Day Two

1. Day Two • Review of last class • Set Up Your Strategies (Smith, Lentz & Mikos’ SN) • Principles for Teaching ASL (Newell, et al) • The ACTFL’s 5Cs • History of sign language teaching methods • Direct Experience Method (DEMS)’s Techniques and pair practice • Working on your Method Chart and Presentation

2. Strategies for Learning ASL Source: Smith, Lentz and Mikos’ Signing Naturally To increase your language learning in the classroom, develop the following habits: • Follow all conversations whether they are between the teacher and class, teacher and student, or student and student.

3. Strategies for Learning ASL 2) Focus on the signer’s face, not on the hands. Don’t break eye contact while in a signed conversation. 3) Develop active listening behaviors, i.e., nodding, responding with “huh”? “wow,” “really?” Your teacher may stop to repeat information because you do not nod to indicate you are following along. This is not teacher/student behavior. It is cultural. Listeners have very active roles in signed conversations.

4. Strategies for Learning ASL • Participate as much as possible by adding comments, agreeing or disagreeing, etc. The more you participate, the more you will retain what you learn. Don’t worry about mistakes. They are part of the learning process. You are encouraged to copy teacher’s signs when he/she is teaching you a new target sign.

5. Strategies for Learning ASL 5) Try not to worry about a sign you missed. Work on getting the gist of the conversation. If a particular sign pops up over and over, and you haven’t a clue to its meaning, then ask the teacher. Try to avoid asking your classmate for a quick English translation. You would lose out on valuable communication experiences that can strengthen your comprehension (receptive) skills.

6. Strategies for Learning ASL • Leave English (and your voice) outside the door. Try not to translate in your head as you watch someone sign. Don’t worry about memorizing, as repetition and context will help you acquire the language. • Try to maintain a signing environment during class breaks, before class begins, and whenever Deaf people are present.

7. Strategies for Learning ASL • Try not to miss class, especially at the beginning. Your class strives to form a language community; the cohesiveness of the group influences how rich the language exchange is in the classroom. Missing class makes it difficult to achieve this interactive environment. “It is like climbing on a ladder.”

8. Principles for Teaching ASL l. Using Target Language 2. Cumulative, Spiral and Sequential Order 3. Receptive Skills first, then Expressive Skill 4. Normal Rate 5. In conversational form and emphasis 6. Active student participation 7. Check for comprehension and mastery 8. Leave spoken language(s) outside

9. Principles for Teaching ASL 9. Everyday vocabulary and situation used 10. Cultural behaviors 11. Dialogues / Conversation 12. Acquisition-oriented teaching 13. Focus on meaning FIRST 14. Self-generated & creativity 15. Meaningful activities Modified from Newell, et al., Basic Sign Communication, 1984.

10. ACTFL’s The 5 Cs http://video.google.com/videoplay?docid=-772062481876008364

11. National Standards for Learning American Sign Language Kim Brown Kurz, Ph.D.

12. 5 C’s Agenda • Why Have Standards? • What are Standards? • Introduction to Five C’s • Wrap Up/Questions

13. ASL Standards History • Committee met in 2007 in Denver • Committee members - Glenna Ashton, Keith Cagle, Kim Kurz, Bill Newell, Rico Peterson & Jason Zinza • Over 20 reviewers • Draft to be submitted in 2012 to ACTFL

14. Why Have Standards? • Raises Expectations • Parity • Increased Proficiency

15. Raises Expectations • Need for increased language and culture • Establishes common goals • Decreases articulation issues • Increases quality of instruction

16. Parity • Publication of ASL standards alongside those for spoken languages • Recognition that ASL offers the same rigorous depth as other langauges • Shared best practices for language and culture proficiency

17. Increased Proficiency • Interpersonal, interpretive, and presentational communication complement each other • Deeper understanding of the products and perspectives of Deaf culture • Communication abilities not limited to specific situations or skills

18. Standards and Outcomes • The standards are the goals of what students should learn in their lessons. Standards are goals that cannot be accomplished without having some kind of instruction, textbooks and lesson plans. • The outcomes are the results we want to see our students accomplish. Outcomes are what students should accomplish at the end of the language-learning lesson or course.

19. The National Standards • Communication • Cultures • Connections • Comparisons • Communities

20. Communication • Divided into three domains: • Interpersonal (1.1) • Interpretive (1.2) • Presentational (1.3)

21. Communication1.1 Interpersonal • Student to student communication, not teacher to student • Live or through technology With a partner: • Discuss what’s going on in the scene • Discuss who, what, where, why, when • What would you think if you were the photographer

22. Communication 1.2 Interpretive • Information only in ASL - subtitles, captions, and voicing do not meet the standards • Refers to the process of comprehending material, not interpreting from ASL to English Watch “Black Sand” by ASL Film

23. Communication1.3 Presentational • Intended to develop register skills • Memorizing/preparing material is emphasized, not “off the cuff” • Recording information is emphasized • Know the difference of what makes a good and bad presentation Record your opinion on a current event within the Deaf community

24. Cultures • Divided into two domains: • Practices & Perspectives (2.1) • Products & Perspectives (2.2)

25. Cultures2.1 Practices & Perspectives • Understanding the “why” behind the practice is emphasized Discuss with a partner three examples of attention getting strategies used in Deaf culture

26. Cultures2.2 Products & Perspectives • Includes tangible items (art, film, etc.) and intangible items (Deafhood, De’Via, Audism, etc.) • “Perspective” refers to understanding how and why a product reflects and is a part of Deaf culture

27. Connections • Divided into two domains: • Connecting With Other Disciplines (3.1) • Acquiring Information & Unique Perspectives (3.2)

28. Connections3.1 Connecting With Other Disciplines • Discuss any topic, whether related to Deaf culture or not. Debate the upcoming presidential election

29. Connections3.2 Acquiring Information & Distinct Perspectives • Learning information and perspectives only available in ASL View an ASL joke and discuss its perspective on Deaf and non-deaf individuals

30. Comparisons4.1 Comparing Languages • Not limited to English-ASL comparisons; can use ASL-LSF or other languages • Use linguistic information to supplement Compare prosodic elements in English and ASL that occur when discussing a heated topic

31. Comparisons4.2 Comparing Cultures • Comparing cultures between hearing and deaf -- also can compare other cultures. Create a skit that compares and contrasts how Deaf and non-Deaf people may call in sick to work

32. Communities • Divided into two domains: • Using ASL Beyond the Classroom (5.1) • Life-long Learning & Enjoyment (5.2)

33. Communities5.1 Using ASL Beyond the Classroom • Emphasis is on use of language, not simply observing a Deaf event Plan and organize a trip to a Deaf senior’s center to collect oral histories

34. Communities5.2 Life-Long Learning & Enjoyment • Goal is to encourage students to continue participating in the Deaf community long after completing ASL study Attend a Deaf Idol competition in person or view it on the internet

35. Things to Look For • Integration of deep level of culture and language in ASL coursework • Intergration of film, poetry, storytelling and other products at all levels of coursework • Students have constant opportunity to engage in meaningful communication

36. Wrap Up/Discussion • Any Questions or Comments?

37. History of Sign Language Teaching Methodology and Approach 1. Vocabulary Method (old) 2. Audio-lingual Method 3. Grammar-Translation Method 4. Direct Experience Method 5. Functional-Notional Approach For more information, see ASLTA DVD of “About Teaching ASL”

38. Vocabulary Method (old) Example in sign language class: MAN WOMAN LIKE LOOK

39. Vocabulary Method (old) Why is it not recommended to use this method?

40. Vocabulary Method Why is it not recommended to use this method? 1. Student’s signing may end up like this: MAN LOOK-at WOMAN (SVO) instead of WOMAN, MAN LOOK-at (OSV) ASL lexical signs in English grammar similar to Spanish lexical words in English grammar

41. Vocabulary Method Why is it not recommended to use this method? Students may become “stuck” mentally with one same sign for different meanings under one English word. YOU LOOK (search) LIKE (admire) WOMAN Which one? You look to like a woman. You look and act like a woman.

42. Vocabulary Method Could have expanded to: MAN MALE MASCULINE WOMAN FEMALE FEMINE LIKE /ADMIRE LIKE / SAME LOOK / WATCH LOOK FOR LOOK / SEEM LOOK / FACE

43. Different Meanings It is very important to give different signs for different meanings with one same English word. Examples with “HAVE”: I have two brothers. I have to go to the bathroom. You don’t have to come here tonight. I have been here since 8:00 am. This would fall under the grammar translation method.

44. Teaching ASL Vocabulary BRAINSTORMING

45. Direct Experience Method (DEM) • Identify and label • Contrastion • Substitution • Defining • Setting a scenario • Negatives Leading to Positive • Five Steps For more information, see ASLTA DVD of “About Teaching ASL"

46. IDENTIFY and LABEL

47. Identify and Label

48. Teacher’s note Teacher, Instructor, Professor Student, Learner Class ASL Identify and Label

49. Expand to: Learn Teach, instruct, educate German French Spanish Foreign language Sign language Yes No What? Identify and Label

50. Identify and Label