Marietta College Education Department - Educators as Leaders for 21^st Century Schools

 

 

Sign Language (Basic Manual Communication)

Erwin 201

Education 332/632

Thursday 6:30 to 9:30 p.m.

Spring 2008

 

Instructor: Dr. Bill Bauer, Ph.D. CRC

Contact Information: 376-4768 (work)

Email: bauerm@marietta.edu

  Course Book From Linda GOrman $25.00

Course Description:

 This course is an introduction to sign language with an emphasis on basic vocabulary acquisition and awareness of deafness and hearing loss. The course will focus on developing expressive and receptive skills in signed communication, maintaining English word order and conceptually accurate signs. Participation and demonstration are required.

 

 

Additional Information about the Course:

 Course content includes signs, finger-spelling, numbers, and grammatical and cultural information. Students will become familiar with the sign language continuum and various sign language methods. Emphasis will be placed on skill development, correct usage of signs, and general understanding of signed languages used by persons who are deaf or hard of hearing. Lectures and out-of-class assignments will focus on aspects of the lives of deaf and hard of hearing persons. Out of-class assignments are required.

 

 

 

Required Texts/Readings:

Resource Materials to Purchase:

 

1. Signing Exact English: by Gustason

(a reference, not an in-class textbook)

 

2. Work book developed by Dept. ($25.00).

 

3. Graduate Students Only (The Week the World Heard Gallaudet by Jack R. Gannon). Gallaudet University Press. (College Bookstore)

 

 

 

 

 

 

 

 

 

 Marietta College Education Program Dispositions Addressed in this Course:

 

The student will:

 

Technology Components:

 Students will:

 

Diversity/Multiculturalism:

 

Dr. Bauer will:

 

 1.   Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.

2. Make a special effort to invite diverse mentors in the teaching field.

3. Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.

4. Use a variety of teaching styles (modes) to address a diverse classroom.

5. Encourage teams or groups within the classroom that foster mutual respect and cooperation.

6. Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.

7. Experience post positivist primary theoretical orientation: humanistic/existential theorist focusing on affective rather than cognitive or behavioral domains with an emphasis on the subjective and personal aspects of humankind.

 

 

Attendance Policy:

 

Any student not attending the first two sessions of the class regardless of pre-registration status, will be dropped from the course. Due to the nature of the course material, regular attendance is mandatory. Involvement and participation in classroom activities,
correct practice, reinforcement of signs, and proper usage of signs is accomplished through regular attendance. Poor attendance will be reflected in the course grade. Maximum point value for attendance and participation is 10 points; 0-2 absences enable the student to earn the maximum value but class participation is factored into this grade. Late arrivals and early departures will count for half-credit for attendance. Students who are absent are responsible for missed work, assignments, and assessments.

Classes meeting 1 time per week:

 

 Special Needs/Accommodation Policy:

 

Any student who needs special accommodations due to a disability should make an appointment to meet with me during my office hours early in the semester. A memo from the Academic Resource Center authorizing accommodations will be needed. Accommodations cannot be made retroactively; please provide information and requests as early as possible.

 

Policy on Cheating and Plagiarism: 

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" Academic dishonesty in a Master's degree program is a very serious matter and will more than likely cause an expulsion from the College ( Marietta College Graduate Programs, 2003-2004 Catalog,   p. 34).
 

Grading and Assignments

The student must participate in classroom activities and discussions. Participation is actively creating dialogue with peers and instructor of the class. Grade for participation will include contributing to discussions and asking or answering questions.

Attendance and Participation requirement:

 regular and active participation is an essential, unmistakably important aspect of this course. It is critical that you read all of the Power Point notes, and the course book, as well as any handouts before class. All students are expected to do the work assigned, notify me when emergencies arise. There will be penalties for each assignment handed in late ranging from a grade of an F for the assignment to a lower course grade.

 

 

2. Guest Speaker reflections (10 points a piece)

 

Guest Speaker Lecture Reaction Paper:

Point Value: 10 points (For each speaker)

Description: Guest speakers will be making presentations at various

times outside of class time. Schedule will be posted online at
(www.marietta.edu/~bauerm). Please prepare a reaction paper to one of
the guest speakers including:

  - A brief summary of main points of the lecture,

- Your reaction to the speaker; your reaction to the topic,

- New sign vocabulary,

- New insights and understanding about deafness or deaf people

(most important!!!).

 

Due Date: submit within one week of the lecture; absolute last date

(Partial credit) to be submitted. Your name must be on the sign-in sheet. ALL REFLECTIONS ARE SUBMITTED VIA LIVETEXT.

 3. Quizzes: 90 points (30 a piece) (3 of them)

There will be three quizzes during the semester. Make-up quizzes are not given.

4.  Written/Receptive Midterm: 150 points written/receptive skills

The written section includes general information about sign language and deafness. The receptive section includes watching signed presentations and answering questions. No make-ups. Emergencies causing missed exams must be reported to the instructor before the exam.

5. Midterm: 150 points expressive skills

Each student will create a 2-3 minute videotaped dialogue with a partner. The dialogue will include questions and answers telling basic information about the partners (school status, family configurations, etc.). For specific instructions, see INSTRUCTIONS FOR MAKING MIDTERM VIDEOTAPES (CD) in this document. YOU ARE TO SUBMIT YOUR VIDEO TO DR. BAUER VIA LIVETEXT. YOU MAY BORROW THE DIGITAL CAMERA FROM THE EDUCATION DEPT.

 

INSTRUCTIONS FOR MAKING MIDTERM VIA LIVETEXT

 

You will be working in pairs. Pick a partner. You may choose to make your tape on campus, or you may make the tape on your own. After the tape is made, hand in to Dr. Bauer for an evaluation. If you plan to make your tape on campus, do it soon. You may not sign up on the same day. You do not need to record any sound track.

 

Work with a partner. Develop a short dialogue. The topic is a common conversation with your partner. Your script (at least 7 lines per person) should include questions and answers. Include information about family members and names, school, jobs, etc. Use vocabulary you already know. Don't try to learn new signs for this tape, but ask your proctor or instructor if you need help.

 

Practice and memorize the dialogue. You can use a "cue card" with key words on it, but don't depend on reading from it. Some people prefer to bring a friend to read while you sign. Position yourselves so I can see your facial expressions, mouth movement, and signs.

 

Wear a solid color shirt (black is better) or sweater that contrasts with the color of your skin. Light-skinned people should wear dark colors; dark-skinned people should wear light colors. Prints or colors that camouflage your flying fingers make it impossible to read your signs! If you make the tape at home, check for adequate lighting.

 

I will not listen to an audio track. You may choose to use your voice or not. Please use lip movements and facial expression. If you make a small mistake, just smile and sign/spell it again instead of starting over.

SUBMIT VIA LIVETEXT!

MID TERM Rubric

 

NAME:___________________________________ CLASS TIME:_________________

Excellent - Very Good - Good - Fair - Poor

1. Choice of signs: Did you choose signs that were conceptually correct?           5 4 3 2 1

2. Formation of signs: Did you make the signs the right way?                            5 4 3 2 1

3. Eye contact: Did you look at the person you were talking

to or your notes the whole time 5 4 3 2 1

4. Facial expression and body language: Was your facial expression appropriate

for the content and style of the message you were trying to convey?     5 4 3 2 1

5. Mouth movements: Did you mouth clearly so a person could read your lips while watching you sign?                                                                                     5 4 3 2 1

6. Speed/fluency: did your signs flow smoothly, or were you choppy?

Were there long pauses between words?                                                    5 4 3 2 1

7. Space/directionality: did you set things up in space so I could see the picture? Did you count the people/items in a list?    5 4 3 2 1

8. Use of fingerspelling: Did you spell words for which you know signs?            5 4 3 2 1

9. Fingerspelling clarity : Was your spelling bouncy? Near your mouth? Readable? Did you reverse or confuse any letters?   5 4 3 2 1

10. Was concept conveyed? Did I understand what you were talking about? Could a deaf person understand you?)         5 4 3 2 1

 

  

Exam will be comprehensive from the beginning of the semester. Instructor will provide guideline for final exam. (Follow same format for Midterm).

7. Expressive Skills: Final Song 100points (end of semester)

Each student will present a 3-4 minute prepared signed song alone or with a partner or group. Bring a cassette tape or CD with the sound track to
class @WCMO TV. Costumes and props are welcomed.

Bring enough copies of the “final song” on the page that follows, for EACH STUDENT IN CLASS.

.

 FINAL SONG Rubric

 Name: ___________________ Class Time:______ Semester:__________

Song Title ___________________________________________________

 

 excellent , very good, good, fair, poor

  5 4 3 2 1

1. Sign choice                                                          5 4 3 2 1

 

2. Sign formation                                                           5 4 3 2 1

 

3. Rhythm fit                                                                 5 4 3 2 1

 

4. Eye contact                                                                5 4 3 2 1

 

5. Facial expression                                                       5 4 3 2 1

 

6. Mouth movement                                                       5 4 3 2 1

 

7. Speed/flow                                                                 5 4 3 2 1

 

8. Use of space/ directionality                                        5 4 3 2 1

 

9. Conceptual accuracy                                                  5 4 3 2 1

 

10. Overall artistic impression, including level of difficulty or challenge

5 4 3 2 1

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________ 

8. 2 Video Tape reflection 20 points (10 points each)

Video tapes are available in Dawes Library see Sharon Douglass about videos.

 

Description: Go to Video Services in the Library and watch a total of 60

minutes (or more) of videotapes. Find a tape that you like. Don't feel
committed to the first one you pick if you think it is boring. In 1-2
typed pages reflect your feeling on the tape.

 

- Summarize the story (stories) or topic(s) on the tape(s) and give time

length,

- Describe your reaction to the signer and his/her style,

- List familiar signs you recognize and new signs you learned,

- Describe your reaction/opinion re: the content of the tape, and your

insights about Deafness, sign language, etc.

 

Due Date: End of Session (Submit to LiveText)

 

 Videos that you can try to get on Inter-library loan.

 

TAPES THAT FULFILL ASSIGNMENT:

 

Dawes Library has some tapes but not a lot. You may have to get your videos from Ohio Link.

 

Conversations with Deaf Adults (60 min.) Two sessions of deaf adults discussing their backgrounds.

Deaf Mosaic : 30 minutes

Goldilocks: The Trial : 48 minutes.

Autobiography of Gilbert Eastman : 40 minutes

Autobiography of MJ Bienvenu : 40 minutes

Autobiography of Rev. Thomas Coughlin : 22 minutes

Four for You: Fables and Fairy Tales : 60 minutes

Language and Traditions : 60 minutes

Gallaudet Protest: NBC News Spots : 18 minutes

Knowing Where to Stand/Gallaudet University : 13 minutes

King Jordan : 26 minutes

The Little Mermaid : 45 minutes

Using Your TTY/TDD : 30 minutes

Deaf Mosaic: Cochlear Implant Special : 30 minutes

Deaf President Now! Revolution : 27 minutes

Krista Caudill/deaf-blind teenager : 45 minutes

Sleeping Beauty in ASL : 30 minutes

Deaf Cultures Lectures: Deaf and Hearing Cultural Differences

Emperor's New Clothes and Hans Clodhopper : 30 min.

Fingers that Tickle and Delight : 32 minutes

Fingerspelling: Phrases

Fingerspelling: Words

The Fisherman and his Wife : 30 minutes

The Man Behind the Mask (series)

Signing Treasures

The World According to Pat

Tomorrow Dad Will Still Be Deaf

Cinderella and Rumplestiltskin in ASL

Fairy Tales 1

Fairy Tales 2

Deaf President Now! Revolution: 27 minutes (shortly after the protest)

Deaf President Now: The Power and the Promise (5 years after the protest)

Deaf President Now: The Pulse of the People (10 years after the protest)

 

 

9. Deaf or Hard of Hearing Publication article review

20 points (10 points each)

.

 Deaf Publication Review:

 Point Value: 10points each (2 are due)

Description: Each student will analyze one publication by/for deaf

people. Recent issues of Deaf Life, Gallaudet Today, GA/SK , and other
Deaf publications are a start.

Read 1 issue of an approved periodical
published by/about the Deaf community (less than 2 years old), and
prepare a paper discussing

1. The organization that publishes this publication and its purpose

2. The types of articles included

3. The kind of advertising included

4. One article that has a strong impact on you (summary & reaction)

5. Your reaction to the overall publication

 Submit via LIVETEXT.

 FOR EXTRA PRACTICE OR IDEAS: Practice in Front of a Mirror.

 

All papers must be typed and double-spaced on 8 1/2 x 11 paper. Handwritten papers or pages torn out of notebooks with ragged edges will not be accepted. Papers longer than one page will be stapled once in the upper left hand corner. No papers in folders, with paper clips or acetate covers will be accepted. Your name, class time, date of assignment, title of assignment, and course number should be on each paper, either in the upper right hand corner of the front sheet or on a separate cover sheet. Any paper misspelling and misrepresenting the word "deaf" as "death" will be given an automatic 0. Papers submitted after deadlines will receive partial or no credit. APA Style is a must.

 

Note:

Please save all graded assignments until after you receive your final grade for the semester. If you wish to contest your grade, please arrange to meet with me and bring all of your graded assignments with you.

 

 

 

 Deaf-related Organizations:

(local) PCRID

(national) SHHH

(national) NAD

(local) MdAD

(national) RID

(national) AADB

(national) ASDC

 

Deaf Education Terms:

MSD

MSSD

FAPE

LRE

 

Deaf Culture Terms:

TTY

TDD

ADA

CC

CODA

GRADUATE STUDENTS ONLY

 

Class Debate-Graduate Student Assignment (See Below Topics)

150 points

 

Debates on issues related to sign language and deafness will take place in class. Each student will be assigned to a group and to a particular side of the issue. Students will meet in their groups outside of class to prepare their arguments. A maximum of five points will be awarded to each student participating actively in the team preparations. Your grade will be determined by your classmates and teacher's evaluation. This is a graduate only assignment. It may be presented as a poster presentation or PowerPoint presentation.

 

 

I. DEBATE PROJECT (Graduate Team Debates)

a. Teams and Topics

 

The class will be divided into six equal-sized teams.

 

TEAM #1: "Deaf children should attend "magnet" (centralized) schools

for deaf children.

TEAM #2: "Deaf children should not attend "magnet" schools for deaf

children.

 

TEAM #3: "Deaf children should be taught ASL first."

TEAM #4: "Deaf children should be taught SEE first."

 

TEAM #5: "The hearing status of Gallaudet University's president is

relevant."

TEAM #6: "The hearing status of Gallaudet University's president is not

relevant."

 

 

b. Preparation

 Teams will meet and determine an equitable division of responsibilities. There will be research to do in the library (see books on shelves, faculty reserve collection, periodicals, and videotapes) as well as planning and organizing strategies. You will have limited
in-class meeting times which you should supplement with out-of-class time. Use audio-visual aids in your debate presentation.

c. The Debate Format

 

----------- On the day of the debate, the team FOR the resolution will open the debate. Limit: 6 minutes.

 

- Restate the resolution.

- State whether you are arguing for or against the resolution.

- In one clear sentence, present your argument for the resolution.

- Present evidence, citing sources, that supports your position.

- At least four pieces of evidence (reasons supported by the literature)

should support your position.

 

------------ The team AGAINST the resolution will respond. Limit: 6 minutes.

 

- Restate the resolution.

- State whether you are arguing for or against the resolution.

- In one clear sentence, present your argument against the resolution.

- Present evidence, citing sources, that supports your position.

- At least four pieces of evidence (reasons supported by the literature)

should support your position.

 

* Each team will each confer. Limit: 5 minutes.

 

* The team FOR the resolution may respond to the arguments just heard.

Limit: 3 minutes.

 

* The team AGAINST the resolution may respond to the arguments just

heard. Limit: 3 minutes.

 

* Each team will have one minute to make a closing statement.

 

*Each member of the team will receive the same grade. Each member is expected to participate equally in the research and preparation, regardless of who actually talks during the debate presentation. Cooperate with your teammates and present well-supported, organized arguments, not a series of lists that include duplication of ideas and
little support. The 4 teams watching will grade the 2 teams debating.

 

 

d. DEBATE RATING RUBRIC

Name of Debate _________________________________________________________

For People _____________________________________________________________

Against People _________________________________________________________

1. Quality (power) of opening and closing statements:

weak 1 2 3 4 5 strong

2. Quality (power) of evidence/arguments:

weak 1 2 3 4 5 strong

3. Quantity of evidence/arguments (4 clearly made points!)

insufficient 1 2 3 4 5 more than sufficient

4. Sources from which evidence was gathered:

unidentified 1 2 3 4 5 identified

5. Did the team stay focused on the issue?

unfocused 1 2 3 4 5 focused

6. Presentation of information/Knowledge of topic:

weak, confusing 1 2 3 4 5 clear, organized

7. Coordination of group effort

weak 1 2 3 4 5 strong

 

 

 Comments: _____________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Extra Credit Assignments (50 points) (MAY HAVE 2 OF THESE)

 

Students may attend additional Deaf Community Events and Guest Speaker Lectures for extra credit. A paper as described above should be submitted for each extra event attended. Points may be awarded for each extra event attended. A student may not receive more than 1/2 grade points towards his/her final grade. Additional Publication Reviews may not count for extra credit. If your schedule prevents you from attending a Guest Speaker lecture or Deaf Community Event, talk with the instructor in advance to arrange an alternate assignment. Students may also receive extra credit for participating in Sign Up (sign language club) activities. Forms must be submitted, signed by the club president, documenting participation in club events to receive points of extra credit.

 

 1. Attendance and Interaction at One Deaf Community Event:

 

Point Value: 50 points (extra goal points)

Description: Each student will go to and participate in one event interacting with Deaf people. There must be a minimum of five Deaf people present, and sign language must be the primary method of communication used. Your visit should last a minimum of an hour and a half. Your paper should focus on cultural differences noticed between Deaf and hearing cultures.

 

Suggestions for events include, but are not limited to:

 

the Deaf

Putnam Street in Marietta. (374-8876)

deaf people and the congregation is primarily deaf people).

audience

 

Submit a two-page typed summary.

Use headings to identify:

 

Due Date: submit within one week of the event;

Proof of attendance (ticket stub, program, photo) is required and must

be attached.

 

 

 2. Teach Preschool or School-aged Children

Beginning Sign language (1 hour per week for 5 weeks at Erwin) 100 extra points.

Will be coordinated by Dr. Bauer.

 

 

 

Class Schedule

 

 

I. The Sign Language Continuum

(Student workbook Beginning curricula A, B and affixes used in signing Exact English, Modern Signs Press, Inc 1983)

What is It?

In the United States, there is a great variety in signs used. These signs range along a continuum from nonverbal communication through American Sign Language to manual representations of English. The chart on page 23 depicts this continuum. Expert signers may shift from palace to place on the continuum depending of the situation, the person(s) being addressed, and the topic as well as on their own repertoire of skills.

In-Group Signs

In-Group Signs refers to those signs which are understood only by a limited group. Within this category, Home Signs refers to signs which are used within a family, and not understood outside the family. These are usually relatively few signs, whether used by deaf families for a few words or concepts, or by hearing families who have not been exposed to standardized signs. One example would be the drawing of the arches in the air when referring to McDonalds's.

School Signs

School Signs refer to signs developed and used by the children within a school. The extent of these signs may depend on the children's exposure to adult models. In extreme cases there may be extensive use of such signs, which are not understood outside of the school population. Examples would be tapping the nose with the middle finger for DOG (wet nose), tapping the bridge of the nose twice for woman (probably from speech lessons on the nasalized M and N sounds), etc.

Local Signs

Local Signs are regional usages among deaf adults. Just as in spoken English most words are common, but there are regional variations as in what a one-room apartment is called (studio? efficiency? bachelor?), there are variations in signs depending on what part of the country one is from. One example is the various signs for FOOTBALL.

American Sign Language, Ameslan, or ASL

American Sign Language, Ameslan, or ASL has come in for an increasing amount of study in recent years aimed at analyzing the rules of grammar that exist in this language. Research is turning up definite grammatical principles that are often completely unrelated to the grammatical rules of English - such as reduplication (of nouns to show plurality, of verbs to show continuing or habitual action), directionality (to indicate the subject-verb- object relationship, for instance), and word order (e.g. chronological order or the placing of the most striking feature first). ASL, like any other language, has its own vocabulary, idioms and grammar, and is as different from English as any foreign language.

Sign English, Pidgin Sign English (PSE), Conceptually Accurate Signed English (CASE)

The traditional signs of Ameslan are used, but in simultaneous communication which is based on English, the signs are sorted out according to English word order. This becomes a sort of pidgin language, taking its vocabulary from Ameslan and its structure from English. Because of the differences between the two languages, signs, even when sorted out in English word order, do not completely represent English words; also, there are English words for which there are not Ameslan signs, and Ameslan idioms which are difficult to translate into English. Few, if any, endings (-ing,-s,-ed,etc) are used in Sign English.

Manual English

There are several sign systems under this heading, and the basic rationale for their development stemmed from dissatisfaction with the poor educational showing of many deaf children, the need for input before output can be expected, and the lack of ease and clarity in the presentation of English through other existing visual modes (lip-reading, listening, reading, etc.). Sign English, as noted above, does not present a clear grammatically complete version of English. Accordingly, in varying degrees, new sign systems attempt to provide manual signs to supplement already existing signs and increase the input to the child of both vocabulary and English marker, word endings, pronouns and other structural element. All systems use (1) word endings, affixes, verb tenses; (2) the creation of signs for English words previously having no signs: (3) the use of initials with base signs to create sign families for word similar in meaning and sharing a common traditional sign.

Fingerspelling

Fingerspelling is the most accurate rendition of English in manual form. The Rochester Method and Visual English use fingerspelling in combination with speech. It is not easy to spell at a normal speaking rate, but fingerspelling is an important component of Total Communication.

NOTE:

Although word-for-word translation of ASL makes it look like bad English, it must be stressed that this is no more the case than word-for-word translation of French, Russian, or Chinese would be bad English.

Examples: ASL - School finish, zoom me.

Sign English - When school close, I am leave fast.

Manual English - When school closes, I am leaving fast.

The decision about what type of signs to use depends on the purpose of the communication and the audience, and right and wrong are situationally defined.

The Sign Language Continuum

Manually Coded English (MCE)

is a label covering Sign English,

Manual English and Fingerspelling

Some Very Important Questions

The answer to all the above is … yes.

Many people do not sign everything they say. This is not new. It was one reason why one of the original ten tenets was that input must precede output, since the child cannot give back language which he never received. We must be aware of what we are signing, and why we are signing that way. In 1973, in a survey of programs for the deaf, Donald Moores reported that

“…most teachers in combined programs did not consistently use sign/spelled English in coordination with the spoken word. The signed or spelled element frequently represented key words and not full sentences.”

This is related to the second question. Especially for persons who are not yet fluent in signs, it does slow a person down to sign every word, and every ending. It becomes then, a question of priority. If we are interested in maintaining normal speaking speed, even for beginning signers, it is likely some signs will be dropped. We cannot then, however, be surprised when the children do not develop the usage of those words or parts of words which were dropped. This should be a conscious decision at some point, not the path of least resistance.

When consistent use of a manual English system at home and in school is observed, children are appearing with excellent English skills.

Some important factors

1. Attitudes and Expectations

Positive attitudes are of prime importance. Children will live up to, or down to, the expectations we have of them. Studies of the self-fulfilling prophecy are well known. Studies of inner-city schools have indicated that one of the chief factors in the success of children is the positive attitude and expectations of their teachers. This does not, of course, mean setting up unreasonable demands on the child, but in too many cases children are limited more by the low expectations of those around them than by their own disability.

Studies in general education are indicating that when a program follows an organized curriculum, it is more successful that a program that does not. It seems to matter less what the specific curriculum is than the fact that it is organized. A hit-or-miss, free-for-all approach in teaching often does not reach its goal because it has neither a clear goal nor a clear program for getting there.

3. Parents…especially mothers.

The mother has the most contact with the child during the early formative years. It has been reported by studies of Army inductees that the educational level of the mother has the most influence on the achievement level of the child. Cradall (1975) reported that when mothers of preschoolers used endings, the child developed such usage and there was more influence from the mother's usage than from what was used in the school.

4. The Early Years

Studies of hearing children's language development, and studies now beginning to appear on the development of American Sign Language in deaf children of deaf parents, emphasize the importance of the first few years of life in the language learning process. The fact that a child has missed an early start is not necessarily disastrous, however; some children and their families have begun Total Communicator at six years of age and progressed very well.

5. Consistency and Follow-through.

This is much the same as an organized program. While variation in signs is natural and children are more flexible than adults, it is not helpful for every person in the child's environment to use a different sign for the same word.

6. Skill Development

While positive attitudes are of prime importance, easy communication means that parents and teachers need to improve their skills as time goes by. Parents of young babies can grow in skill along with their children, and fathers usually have less time to devote to the learning of this skill than mothers do. Teachers are not in the same situation as parents, and should acquire fluency for effectiveness.

7. Awareness of What We are Doing

This is very important. As mention above, individuals often do not sign everything they say. Usually this is quite unconscious. We think we are signing English because we are speaking English at the same time as we sign. In cases of sign selection, also, we need to know why we are choosing a specific sign over others.

8. Always Signing in the Deaf Child's Presence.

This is a cardinal rule. The impact of signing or not signing is felt not only on the language input but on the psychological effect. Not signing implies that the child is not important, that he or she has no right to know what is being said in his or her presence. If we would not say something in front of a hearing child, we should not say it in front of a deaf child taking advantage of the fact that he cannot hear us. This is not simply bad manners; it is a blow against the child's self-concept. Similarly, even when the conversation does not relate to the child, the possibility of incidental language input is important. A deaf child is never going to over hear as much language as a hearing child does, and all language input is important.

Communication Alone is Not Enough

While communication is the heart and soul of programs for the deaf, it is not the only important element. Skill in signing is not enough. If this would resolve all problems, all hearing children with hearing teachers would have good teachers and good education programs…and this is not he case. We also need to give deaf children knowledge of various subject areas, a strong self-concept and self -confidence and the ability to deal with the world as a deaf person.

What Are Non-signing Aids to Communication?

Try repeating…rephrasing… anything differently. Use examples… Use visuals…overhead transparencies, pictures, charts, objects … or real experiences. Be aware of visibility… is the light good enough? Is the light behind you or on your face? What is the background (striped wallpaper, striped shirts, and the like are murder on the eyes)? Are the signs, print, and pictures of a size that can be easily seen? How about skits, role playing, dramatizations? How about choral repetition, songs, games that teach? Labeling things? Making charts of common requests, of basic sentences? Let's try riddles for thinking skills… asking what doesn't belong…working with opposites, analogies, following direction, retelling stories, doing interviews.

III. Manual English and Signing Exact English Rules

A. Manual English systems generally have three types of additions:

1. Word endings, tenses, affixes: -ing, -ness, -ment, un-, etc.

The fewest such markers are used by the Gallaudet Preschool Signed English system, aimed at preschoolers, which uses only about 12.

The most are used by Seeing Essential English

2. New signs for English words previously having no single sign, e. g. :

Fruit (in ASL, apple-orange-banana-etc.)

vegetable

Parent (in ASL, mother-father)

etc.

The Signed English series uses ASL word compounds, such as” hair- yellow” for blond. Signing exact English uses ASL sighs when they are not such compounds and when they normally translate to only one English equivalent, e.g. “can't”, “careless”, etc.

3. Use of initials with base signs

class: family, group, team, etc.

make: produce, create

friend: acquaint, mate, neighbor, relate

All Manual English systems sign the structural components of English: articles, auxiliaries, pronouns, affixes, etc. to enable deaf children to develop a grasp of the syntax and patterns of English, not merely its vocabulary. This grasp of syntax and patterns is perhaps the most crucial factor in developing master of English.

B. The basic rules of Signing Exact English

1. Words are considered in three groups: basic, compound, and complex.

a. A Basic word is considered to be one in which not more can be taken away and still have a word remaining, e.g.:

girl, run, happy.

b. A Complex word is a basic word plus an affix or tense marker, e.g.: girls, running, unhappy.

c. A Compound word is two basic words used together,

blackbird, babysit

2. For Basic words, the two out of three rule is followed:

spelling, sound, meaning

If any two are the same, the word is signed the same (see No. 5 below)

Example:

3. For Complex words, the affix is added in signs if it is added in speech or writing. It is not dependent on the work class…e.g. -ing is used for adjectives, verbs, nouns, etc.; -s is used for plurals and third person singular of verbs:

girls, talks, running, interesting, morning, unhappy

4. For Compound words, the word is signed as the component basic words if, and only if, the meaning is derived from or related to the meanings of the component words; e.g. cowboy and undercook would be signed cow-boy and under - cook, but since the meaning of understand is not related to either under or stand it would be signed understand, as a basic word. Similarly, forget would have on basic sign, not for-get.

5. If an Inflection, such as past tense, is added to a basic word, the resulting word is not a basic word. Accordingly, saw would not follow the two out of three rule in “I saw you yesterday.” and “I bought a new saw.” The first would be signed as see plus past tense; the second as the basic word saw. The same is true of “I left town yesterday” and “turn left”.

Examples of basic, multiple meaning words.

I told Roz that after I finished running off some copies, I was going to run off with her husband. She told me if I would stop running off at the mouth so much, she might believe me more. We almost had a run in about it, but then she noticed she had a run in her stocking and ran off to change. While she was gone I ran into Tom and he told me there would be a run off election for the president of his class. He was really excited and ran on and on about it. I finally had to leave as I was running late with my schedule for the day and I had to run down several people before I could leave. Anyway, Tom was starting to run down his opponent, and I didn't like that. I had no trouble getting my car started - it runs fine since the tune-up - but then I ran into trouble with the runoffs from yesterday's rain. Would you believe that by the time the other cars got through a flooded area I had run out of gas? Then I was in such a hurry to get to a meeting that I ran a red light and got caught. I'm really worried about running up a lot of tickets and getting a bad driving record. When I finally got to the meeting the guy who was running it gave me a bad time for being late. I really was mad, and told him I had almost run into a tree in my hurry to get there, and did run over some broken glass and with such a run of bad luck he was lucky to see me there at all. By the time I got home I was cold and miserable, and woke up this morning with a runny nose. My eyes are running, too. To top it all off, I threw my clothes in the washer last night without looking closely, and the colors ran. Is it any wonder that when I ran up the flag this morning it was upside down?

John is running.

The water is running.

Your nose is running.

The motor is running.

The butter is running.

Use a running stitch

Who is running the store?

That man is running for the bus.

That man is running for mayor.

My eyes are running.

The bus runs between Chicago and New York.

Her stocking has a run.

He hit a home run.

Run an ad in the paper.

It will be OK in the long run.

You look run down

To run someone down

Run up the Flag.

Run off come copies

We ran out of money.

Someone ran over my dog.

Days ran into weeks.

I ran into a friend.

I ran into a tree.

The play ran for a year

I ran into trouble.

His tongue ran on and on.

Thoughts ran in his head.

Draw a right angle.

Your behavior was right.

Your answer was right.

It's on your right side.

He leans to the right in his politics.

It's your right to say what you think.

Go home right now.

I want it right now.

The cold went right through me.

I'll meet you right here.

They righted the boat.

The maid righted the room.

She put it to rights.

V. Adding Principles from American Sign Language to Signing Exact English

Some features that appear in American Sign Language can and should be used with Signing Exact English to add clarity and expressiveness. These include facial expressions and body movements related to negatives, questions, pronouns, plurals and other such grammatical elements.

For instance, when asking a question that can be answered with yes or no ( Do you want some candy?) the eyebrows should be raised. When asking a question using WH words (what, why when, where, who and how) it is common to frown slightly. Try this when signing the questions, beginning with Lesson 1.

With negatives, clarity is aided if a headshake is included when sighing the negative (no, not, isn't, don't, etc.) this should be included with Lesson 2, for instance.

When signing a demonstrative pronoun (this, that, these, those) you should note that for this and these, the object is usually near the speaker, while for that and those it is further away. Point the hand toward the location involved in the statement. If they are not present, use you imagination to establish them in locations. When using personal pronouns (he, him, she, her, etc.) you should make the sign and then point (with either hand). When the person is not present, use an imaginary location. If more than on person is referred to in the sentence, set them up in different locations (e.g. on your right, on your left).

Plurals can be clarified by making the sign twice before adding the -s. for instance, the sign for girl should be made only once for one girl, but twice with an -s added after the second for girls. For some signs this indication of plurals may be more easily done by moving the sign slightly to the side before adding the -s as in trees.

In American Sign Language, some signs for verbs can change direction to move towards the object of the verb. For instance, give may be signed from the giver towards the receiver.

Use your eyes… look up when talking about things above you (such as the ceiling) and make your signs somewhat higher; look down when speaking of things below you. Use your face..smile when speaking of happy things, look sad when speaking of sad things. Use the size of you r sighs…or the speed… larger signs can emphasize greater size or intensity; while slow sign can illustrate the slowness with which something was done. (“He walked slowly”)

These facial expressions and body movements do a great deal to reflect “tone of voice” and add color as well as meaning to signed English.

Web Resources

http://www.seecenter.org

http://where.com/scott.net/asl/abc.html

http://deafness.about.com/cs/signfeats1/a/fingerspelling.htm

http://www.iidc.indiana.edu/cedir/kidsweb/amachart.html

http://www.signingonline.com/index.html

http://www.masterstech-home.com/ASLDict.html

Lesson 1: The Alphabet

Remember that when you are signing, your hand should be at a comfortable shoulder level and your palm should be facing away from you. Also, try to keep your hand steady when moving from letter to letter. It is extremely difficult to “[Author ID1: at Thu Dec 30 21:18:00 2004 ]read”[Author ID1: at Thu Dec 30 21:18:00 2004 ] if you move your hand around too much when signing. Keep it as controlled as possible. (http://members.tripod.com/~imaware/aslprint.html)

Letters A - I




Letters J - Q




Letters R - Z

Practice sentences for the Alphabet

http://members.tripod.com/~imaware/aslprint.html

Lesson 2: Numbers

Lesson 3: Review of Letters and Numbers

I live at 123 3^rd street.

I ate 6 cookies today.

I saw 2 cats and 1 dog.

my name is Sam.

Happy birthday.

How old are you.

I am 8 years old.

I was born on June 3^rd.

Can you see me?

I have 9 birds.

Lesson 4: Be Verbs, Pronouns and Introductions

am

are

is

I

you

he

she

It

we

they

my

your

his

her

our

their

afternoon

bed

evening

fine

get

go, come

good

happy

home

how

meet

morning

name

nice

night

no

please

sorry

stop

thank

that

time

to

town

up

welcome

what

where

yes

-ing

-s

`m

`re

`s

Lesson 5: Practice Sentences Be verbs and pronouns

Lesson 6: Fruits, Dishes, Drinks and Family

a, an

and

all right

apple

apricot

banana

berry

bowl

brother

chair

cherry

coffee

cup

date

desk

dish

door

father

fig

fruit

fork

glass

grape

grapefruit

juice

knife

lemon

lime

milk

mother

napkin

not

of

orange

pan

peach

pear

pineapple

plate

plum

pot

sister

spoon

tea

these

this

those

water

window

-en

Lesson 6: Practice Sentences Fruits, Dishes,

Drinks & Family

Lesson 7: Past Tense, Vegetables, Snacks and Meals

bean

bread

breakfast

cabbage

cake

candy

carrot

celery

cereal

cookie

corn

cucumber

dinner

do

drink

eat

egg

fish

for

ice cream

lettuce

like

lunch

many

meat

more

much

on

onion

pea

pie

potato

put

radish

salad

see

snack

some

spinach

squash

supper

the

toast

tomato

vegetable

very

want

-ed, (past tense)

n't

Lesson 8: Practice sentences for Past Tense, Vegetables, Snacks and Meals

Lesson 9: Colors, time, pets and playtime

at

be

big

bird

black

blue

book

brown

cat

calendar

clock

color

doll

dog

down

game

green

have, has, had

in

just

little

magazine

minute

newspaper

o'clock

paper

pen

pencil

pink

play

purple

quiet

read

red

sit

small

sofa

tan

telephone

television

today, day

tomorrow

tonight

toy

white

with

write

yellow

yesterday

-ly

Lesson 10: Practice sentences colors, time pets and playtime

Lesson 11: Clothing, adjectives and

will - would

bad

bar

beauty

belt

blouse

boot

can't

cap

chocolate

clothes

coat

dress

give

happy

hat

hate

jacket

love

lovely

me

new

old

pajamas

pant

pretty

robe

right

sad

shirt

shoe

skirt

sleep

slip

sock

stocking

suit

sweater

tie

towel

ugly

vest

was

washcloth

were

will

would

wrong

young

-ful

-y

Lesson 12: Practice Sentences for clothing, adjectives and will-would

References

ASL Manual Alphabet. (2004). Retrieved Dec 18, 2004, from http://members.tripod.com/~imaware/aslprint.html

Deaf students struggle with English to get diplomas. (2004). Retrieved October 22, 2004, from http://www.cnn.com/2004/EDUCATION/10/22/a.matter.of.english.ap/index.html

Gustason, G. (1983). Student Work Book : Beginning Curricula A,B and Affixes Used in Signing Exact English. Los Alamitos: Modern Signs Press.

Gustason, G. (1983). Student Work Book: Beginng Curricula. Los Alamitos: Modern Signs Press.

Gustason, G., & Zawolkow, E. (1993). Signing Exact English. Loa Alamitos: Modern Signs Press, Inc.

Panara, R. (2003). Deaf President Now. Retrieved June 6, 2003, from http://www.vsarts.org/gallery/exhibits/atheletes/breakthrough.htm

Rochester Institute of Technology. Ten Handfuls of Myths Teachers Guide

This workbook was compiled and edited by Carolyn Backus, Graduate Assistant, Education Department, Marietta College, 2004. If you have questions or comments, missing or deleted pages, please contact the education department at bauerm@marietta.edu

Appendixes

1