Demonstration Videos The following playlist will demonstrate numbers 1-15 and proper greetings in ASL. Practice introducing yourself along with the video. As you view the videos, notice the importance of clarity over speed when fingerspelling, as well as the use of facial expression throughout. When you practice, remember that it is not necessary to mirror what you see in the videos. https://youtu.be/uczPKOTAWwg?list=PLnY89eTKw5V86yRpCxdTHUDtI5vofd_cQ Supplemental Video Video Guidelines and Tips for ASL Students Each week you will be submitting a video demonstrating what you have learned in the course. This video will give you some tips as you prepare your first video assignment.

Video Guidelines and Tips for ASL Students Week Two Deaf Culture (Courtesy of David Fulmer/ Creative Commons opens in a new tab ) Let’s continue to expand on your ASL vocabulary! This week you will recognize the importance of precision when signing that was emphasized last week. Recall the five parameters of each sign; when you encounter signs that are similar or become confusing, notice the parameter(s) that differ to help you distinguish them. You will have the opportunity to apply this in the practice exercises this week. You will also learn the importance of detail when describing people and giving commands. You may have identified with some of the commonly held myths and misconceptions about d/Deaf people and Deaf culture discussed last week. This week, you will delve further into addressing those beliefs by looking at the history of d/Deaf people and perspectives on deafness. Weekly Objectives ● Compare views about the use of ASL and speech in Deaf Culture. ● Demonstrate ASL vocabulary and grammar. ● Identify receptive ASL vocabulary, numbers, and fingerspelling. What is Deaf Culture? Deaf culture refers to individuals within the Deaf community who use American Sign Language and share beliefs, customs, values, and experiences. How does Deaf culture differ from hearing culture? Hearing Deaf Spoken language Signed language

Telephone, alarms Videophones, flashing/vibrating alarms Learning from auditory experiences Learning from visual experiences Can you think of other examples? Perspectives on Deafness Two distinct models are considered when characterizing views on deafness. Medical/Disability Model Socio-linguistic/Cultural Model Hearing loss is a disability. Hearing loss is an identity. Focus on providing amplification or surgery to remediate hearing loss or find a “cure.” Focus on the history, heritage, language, literature, drama, and art of Deaf people. Often ascribed to by physicians, audiologists, and other medical professionals concerned with the overall health of the ear. Ascribed to by members of the Deaf community, which can include hearing individuals who are fluent in ASL and are immersed in the culture. Labels In general, most people identify their hearing status in terms deaf, Deaf, or hard of hearing. Labels that imply disability or impairment are considered offensive. What is the difference between deaf and Deaf? A person who is “Deaf” identifies strongly with the Deaf culture and uses ASL as his/her primary mode of communication. When the term “deaf” is used, one is referring to the medical/audiological description of hearing loss. Thus, Deaf implies cultural affiliation. You may notice how these terms align with the perspectives on deafness that were just discussed. When referring to a group whose identity preferences vary or are unknown, you will often see this written as d/Deaf. Interacting with Deaf People As you develop your skills in ASL, it is important to recognize the Deaf cultural behaviors that differ from the typical interactions between hearing people using spoken

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language. Many behaviors, such as eye contact and pointing, which are often considered rude by hearing people, are key to effective communication in ASL. When getting the attention of a d/Deaf person, it is best achieved with a simple tap or wave. Just as in spoken language, vocabulary used for greetings can be formal or informal depending on the interaction (“Hello, how are you?” vs., “Hey, what’s up?”). While the Deaf community is relatively small, they are also very tight-knit and it is not uncommon for new acquaintances to have a common association in the Deaf community. Thus, introductions tend to include both first and last names, followed by hearing status. Deaf individuals will exchange background such as school information, whereas a hearing person will be asked about their knowledge of ASL to reduce cultural misunderstandings. Gender Distinction As you learn the signs for people, particularly family members, notice that ASL distinguishes gender by placing a sign in either the upper area of the face (masculine) or the lower portion of the face (feminine). Also, knowing the simple signs for “boy” and “girl” will allow you to build your vocabulary; notice that many words in ASL are compound signs , where two separate signs combine to make a new word. For example, combining the signs for “ boy ” and “ baby ” creates “ son .” What other compound signs can you identify? ASL Demonstration Videos This week, the playlist expands on introducing yourself. You will also see examples of giving commands and providing descriptions. Notice that in ASL, descriptions of people start very broadly (gender, ethnicity) and then move into specifics (hair/eye color, clothing). To assist you with descriptions, the videos review color signs. Finally, you will see how to interact appropriately with d/Deaf people- specifically how to get the attention of a d/Deaf person. https://youtu.be/rDfX6wzVO88?list=PLnY89eTKw5V-FQbxNxY_5_AdI4bgN-Gdl Supplemental Video Deaf People Are Not All the Same

This video demonstrates the spectrum of deafness and identity through personal experiences shared by d/Deaf and hard of hearing people themselves. What Does Deaf Mean? Week Three Deaf Culture and Gallaudet University As a student yourself, you have likely had a variety of educational experiences. Consider the unique learning needs of students who are d/Deaf or hard of hearing. What kind of programs exist for these students? What communication modalities and service delivery models are used? What types of assessments are most appropriate? What are the roles of the teacher of the deaf, the educational interpreter, the student, and the parent? This week we will look at Deaf Education, with a focus on post-secondary institutions for students who are d/Deaf and hard of hearing. In addition, as you build your ASL vocabulary this week, you will also encounter some unique grammatical features of the language. We will discuss the use of iconic signs, the agent marker, and closing signals. Weekly Objectives ● Discuss Gallaudet University’s Deaf President Now Movement from 1987. ● Demonstrate signing of cardinal numbers 1-19. ● Demonstrate fingerspelling, ASL vocabulary, non-manual markers, and grammar. ● Identify ASL numbers, vocabulary, non-manual markers, and grammar. Deaf Education Gallaudet University (Courtesy of Daniel Lobo/ Creative Commons opens in a new tab ) In 1817, the first residential school for the d/Deaf, the American School for the Deaf, opened in Hartford, Connecticut; the school still operates today. Residential schools are an important part of Deaf culture. Due to the fact that most d/Deaf children are born to hearing families, the residential school is key to cultural transmission. These schools, of

which there is at least one per state in the United States, consist of K-12 classes of all d/Deaf and hard of hearing (DHH) children. Often, the teachers themselves are d/Deaf. This unique setting provides in-depth socialization in ASL for DHH students. While the residential school is an option, many DHH students attend their home zone public schools, where they are mainstreamed, part of an inclusion program, or self-contained in classes for DHH students. Communication approaches vary from oral methods to Total Communication, where the teacher adapts the mode of communication to the needs of the students. Typically support services, such as educational interpreters, notetakers, audiologists, and/or itinerant teachers of the deaf, are provided for students in the public school setting. Often there is only one DHH student in an entire school which can be isolating. Now that many schools are offering ASL programs for hearing students, these students may feel more included. In terms of post-secondary education, many DHH students choose to attend Gallaudet University opens in a new tab in Washington, D.C. or the National Technical Institute for the Deaf opens in a new tab in Rochester, New York. These two schools are internationally known for their innovative programming designed specifically for students who are d/Deaf and hard of hearing. Iconic Signs You have likely learned by now that ASL is not a simple language of gestures. There are, however, some signs that ASL and English have in common. These signs, which resemble the meaning or item that they represent, are called iconic signs . Some examples include the signs for “book,” “flag,” and “door.” What other iconic signs can you think of? Compare some of the iconic signs and non-iconic signs you have learned so far. What is the sign for book? Name Signs

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Many new ASL students ask, “What is the sign for my name?” In lieu of fingerspelling, members of the Deaf community have name signs . Name signs are extremely valued in Deaf culture. A name sign uses the person’s name (usually the first initial) and can be arbitrary (located on the head or torso) or descriptive (demonstrating a physical or behavior trait of the person). As a hearing person, this is not something you can make up for yourself, but rather it is given to you by a Deaf person or Deaf people who see you have made an effort to learn ASL and participate in the Deaf community. Socializing with Deaf people is the only way to get your name sign! Agent Marker This week you are learning the signs for “student” and “teacher.” Notice how the sign for “student” combines the sign for “learn” with the agent marker, while the sign for “teacher” combines the sign for “teach” with the agent marker. The agent marker indicates a person who works as or does something. Most signs for professions will combine a verb with the agent marker. Like English, however, there are exceptions to any rule. For example, the signs for “nurse” and “principal” do not use the agent marker. Closing Signals You may have noticed that a signer will point back to themselves or the person they are talking about at the end of their statement or question ( YOU NAME WHAT YOU ?). This is called a closing signal . Somewhat of a turn-taking behavior, it demonstrates that you have expressed a complete thought and that it is the other person’s turn to respond. Closing signals are often used when making a comment about oneself or someone else and when asking questions. ASL Demonstration Videos The set of videos this week address school-related vocabulary, as well as numbers 16-19. Conversations focus on language learning and language background. Notice the turn-taking behaviors and importance of eye contact in a conversation between two individuals using ASL. You should recognize many of the signs you learned in Weeks 1 and 2 within these Week 3 videos. Be sure to go back and review if there are signs you do not remember. https://youtu.be/uBIEfNSmeNA?list=PLnY89eTKw5V8-GqDN-aKDgLfB6KKnkIyr

Required Video Deaf Mosiac #2: Gallaudet University’s Deaf President Now Movement This video discusses the DEAF PRESIDENT NOW movement. It includes interviews with participants and leaders that were a part of this protest at Gallaudet University. DEAF MOSAIC #402 Week Four ASL Grammar – Signer’s Perspective You have learned a great deal of ASL vocabulary thus far. However, remember that there may be multiple signs to represent one English word. This week we will look at the importance of conceptually accurate signing. You will also learn the signs for some of your favorite leisure activities. What are the unique dynamics of families with d/Deaf individuals? Perhaps you have a d/Deaf family member. Consider how daily routines and family interactions might differ. We will look at the special role of children of Deaf adults as well as the job of an interpreter. Weekly Objectives ● Discuss the meaning and use of signer’s perspective. ● Demonstrate ASL vocabulary, numbers, fingerspelling, and grammar as it relates to shapes. ● Identify ASL vocabulary, numbers, fingerspelling, and grammar as it relates to shapes. Conceptually Accurate Signing Why do so many words have the same sign? Often this is because the words sharing a particular sign also share the same concept. For example, the signs for clothes, dress, and wear are the same and these words all represent covering the body.

Many times new ASL students will focus on the literal rather than the abstract meaning or context when choosing a sign. For example, consider how you would sign taking a break vs. breaking an object. The concept here is not the same, and thus the sign that is used is different in each context. Spatial Visualization In this unit, you will practice taking the signer’s perspective . The skill of spatial visualization allows you to describe spatial relationships. This could include describing the location of one object in relation to another, giving directions, or describing surroundings. Spatial awareness is essential in a visual language such as ASL. When you are the signer, remember that you are the reference point. In contrast, when you are watching someone else describing something, look at things from their perspective. Family Dynamics As you have learned, most d/Deaf people have hearing families. In fact, only about 10% of individuals who are d/Deaf come from Deaf families. It is easy to conceive, then, how there is considerable variation in language use among people who are d/Deaf and hard of hearing. Many d/Deaf people will initially learn some form of Signed English or home sign (improvised gestures created in the home for communication) as these are much easier for hearing families to learn than ASL. Do not be surprised when you meet deaf people who do not use ASL. Interpreters The field of interpreting has come a long way. Throughout history, children of Deaf adults (CODAs) and other hearing individuals who had learned to sign were used as interpreters for the d/Deaf in a variety of settings, from medical to legal. It was not until the 1960s that interpreting became a recognized profession, and not until 2005 that a national certification became available. Today various organizations exist to advocate for continued high interpreting standards and ethics. ASL Demonstration Videos What do you enjoy doing in your free time? This week’s playlist should give you the vocabulary to discuss your favorite leisure activities, as well as other preferences such as your favorite type of drink, in ASL. You will see how nouns and verbs differ in ASL,

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even when the same sign is applied. Finally, be sure to practice signing numbers 20-29 along with the video. https://youtu.be/NoCTlJ8FxxI?list=PLnY89eTKw5V_dwrWf9Vsjo2GKbbC70qWu Week Five ASL vs. Written English; Negotiating a Signing Environment; Conversational Strategies As you expand your ASL skills and topics of conversation, you are also improving your familiarity with ASL grammar and structure. This week we will look at the importance of applying WH-signs (who, what, why, when, where, which) with corresponding facial expressions. You will also learn how to use contrastive structure. For those of you wondering how to discuss multiple items or concepts in ASL without the English words “ and ” and “ or ,” we will introduce the listing and ordering technique. Weekly Objectives ● Discuss written communication between Hearing and Deaf. ● Demonstrate ASL vocabulary, numbers, fingerspelling, and grammar as it relates to identifying people, negotiating, and having a conversation. ● Identify ASL vocabulary, numbers, fingerspelling, and grammar as it relates to identifying people, negotiating, and having a conversation. WH- and Time Signs WH-words, or question words such as, who, what, why, when, where, which, are paired with a specific non-manual marker. The eyebrows indicate a question when using these signs. Unlike English, WH-signs are placed at the end of a sentence, although they may be followed by a closing signal. Compare the following: English: What is your name? ASL: YOU NAME WHAT YOU?

Words that indicate time or when something occurs or happened in the past are placed at the beginning of a sentence in ASL. Compare the following: English: I was sick yesterday . ASL: YESTERDAY ME SICK ME. Spatial Organization When discussing multiple items or listing things in English, we apply the words and or or, and often we use commas. Since these words don’t exist in ASL, there are visual ways to distinguish multiple pieces of information when signing. Shoulder-shifting can be used for comparing, contrasting, and separating more than one concept in the same sentence. Another means of organizing information to be conveyed in ASL is through visual list. A signer can use his/her non-dominant hand to form a list and sign each piece of information with the dominant hand. Classifiers Classifiers, or handshapes, can be used to represent various concepts. As you learn ASL, you will begin to notice how classifiers are used and why these specific handshapes are used for certain signs due to the meanings they imply. Classifiers are important to ASL literature, specifically in classifier stories where an entire story can be told using a single classifier. Here are some examples of commonly used classifiers. Notice that we identify classifiers in writing with the abbreviation “CL.”

Classifier Use CL: 3 vehicle CL: R braids, rope CL: Bent V sit/chair, jump CL: 1 individual CL: B flat object (ex. door) ASL Demonstration Videos Each week, the goal of the playlist is to not only help you build your vocabulary, but to allow you to expand your ASL topics of conversation. This week, you will learn more signs for your environment, focusing on how to discuss and describe where you live in ASL. You will also see how classifiers can be used to set up your sign space for giving commands as well as to describe distance. https://youtu.be/Ljmpd21CCHY?list=PLnY89eTKw5V8qwRlMV_6d9KHD3x1SO2-8 Supplemental Video Learn ASL Classifiers for Beginners This video reviews ASL classifiers and how to apply them. Learn ASL Classifiers for Beginners Week Six Contributions of Deaf People; Real-world Orientation

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(Courtesy of PSNS & IMF Public Affairs) As we begin Unit 3, take a moment to reflect on both the linguistic and cultural information we have covered thus far in the course. This week you will continue to practice fluency in ASL through both phrases and commands. We will cover new grammatical concepts with numbers and you will learn how to apply the Rule of 9. While you will be reading about three famous Deaf individuals in detail this week, be sure to do some additional outside research. You will find a number of Deaf individuals from a variety of disciplines who have been influential and continue to impact Deaf people and society in general. Weekly Objectives ● Discuss the profiles of famous Deaf individuals. ● Demonstrate ASL vocabulary, numbers, fingerspelling, and grammar with a real-world orientation. ● Identify ASL vocabulary, numbers, fingerspelling, and grammar with a real-world orientation. Grammar Spots You may recall that location is one of the five parameters of a sign. When a number is signed in a specific location, it can have a meaning beyond the number itself. Here are three important locations, or “spots,” that are used with numbers. The Age Spot is located on the side of the chin. Placing a number at the Age Spot and then pulling away from the chin area indicates years old. The Time Spot is located at the wrist. Signing a number at the Time Spot indicates o’clock.

The Money Spot is located at the side of the forehead. Touching a number sign to the Money Spot indicates cents. You may have noticed that numbers 1-9 can be combined within a sign for a period of time or signs for age. The number is included within the sign; notice that this is limited to numbers 1-9. For example, when signing 2 hours , you can sign the number 2 as you perform the sign for hours. This also applies for number of minutes, days, weeks, and months, as well as age and money. You will have the opportunity to practice this in your video submission both this week and next week. Famous Deaf People You are taking an online course. Did you know that one of the Fathers of the Internet is hard of hearing? Vinton Cerf has had a great impact on communication and technology for both Deaf and hearing people. Here are some other individuals you may have heard of and not realized that they are/were d/Deaf or hard of hearing. You are encouraged to go online and look more into their accomplishments and contributions. Vinton Cerf

Kitty O'Neill: stuntwoman and racer, known as the fastest woman in the world Curtis Pride: former Major League Baseball (MLB) player, named MLB’s Ambassador for Inclusion Marlee Matlin: actress, author, and activist, the only Deaf Academy Award winner to date Linda Bove: actress (best known from PBS Sesame Street ), active member of Deaf arts community Eugene Hairston: “Silent Hairston,” first Deaf African American boxer ASL Demonstration Videos

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The playlist this week is extensive. You will see a variety of topics covered, including needs and wants, food and drink, time and travel, and pets. As always, when viewing the videos, try to perform each sign along with the signer. The conversation, which does not use subtitles, allows you to practice your receptive skills. Don’t become frustrated if you do not capture all of the information in the first viewing. Focus on the overall message and re-watch the conversation to gather details. https://youtu.be/oYXI0XQ5V90?list=PLnY89eTKw5V8ytvucJNJayDSbcnhjq1JF Supplemental Video Curtis Pride - A History of Perseverance This video has Curtis Pride sharing about his history in life and in Major League Baseball. Curtis Pride - A History of Perseverance Supplemental Video Marlee Matlin winning Best Actress This video has William Hurt presenting Marlee Matlin with the Best Actress Oscar® for her performance in "Children of a Lesser God" during the 59th Annual Academy Awards® in 1987. Marlee Matlin Wins Best Actress | 59th Oscars (1987) Week Seven Spatial Agreement; Review Vocabulary, Grammar, Numbers, Fingerspelling Deaf West Theater Production of Spring Awakening opens in a new tab

This week we will continue to look at how ASL uses space to represent grammatical concepts. In particular, we will look at describing objects using spatialization techniques and how to apply the past, present, and future tenses in ASL. ASL literature is an important part of the Deaf experience. Storytelling and ASL poetry, Deaf art, and media bring attention to the language and culture of Deaf people. These productions are passed down from generation to generation. Weekly Objectives ● Discuss spatial agreement in ASL grammar. ● Demonstrate ASL vocabulary, numbers, fingerspelling, and grammar as it relates to spatial agreement. ● Identify ASL vocabulary, numbers, fingerspelling, and grammar as it relates to spatial agreement. Tense in ASL ASL uses tense markers at the beginning of a sentence to indicate past and future tenses. When there is no tense marker, the assumption is that the present tense is being used. Tense markers can include days of the week and time signs. Notice that signs for the present ( today, here, now) are all near the body within the sign space. Signs for the future ( will, tomorrow, next) use a forward motion, away from the sign space. Finally, signs for the past ( ago, yesterday, before) move backwards, almost as if they are behind the sign space. It is the intensity of the motion that determines the length of time (ex. recent past vs. distant past). ASL Literature ASL literature is a visual art form that is celebrated in Deaf culture. Some forms of ASL literature include ASL poetry, classifier stories, and narratives. Many of these works focus on the shared experience of being Deaf in a predominantly hearing world and are passed down from generation to generation. In addition to ASL literature performances, Deaf actors and writers perform in theater and film. These performances which focus on visual themes and often highlight Deaf

history and accomplishments, are enjoyed by both Deaf and hearing audiences. Deaf actors have certainly helped make ASL more visible so that it is now recognized as a unique language used by Deaf people. ASL Demonstration Videos The relatively short playlist this week offers you some important information to prepare you to venture out into the Deaf community. What do you do when you don’t know a sign? What if someone is fingerspelling too quickly? The first video this week will model how to ask for the sign of a specific word. The other video focuses on strategies for fingerspelling. Receptively, fingerspelling can be difficult. Every signer has different a different size and shape to his/her hands, which means letters may be formed slightly differently. Each person also fingerspells with varied speed and fluency. Regardless of the issue you might encounter when you are conversing in ASL, be patient and ask for the signer to slow down or repeat as necessary. https://youtu.be/HGuK9UbFe9c?list=PLnY89eTKw5V80gtJ-pZxPvIYidthT4ovZ Supplemental Video ASL Literature This video presents an overview of literature in the Deaf community. ASL Literature Supplemental Video Meet the Theatre: New York Deaf Theatre This video introduces you to the New York Deaf Theatre. It is the third oldest Deaf troupe of its kind in the United States and provides an artistic home for actors, creators, and designers who are Deaf or hard of hearing. Meet the Theatre: New York Deaf Theatre Week Eight

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Wrap-up; Review In our final week, take some time to reflect on all that you have accomplished in learning a new language. Celebrate your success! Remember that learning a language is a lifelong process, with the goal of using what you have learned in a natural context. As a result of your ASL studies, you have likely experienced some cultural enrichment that will allow you to seek those experiences. Whatever your purpose for taking this course, the hope is that you use what you have learned to find your place in relating to the Deaf community. Weekly Objectives ● Reflect on individual comprehension of ASL concepts, demonstration of skills, and future opportunities for involvement in Deaf community and sign language. ● Demonstrate the comprehensive ASL vocabulary, numbers, fingerspelling, and grammar skills covered in the course. ● Identify the comprehensive ASL vocabulary, numbers, fingerspelling, and grammar concepts covered in the course. Cumulative Review of Units 1-3 Vocabulary Grammar Culture Unit 1 Fingerspelling Numbers 1-15 Greetings Commands Colors Clothing Gender WH-question words Eye contact Describing people Ways of communicating Getting someone's attention Unit 2 Numbers 16-29, add and subtract Exchanging personal information Languages Leisure activities Preferences Yes-no questions Signer's perspective Connections in the Deaf world Gallaudet University Negotiating a signing environment

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Unit 3 Numbers 30-66, ordinal numbers (1st-9th) Discussing living situations Places and Cities Objects Pets Expressing needs Giving directions Noun-verb pairs Constrastive structure Spatial agreement The Rule of 9 Famous Deaf people Deaf space Etiquette Now What? Have your expectations for the course been met? What are your strengths and weaknesses? Based on your experience, what advice would you give someone interested in learning ASL? How well do you think this course has prepared you for interactions with the Deaf community? Ultimately, the best way to enhance what you’ve learned and to continue to build fluency is to use ASL with Deaf people. The Deaf world may be relatively small, but Deaf people are very closely linked. Check out Facebook , your state Hands & Voices chapter or school for the Deaf, meetup.com , deafcoffee.com , etc. to find events in your area. It is through these experiences that you will be able to apply all that you have learned- from vocabulary and grammar to cultural behaviors, and continue to build your fluency and confidence with ASL. (Image from Santa Cruz Beach Boardwalk Deaf Fest opens in a new tab ) Supplemental Resource Deaf Events and ASL Meetups opens in a new tab : This search tool allows you to locate events to attend with Deaf people and other ASL students in your local community. Supplemental Video

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New Signers At Deaf Events ⎮ ASL Stew This video presents an overview of the type of Deaf events new signers should go to and what they should do, or not do, at the event. New Signers At Deaf Events ⎮ ASL Stew

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AMSL 101 Notes - Google Docs

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