DEB's TURN



 DEB

 

 

BICYCLING

 

SCOOTER

 

THE LITTLE RED RIDING HOOD

 

THE ROAD TO GRANDMA'S HOUSE

 

 

FLOWERS FOR GRANDMA



 

 

 

 

A BIG WOLF

 

 

 

 

 

GRANDMA'S HOUSE

 

 

BIG EARS, BIG EYES, BIG NOST, BIG MOUTH

 

 

 

 

iPhone

 

 

UNCLE



 

 

LUMBERJACK

 

 

 

 



Happy Halloween! (Topic Signing)

What Are ASL Classifiers?

A new course in Structural American Sign Language (or ASL Grammar) to focus on classifiers will be needed to develop.  In this blog, the students will take a glance of what they need to learn as follows.

 

 

1. Size and Shape Specifiers

This section introduces students to the dynamic interplay between classifiers and the noun and verb signs. Learners will become aware of the core theoretical perspectives of applying classifiers to the noun and verb sign agreements through handshape assimilations.

For example, when you talk about Daddy Bear's bowl in Goldilocks and the Three Bears:

 

 

 

Another example, when you are carrying a heavy box:

 

 



 

 

2. Singularity and Plurality

In this section students will connect the use and construction of classifiers with the singular or plural noun signs and then assimilate them with the various noun and verb sign agreements.

 

For example, when you are talking about a group of men going somewhere:

 

 



3. Concrete and Abstract

 

This secion of this blog introduces students to the concept of space or location as the realm of mentally constructed entity and, to varying extents, modes of categorization. Cultural phenomena can be observed at any level of analysis.

 

For example, when you are talking about the Washington Monument:

 

 

 

 

Another example, when you are talking about a dream:

 

 







 

4. Determiners and Possessors

 

Determiners and possessors are about the objects which students talk about. This blog considers such key questions as: Whose is it? Where is it from? What belongs to whom? Where is it located?

 

 

For example, when you are talking about a river:

 

 

 

 





Another example, when you are talking about the Willamette River:

 

 

 



5. Indicators and Presumptions

Students will compare the pal positions for indicator and presumption classifiers. This blog asks what classifiers are used for objects not seen or known as well as what classifiers are for seen or known objects.

 

For example, you are talking about someone you and I know, you use this indicator:

 

Mr. Brown Can Moo-Moo

 

When we are talking about someone we are not familiar:

 

SOMEONE-TELL-ME

 



6. Affixes and Separations

This section begins with some signs requiring affixes (prefix, infix or suffix expressions) to modify their meanings. Noun signs rarely have affixes, and they generally require separate classifiers that allows affixes. 

For example, if you are talking about working hard:

For example, the term unhappy is separated by two signs: NOT + HAPPY. 





The term thoughtless is separated by THINK and WHAT along with an infix: LOWERED EYEBROWS.

 

 

 

Professor Carl's comment.  I can't promise that you will love grammatical analysis because you studied ASL.  But I think that you'll understand ASL grammar after putting together and taking apart phrases and sentences.  You learn ASL grammar by doing ASL.

 





Bob and Nancy

 

BROTHER & SISTER

 



 

NANCY ON A FARM IN THE COUNTRY

 

 

ANNIE

 



ASL Rubrics

What Are ASL Rubrics?

In ASL classes, a rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. ASL rubrics divide the assigned work into five common language parts (phonology, semantics, grammar, discourse, and pragmatics) and provide clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery, from 0 being none to 5 being native or near native. For example, rubrics for Free-Signing and Topic-Signing can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.  The first year students need to aim at scoring 1.5 by the end of the year while the second year students aim at 2.5.

	0	1	2	3	4
ASL Phonology(the structure of signs)	All parts of signs are not clear and correct.	A lot of parts of signs are not clear and correct.	Some parts of signs are not clear and correct.	A few parts of signs are not clear and correct.	All parts of signs are clear and correct.
ASL Semantics(the meanings of signs and the networks of meanings among them)	The Movement-Hold Models and H-deletions are not evident.	The Movement-Hold Models and H-deletions need improvement.	The Movement-Hold Models and H-deletions are significantly acceptable.	The Movement-Holds Models and H-deletions are good.	The Movement-Hold Models and H-deletions are exceptional.
ASL Grammar(the way signs are strung together to convey ideas and thoughts; the spherical patterns of sentence construction)	Signer makes many errors in grammar that distract from the content.	Signer makes 8-12 errors in grammar that distract from the content.	Signer makes 5-8 errors in grammar that distract from the content.	Signer makes a few errors in grammar that distracts from the content.	Signer makes no errors.
ASL Discourse(the structures of stories, explanations, descriptions, and other signing constructions longer than sentences)	Details and information are totally unclear or not related to the topic.	Details and information are typically unclear or not related to the topic.	Details and information are relevant, but several key issues or portions of the storyline are unsupported.	Details and information are relevant, but several key issues or portions of the storyline seem coherent.	Relevant, telling, quality details give out the important information that goes beyond the obvious or predictable.
ASL Pragmatics(the variations in the use of ASL according to the context and purpose)	The main idea is not present in ASL context.  There is a seemingly random collection of signs.	The main idea is vague in ASL context.  There is a seemingly random collection of signs.	The main idea is somewhat clear in ASL context but there is a need for more supporting signs.	The main idea is clear in ASL context but the supporting signs is vague and general.	There is a clear, well-focused topic in ASL context. The main idea stands out and is supported by detailed signs.

    

Your score and grade are ___ /___.                                        ____________________________(Instructor)

No Voice Allowed!

Yesterday I wrote an email to Deba,

David (Chair) and Amy (Administrative Assistant):

I had a very good class today.

Because our classes were new to each other,

voicing became problematic.  I scolded them

and explained that it was disrespectful to me as instructor.

I pointed out that ASL doesn't have

a spoken or written counterpart which makes

voicing a no-no.  I collected their reaction cards

and I will copy them in my next blog.

For 28 years of college teaching, I've developed

a "built-in" lecture about no voicing in class.

Otherwise, the students worked very hard in the class,

learning how to use a grid to put different information

 in it.  It was great to watch them learn and grow,

and I wanted to thank Amy and David for

their support to make it possible today.

Deba, you should be proud of your students...

they were exceptional!

Carl

 

Professor Carl's note:

In ASL classes, I don't usually tolerate using voice while doing ASL. Along with Gebarentaal (Dutch Sign Language into which I was born), British Sign Language (BSL), Langue des Signes Francias (LSF), and all other sign languages around the world, ASL is not a sound-oriented language. They belong to the so-called 'visual-gestural' group of languages.

ASL is 'spoken' in a different way—another way of thinking. I think I see what makes me think and say. I'm totally aware of the fact that using voice while doing ASL is both vociferous and ungrammatical; it is language assault and language bastardization.  I think that ASL students have never done with intentional disrespect of ASL.

To understand what doing ASL is to understand what doing ASL is not. A person signing just as it is written or spoken in English runs the risk of "speaking like a book."  By signing in the English word order that supports using voice, we the Deaf are in a constant danger of being explained in another language—language mockery of our personhood, that is, our being deaf.  What does using voice in ASL classes mean? Why does it happen? As instructor of ASL, I am concerned almost exclusively with precise description of doing ASL. I do understand that ASL students are raised to listen for meanings and purposes. If they listen to what they hear, for example, they become 'sound,' 'sensible,' and 'competent.' However, when they start doing ASL, they begin another way of thinking, which could be an ego-bruising task. Above all, ASL is soundless; it is a sight-oriented language, a different mental perception.  Doing ASL is unlike Dr. Seuss's book, I Can Read with My Eyes Shut, which is a hard thing to do!

When I discovered that voicing happened in one of my ASL classes, I immediately asked for student reaction cards so that they could write to themselves that using voice while doing ASL is disrespectful. The following is what my students reacted to using voices while doing ASL.

Student #1

It's pretty easy for me because I'm not very talkative, but there are still sometimes when I feel the need/urge to talk.

Student #2

I find that I need the quiet to concentrate--most classes I don't mind background noise but in this class it BOTHERS me a lot and it is RUDE also!

Student #3

You are right we shouldn't talk and I am sorry.  So times it is hard to turn voice off.  I'll try better.

Student #4

I apologize.  I know better! This is class. But for ME it is habit because my friends would say, "what is your mom saying?"  I didn't want to be rude so when I do ASL, I talk too.  When my friends are talking I would explain to my mom so she could join in--I respect ASL and VOICE. (SAME)

Student #5

The very first day of the class, the idea of no voice was very intimidating.  However, I have found it very refreshening and truly feel I am learning WAY more by being silent.  I lovr the NO VOICE concept!  And that means A LOT coming from a person who LOVES TO TALK! :)

Student #6

I will practice signing more that talking in class.  Thank you for letting the class know again.

Student #7

I understand what you're saying.  You are not asking too much.  It is nice to learn for a couple hours with no voice.

Student #8

It saddens me when people use voices in class.  I personally try my hardest t not talk.  If I had a question about something I would write it down.  We pay money to learn this second language.  NO VOICE all the way!

Student #9

I will practice not speaking as I sign.  I understand the need to not speak.  Even if I'm trying to help someone understand, I will write it out instead or wait till break.

Student #10

Not having voicing in class is extremely important!  It is distracting and detrimental to the learning process of those around you.  Not voicing will help you learn ASL...plus it's just respectful to you as instructor and students as a whole.

Student #11

I like the no coicing thing.  I won't point fingers but I had a girl talking to me one day in class.  I can't pay attention to you when someone is talking.

Student #12

I confess I did you my voice a few times :(  I will try my best to sign even if it's not the right way.  Can you READ  lips at all??

Student #13

Fine with me.  I take my HA's (hearing aids) all first thing in clas so I can't hear the voicing either.  On BREAK when people coice, what should I do?

Student #14

I like not using voices, but sometimes I have to ask a question and not everyone can read my handwriting.  But I do respect the no voices.

Student #15

It's not easy but it makes perfect sense and I'll do my best.  If it happens a little (voicing) it leads to more and nobody benefits...so none is best.

Student #16

Very true we should not use our voice in this class, very disrespectful.  I did find myself talking during break, which we are not to do in Deba's class.  We must go out into the hall.  Very sorry for not showing the same respect today.

Student #17

I think you're right about how sign language should be learned.  It's very hard notto say the word while signing and practically impossible not to think the meaning of the sign while signing it though.  But it is disrespectful towards you, especially since you baby us so much.  Thank you!

Student #18

I like and respect the no voicing!  I prefer it.  Noise distracts me and my learning.  I can't think straight when people are loud.  It is one thing if you are helping someone with a tin voice (although I'm sure that's wrong too) but just having aloud random conversation is just wrong and rude.  I have an ear infection and everything is extra hard right now.  I don't like it.  Thank you for the quiet! :)

Student #19

On one hand I think it's better not to voice, especially if some are not able to hear what you voice.  But I also find it very difficult to communicate often.  However the less you speak, the more you sign, the faster you should learn. :)

Student #20

Thank you!  Some people in our class have been very disrespectful and disruptive by using their voices while in class.  And it upsets me because I'm really trying to learn.  I can't say I've been perfect about nor using my voice but I try my hardest to strictly limit its use.

Student #21

I'm very sorry for voicing when I have.  It is very disrespectful and it is never my intention to disrespect you or Deba.  I really like her and you seem pretty great, too.  I will do my best from now on.  I usually try to restrict vocalizing for, when I run out of ways to explain things to others.  I will fingure something else out.

Student #22

I do understand how important no-voice is to learning ASL.  I had no clue it was rude, so thank you for sharing.  There is so many different aspects to ASL, not including the actual signing.  Thank you for sharing this with us.  My voice is off!

Student #23

It is very rude to talk while an instructor is teaching.  Even in other classes too.  But some of those same people who know how rude it is are the same ones that do all the talking.  Everyone should help each other because it seems that one person may know somethng that someone else doesn't.

Student #24

I have tried not to voice in the classroom it is hard.  I find myself confused at times and frustrated.  I understand it is disrespectful and will try my best to stay silent when learning.  Sometimes I just need clarification!

Student #25

Sometimes it's hard to ask questions without using your voice, but I know there is a reasoning behind that.  I think not using your voice can help you learn more in this class.

Student #26

I am sorry to have disrespected you, and the class as a whole.  I understand that we shouldn't voice now, and why.  I was only voicing for clarification.

Student #27

I like the no voicing.  It helps us to learn the ASL language better.  Voicing can get in the way of the ASL language.  Sometimes it is confusing as to what is being said, but it is getting easier toe more classes we have.

Student #28

I understand and will try harder to not use my voice.  I did not mean to be disrespectful.

Student #29

I can see how it would be frustrating.  Sorry for the disrespect; none intended.  I'll shut up! :)

Student #30

I will try harder to not use my voice, and only sign.  The last thing I want to do is be disrespectful.  It is so easy to revert back to talking, but I do enjoy the challenge of not being allowed to talk.

Student #31

I get why not to speak at a deeper level now.  Thank you.

Student #32

I agree that is important to not talk.  I do find it to be disrespectful to have a fill on conversation with someone and leave you out.  I don't like tattletaling on people but sometimes I wish I would.  And telling someone to be quet or "sh" doesn't always work because they don't want to listen to anyone with no authority.

Student #33

I love no voice.  This world is too loud and I have sensitive hearing.  I brought earplugs into class to mask even some sounds that Carl makes (hitting desk, 'STOP" sign, percussion, etc.)  I get easily distracted.  I love that I get 4 hours a week with no sound.  Please no voice.  We learn more when we immerse ourselves.

The November 2nd ASL Event

 

 

 

Old Hat, New Hat