ASLpah.com | Volume 1, Issue
19, February 2005 | William G. Vicars Ed.D., Editor
Hello ASL Heroes! Here's hoping this email finds you happy and well.
In a message dated 2/22/2005 8:50:46 AM Pacific Daylight Time, cevans@_____
I just found your site and I am excited to be able to use it. I am currently
enrolled in class and will soon graduate. I am taking a class in ASL linguistics
and have had the following question posed to me for homework. When do you use
the Lexicalized sign or the ASL sign for the following words? #BUSY BUSY, #CAR ,
When would you use one over the other? When would your fingerspell #BUSY instead
of using the BUSY? etc..
In a message dated 2/22/2005 12:05:28 PM Pacific Daylight Time, BillVicars
Good question. And did your teacher assign me as the person to contact to
do your homework for you or did he mention a textbook where you could find that
Please don't be offended by what I just said. But seriously, what book or
resource has he provided to you to find the answer?
Now here's "one" example of when I'd use a lexicalized fingerspelled sign over
the regular sign:
* If I'm holding a sandwich in one hand.
If you DO find a clear, well described set of "rules" for when to and not to use
lexicalized fingerspelling I'd love to see it.
Note to readers: The word "lexical" means "word like." To lexicalize something
means to make it become "word like." In the case of fingerspelling, if you
"lexicalize it" you cause it to look more like a sign. You may add movement,
drop letters, and or alter the palm orientation. Some fingerspelled words are
used so frequently that signers tend to shorten, abbreviate, or "slur" them.
After a while these fingerspelled words end up looking more like a single sign
rather than a bunch of separate letters.
In a message dated 2/22/2005 12:21:54 PM Pacific Daylight Time, cevans@____
No, no textbook type research. We are just supposed to ask people who are deaf,
Coda's or interpreter's what they do and then write a one page essay on it. I
just chose you because I happened on your web site and I was impressed that you
might have a different perspective. So any more words of wisdom? I would really
appreciate your response.
Ah, I see.
Okay...here are a few more situations for lexicalization and/or to spell
something instead of sign it:
1. To emphasize a point.
2. To make a comparison (spell on different hands)
3. To incorporate directionality (establish verb agreement): Example: GIVE
B-A-C-K-(to a specific person.) The sign moves in a specific direction.
4. To save effort. It is faster to spell C-A-R than to sign CAR. It is faster
and easier to spell D-A-Y than to sign DAY.
5. Older signers who learned ASL before the introduction of various signed
concepts. These individuals continue to fingerspell such concepts instead of
adopting the new signs.
6. To allow for one handed signing while driving, eating, or similar activities.
7. To resist changes to your language that you are not comfortable with. For
example, using the lexicalized form of "email" (The letters "E-I-L" -- moving
toward the person receiving the email) rather than adopting the sign "EMAIL."
In a message dated 1/27/2005 6:11:34 PM Pacific Standard Time,
A little background: both of my grandparents on my Dad's side were
Deaf. They met at Gallaudet when they attended (probably in the
and married and raised five hearing children in Minnesota. Their
youngest son, my dad, married my mother who later became an
by trade. While I've always been able to fingerspell fairly well, my
grandparents passed away before I was old enough to appreciate the
wonderful things they could teach me. Now, my newfound interest in
signing is the result of a new employee at work (Apple Computer) who
Deaf. While he reads lips amazingly well, I think he'd love to have
least one person he could sign with while at work.
I just wanted to let you know that your site is quite an
impressive piece of work. It is saving me loads of money (I'm a
college grad), and I'm learning a great deal. I plan on purchasing
CDs as soon as the finances allow, and can't wait to improve my
Just one question: I'm kind of learning ASL on the sly. When I feel
ready to try it out in the real world, any non-cheesy way you could
recommend I let Jeremy know I've been practicing? I certainly don't
want to embarrass him, but I think he'd enjoy knowing someone made
Thanks a million,
You could sign to him "I LEARN LEARN SIGN. I SLOW. FUTURE LEARN MORE."
No need to put off communicating with your coworker until later. Might
as well start communicating now It will help speed up your language
In a message dated 1/27/2005 10:37:57 PM Pacific Standard
Time, Isbelrosa2@_____ (and advocate) writes:
This is lady is having a hard time getting an
Interpreter in School. I am not sure if she is deaf or
hearing or hearing impaired?? This young person is
looking for a FULL TIME Interpreter in school. But they
are refusing to help them not PROVIDED NO Interpreter in
past 2 or 5 years:
<<<I am DEAF. I have been through a lot of bad
experience where the School and Principal who refusing
to get an Quifily Interpreter who are very Professional
that understand the DEAF Cultures. I totally UNDERSTAND
how this lady feels. I truly Strongly she needs to get
a lot of support from the resources Ga Hearing Impaired
in Ga and Deaf Community and Civil Right under the ADA
Laws for the Deaf Rights and Parent Rights. Would you
happen to know anything about the Georiga?? Just
wondering. I found a lot of interested in your ASL
Unvieristy. Woww that is AWESOME!!! I am very involved
100 percent in the Deaf Community. I am also a Stage
Manager with the Miss Ga Deaf Pageants and Program Book.
I also am helping the Hearing Community to understand
the Deaf Culutures and ASL Sign Languages Classes to
teach hearing people to know about the Deaf Community.
They sometime use a Special Educational TEACHER who just
learn how to Sign some but NOT very much influence in
ASL Signer. So the Principal is using a TEACHER which I
do not recommend inside the school only if they have any
learning disable children or student in School for any
reason. NOT for the DEAF Parents requested to get a
Professional Interpreter outside the school period!!
The Professional Intrepreter keep in private and they do
now share with the school teachers or princpal that is
why. I do not recommend the Speical Ed to intrepreter to
the Parent if the Parents request a other Intrepreter
who very influence in ASL Sign Languages. Do you agree
with me on this??
Which mean I do not agree any Special Education ONLY If
they have Learning Disable children or Student can use
the teacher to teach the classes. But my two hearing
children are very SMART and NO problem with them. They
both are hearing. So.. The School does not CONSIDERED
them to get a Provide an Professional Interpreters
because they are not DEAF. THE PARENTS ARE DEAF which
me and my husband are deaf. We do requested a
professional Interpreter. I hate to use Special Ed in
school Which they do gossip and share our conversations
to the Principal and teacher inside the School.
What would be the BEST to handle this problem. If the
Principal and Broad of Educational refusing to get a
Professional Interpreter outside because they do not
have any FUNDS. How goes the School FUNDS works to pay
the Interpreter even the American People pay the TAXES
and the money we pay for school and taxes to pay the
road and school. Should that money to pay the
Interpreter. How does the School pay the Interpreter. I
am curious about that. I want to help and reach out
other Parents and other who have deaf children to
understand our DEAF rights. I have two beautiful
children who are very smart and straighten A's and Honor
Roll Student who are in Beta Club, FBLA, HOSA, their
father who can not read or write. I can read and write
but my English are poor in grammar. That is the problem
that the school do not see the Deaf Lack of
Communication or Limited our communication that we
What can I do to
get the school to look for a full time interpreter?
Their thinking is that she only needs an interpreter for
regular classes and not for connections classes:
computer, health, band, art. What, does she somehow
start hearing better during these classes?
This is her second year back in Pelham and still no
interpreter and this is with giving them a 2 year notice
that she would be transferring back to Pelham after 5
years @ Scott Elem. in
Would making an addendum to the
IEP stating that the interpreter should be full time be
something I could do? Don't I have the right as a parent
as to the amount of time interpretive services are
Please send any info to the following. Thanks in
The parents can refuse to sign the IEP until sufficient and
appropriate interpreting is provided.
If the school district is unwilling to resolve the issue
informally, the parents can request a due process hearing.
If I were the parent I'd also contact the "Georgia Department of
Labor: Rehabilitation Services" agency. You can find
information about them at:
http://www.vocrehabga.org/ Fill out the eligibility forms
and have them evaluate the deaf student for eligibility for
rehabilitation services (for both current and future issues).
Also, specifically contact the following individuals:
Office of State Coordinator of
Vocational Education for Students with Disabilities
Danny Fleming, Education Program Manager
Vocational Education Special Needs Unit
Georgia Department of Education
1752 Twin Towers East
Atlanta, GA 30334
Programs for Children and
Youth who are Blind or Visually Impaired, Deaf or Hard of
Hearing, or Deaf-Blind
Dr. Kathy Heller, Project Director
Georgia Sensory Assistance Project
Georgia State University
Department of Educational Psychology and Special Education
P.O. Box 3979
Atlanta, GA 30302-3979
(404) 651-1262; (800) 597-2356 (V/TTY)
Programs for Children and
Youth who are Deaf or Hard of Hearing
Jennifer Whitcomb, Executive Director
Georgia Council for the Hearing Impaired, Inc.
4151 Memorial Drive, Suite 103-B
Decatur, GA 30032
(404) 292-5312; (800) 541-0710 (V/TTY)
In a message dated 1/24/2005 8:00:31 AM Pacific Standard Time,
How would you sign "damn". I don't often use or see profanity, but
recently in a deaf conversation this was used, or so I thought...any
help would be greatly appreciated.
You hold a "D" hand in front of you--the index finger pointing somewhat
forward and to the left and the palm pointing somewhat down (assuming you
are right handed). Then you shove the hand quickly down and to your right
as if condemning someone to hell. The sign ends with you pointing mostly
down and off to the right a bit.
Do that sign with an "H" and you will get the sign for "hell." When in
church I prefer to spell "h-e-l-l" but sign "damn."
[Note: Starting next month I'll be taking orders for my new "Sex and Swear
Signs" CD. After years of being on my "to do list" it is almost complete.
It is intended for counselors, interpreters, parents and others who may need
to know these signs for professional reasons.
In a message dated 1/24/2005 12:51:45 PM Pacific Standard Time,
Thanks for getting back to me. I'm a self-study student but I'm
taking ASLU seriously. If I decided to write a paper on this topic
for my own benefit can I get you to look at it? I wasn't sure if you
would because I'm not a "for credit" student and I know your time is
I am working with my 6- and 3-year olds, teaching them some basic
signs. My 6dd has some ADD tendencies and signing seems to help her
remember things like scriptures better. The kinetic component is
helpful for her, I think. She has such a hard time concentrating
sometimes that I think learing to sign, even SEE, will help her to
focus more. Do you know of any connection between ADD and signing? I
mean, ADD kids benefiting from learning to sign?
1. I'd be happy to look at your research paper when you get it done and
possibly post it to my online library.
2. Attention Deficit Disorders come in many flavors. But obviously they
are all connected to "attention." One main component of "attention" is
"variety." If an input never varies it becomes boring. By adding a visual
input channel (signing) to a child's environment you are providing variety
and therefore supporting a longer attention span.
Additionally, children's brains are predisposed to certain types of
learning. Some children learn better by listening, some by watching, and
others by doing. If your daughter is one of the ones that learn better by
watching and doing then the use of sign language will certainly improve her
3. English is produced consecutively you say or write one word after
ASL is a visual, gestural, spatial language which supports a three
dimensional, concurrent (same time) production of lexicon (words/signs).
A child who uses the grammar of English (linear/consecutive) in the
production mode of ASL (visual) will tend to fossilize (form habits) that
will be hard to break when later attempting to sign ASL. For example such a
child will have a high tendency to add be verbs when they are not needed.
Or they will use the sign "do" instead of simply using appropriate facial
expressions and or certain head tilts/nods.
Is this a huge problem? No. Is it something to consider? Yes.
In a message dated 1/25/2005 10:03:31 AM Pacific Standard Time,
Just wondering, do you have any
idea why the sign for "light" is the thumping of the chin with the
"8" hand. I have seen several websites and books and I just don't
understand the connection...?
Think of your head as a burnt out light bulb and you are flicking it to see
if it works, (heh).
From my armchair research I suspect that the version of the sign for
"light" that you are referring to originated from the concept of "blowing
out a candle." There is an old sign for light that uses an index finger in
front of the lips. I remember seeing a version this sign used quite a bit
at the Indianapolis Deaf Club in 1985. The handshape was a "D" or "index
finger." The movement started a bit below and under the chin and moved up
and out twice in an oval.
In a message dated 1/25/2005 10:03:33 AM Pacific Standard Time,
Love your work! Hope you don't mind a question. I want to sing and sign
Harriet Tubman. It has metaphors in it, such as "underground railroad"
and "lifeline". If you're interested, the lyrics are here.:
suggestions would be appreciated.
Oh golly I'd love to work on that project.
But I don't have the time. I'm just swamped though with other projects.
Maybe you could hire a professional interpreter and pay them $20 to $40 an
hour to show you how they'd sign it. Ask them for permission to videotape
it so you can practice later.
In a message dated 1/28/2005 1:11:36 PM Pacific Standard Time,
How have you been? Are you still teaching in Utah? I've been
meaning to catch up with you, but I've been planning a wedding!
I'm getting married in June.
I'm working with the Deaf Co-op here in Beaumont. Instead of
student teaching, I interned and have been working since August
and graduated in December. I'm a itinerant teacher and work
with hard-of-hearing students. This has made me think about you
a lot and what it must have been like to grow up in the public
school system without sign language. I have two or three
students who are struggling and I don't know what to do (and of
course Lamar doesn't prepare you to work with hard-of-hearing
students). These two or three are not bad students, but they
have behavior issues. The teachers and parents think that they
have ADHD, but I think that their behavior is due to the hearing
loss (I remember reading that story about the hard-of-hearing
man named Randy in one of my classes). I've also learned that
people are very touchy about the term Learning Disabled and deaf
students. They basically don't do it in my Co-op (they say that
lawyers told them not to). Because I'm an Itinerant teacher, I
don't have any support out on the job and am struggling to help
these students. I want to help them succeed and don't know what
What was it like growing up hard-of-hearing? Did people think
that you were a behavior problem? Some of my kids have severe
hearing losses, but they are in a mainstream setting and use
speech as their primary mode. A lot of them have reading
comprehension difficulties and even though I talk loud and use
the auditory trainer, I feel that they are not hearing
everything that I'm saying. My program is TC and these kids
don't know sign language and I only work with them once or twice
a week for 45 minutes.
A little voice in my head has been telling me to email and ask
your advice, so I'm finally taking it,
to hear from you. I'm at Sac State (CSUS) now. Congrats on your
up I "don't think" I was considered a behavior problem. However they were
concerned that I might be mentally slow. Later on, I got hearing aids and
could understand what the teacher was saying. My grades shot up and they
invited me to attend the gifted and talented class.
My first day
in the "gifted" class I was sitting near the back with a friend. The
teacher said something and I missed a few words. So I asked my friend what
the teacher had said.
bawled me out for talking in class. She was not interested in my
explanation or my side of the story.
That turned me
off. After school that night I informed my parents that I would not be
attending the "gifted" program. I had been honest to goodness looking
forward to really excelling in that program and spreading my winds and
learning exciting new things. It was my desire to "not miss anything" that
precipitated my talking in class.
out for it left a rock in my stomach.
So, I know
what it is like to be the "hard of hearing" kid in the class.
that you are struggling to help certain hard of hearing kids and that you
want them to succeed. A person could write a book on that topic, and indeed
a couple of people have. I did a search for this on Google. I used the
phrase "educating hard of hearing children" and got about 20 hits.
One of the
hits included information about this text:
Education in Transition (No 2, Educating Hard of Hearing Children)
by Mark and
Nober, Linda W. Ross
Council Exceptional Children
read it, so I can't recommend it, but you might want to see if you can get
your hands on a copy and check it out for yourself. Another resource could
be the "Self Help for the Hard of Hearing Organization, (SHHH). They have a
plethora of information online.
I was pretty
much an "autodidact" (self-learner).
that worked for me as a kid: Comic books and chess. (I taught myself to
play chess in sixth grade because my dad kept beating me at checkers and I
wanted to try a different game on him. It worked.)
taught me to read. The chess taught me how to think.
For my wife it
Both of us
were blessed with mothers who spent time teaching us about words.
In a message dated 1/15/2005 3:01:22 PM Pacific Standard Time, daweb@
I live in Mid Michigan's lower peninsula and teach at a college in the
Our school is small compared to even other community colleges, but I like it
that way. I have set my limit to 12 students and that is what I will have
this coming Tues. (unless I scare some away. Why they seem to think ASL is
such an easy class I'll never know. Students have told me that the out of
class work load is equal to if not more than most other classes on campus. I
just tell them I want to be sure they get more "bang for the buck". smile
I appreciate your offer to share and ditto for me. I thought I would be
getting more from the ASLTA group but our own state only meets one to two
times a year and for some reason choose topics that I already know. (I did
say KNOW and not "mastered since I'm a firm believer in life long learning.)
I still go to all of them and my own professional interpreting workshops as
well (NAD IV) so I DO pay attention and get what I can from them.
What is your favorite Deaf culture book to recommend to students? I have so
many (thanks to a generous budget) but there must be ONE that has little of
everything. With my 40 years of marriage (my ticket to the Deaf community) I
share many personal experiences ...one more time consuming addition to my
Better get back to polishing my syllabus... AND trying to keep warm (18
degrees outside and going down.... hubby is off into the UP snowmobiling so
if I want a fire in the grate, I'll have to remember my Indian skills.
Signingly yours, Brenda
My favorite is the latest edition of, "For Hearing People Only." Sure,
there are quite a few more "scholarly" Deaf Culture books, but for the
typical student who needs an introduction to the Deaf World --FHPO works
In a message dated 1/17/2005 8:07:13 AM Pacific Standard Time,
OH My Goodness!
Where have you been? Just the report confirmed some things for
me.. I have visited your website and the way you instruct
definitely makesthingss much clearer. Thanks so much!
I have found that I love ASL and see the nmeed for it to be
taught to hearing individuals. i am an "assistant" in a Deaf
Ministry and teach classes there. I started using "Siging
naturally" because the ITP in this area uses that and after
being hihghly recommmended bythe Deaf professionals (pastors,
Officials) we decided to use it. Prior to this we didn't find a
text that suited our needs. I did not know about you site at
I am a teacher in a public highschool and have askedto teach
ASL for beginnners. They are looking into it.
I have found that after being told from the state I haveto get
thrity credits for certification in a contaent area to conmtinue
teaching in the highschool level, that what I really want to do
is teach ASL!
I have also known that an ITP prorgram is not the way for
me. IMy certification is also in Deaf Education and Speech
pathology. I have taken Sign language courses in college and
from private organizations over the last six to ten years.
(More clases from private organizations than in a college
i have looked at the requirements from ASLTA for
certification......I am willing to do that but also know it
takes years to get teh professional cert. i will be starting
school for an MA in Supervision ans Admin. (reason no County
program for me it would be like backstepping) I went to a
workshop that explained the process, taped us, etc....I was
My only fear....i am hearing and will never be able to give the
full scope of ASL.. I think I would not be priviy to some ofhte
signes used by the deaf community no matteer how many courses I
took. i have decided to hire a tutor who is deaf and teaches in
the ITP program and use your website as well. i am in contact
eith the deaf community and attend many Deaf
I too am a director for a Sign Ministry which travels in NJ and
the surroundinfg states. We travel and minister in Deaf and
Hearing Churches (there are different struggles and issues that
occur from that too). For the most part...I love IT. i have
been asking for direction, advice etc from someone and i feel
that Lord has lead me to you!
The classes I teach for the church are free. I have two deaf
assistants and one hearing...why? The two that are deaf really
have no teaching skills and have difficulty with consistency
but love to teach, want to teach....(life issues are the
hinderance, they are not lazy)
the hearing assistant wants to begin teaching....
I am a member of ASLTA, attend workshops when they are given, am
immmersed in the deaf community and love to teach ....but most
of the deaf i fellowship with use PSE or English Sign. So
everythiong is basically english word order.
So my questions are- Will (By the way- i was the only hearing
person at the workshop for ASLTA certification, I started asking
myself the question was I really qualified to teach a language
that isn't mine? I feel like it is but i am always reminded it
isn't....should I go ahead and teach more courses to get the
hours for certification..(I 've been teaching for two years
already) (ASL). And if i do, should i scrap the "Signing
naturally" text and use the format you do....just purusing your
website made me see how it would benefit my students more...it
was so clear and use of the language itself is the emphasis. To
date, my students in their presentation went back to using
english word order even words like "to" "is" althought they
were never taught in my class. So making the transition is
easier done the way you do it....the students want to learn
about hte deaf and commmunicate with them..niot become interps
although few have mentioned going that route....We would like to
start a Religious (Christian) Interp program, one recognized by
the state and other schools.. Religious interps get a bad rap
from other interps... we would like to change that...So exposure
to the deaf culture, signing etc is the
Any advice would truly help. thanks!
You asked two questions:
1. You ask: "Should I go ahead and teach more courses to get the hours
Response: Yes. You love doing this. It excites you. You simply feel
torn because you feel that it is "not your language."
Allow me to share with you this little bit of knowledge: Less than four
percent (4%) of deaf adults have two deaf parents. The vast
majority of deaf people (92%) were born to two hearing parents.
My point is that of the total number of ASL signers, only a very, very
small percentage have been using ASL since birth. The rest of us
"learned it later." I started learning ASL as a teenager.
2. You ask: "Should I scrap the "Signing naturally" text and use the
format you do?"
Response: You should use a format that works for you individually in
your situation. My format (the ASL University Curriculum) works
incredibly well for me in my situation. My office is 20 steps from my
classroom. I have a high speed wireless internet connection, a laptop,
and an LCD projector. I have specialized software for creating graphics
and presentation slides including Microsoft PowerPoint, PaintShop Pro,
and Macromedia Studio. In addition to being somewhat
knowledgeable regarding technology I also have access to talented,
helpful tech support personnel. My students, without exception, are
familiar with and have access to computers, internet connections, and
Why do I point all this out? I do so to bring up the fact that what
works for me may or not work for you depending on what resources you
have. I have to adjust my teaching style radically when I teach
"community education" ASL classes instead of college ASL classes.
A while back I started writing an ASL curriculum for high school
students. After much deliberation I realized the things a 15 year old
wants to say to another 15 year old are foreign to me. I needed an
"expert consultant." So I hired my 15 year old son and a panel
of his friends to develop the content. (In progress).
So, back to your question. The curriculum you should use depends on
about 20 factors.
Most of the time the "right" curriculum is a hybrid of various systems,
books, and resources.
But in any case, you are certainly welcome to use the ASLU curriculum
with your students.
The lessons are posted online and will stay there for the foreseeable
In a message dated 1/13/2005 8:28:56 AM Pacific Standard Time,
I originally learned and used the
sign for "mean" the same way as you show it on your site. Around
here, I've seen people use a sign for "mean" where they use
their dominant hand and use it to draw a "slash" across their
heart starting at their left shoulder.
Is this a common sign variation,
does it have a different connotation, or what is the deal with
this sign? Is this one of those "signs specific to an area"
That must be a regional variation.
That sign isn't in any of the larger, more popular ASL texts. Nor have I
seen my wife, my friends (Utah, Texas, Washington D.C., California,
Oregon), or my deaf coworkers (Northern California) using that sign.
What part of the country are you writing from?
In a message dated 1/17/2005 4:58:56 PM Pacific Standard Time,
My friend is from Indianapolis.
It's funny..I haven't seen her
face to face for about a year, and right after I sent the
email to you, I got a call from her that she and another
deaf friend were coming to my town.
Ironically, the conversation
came up between the two of them about that very sign. When
Carla signed "mean" with the variation I mentioned to you,
her friend Richard stopped her and signed, "What in the
world is THAT?" (He signs it the way you do). Her way of
doing it is right hand, palm up, starting at the left
shoulder and crossing down to about mid abdomen. Evidently
the connotation is making an "x" over the heart, like the
person has no heart. Must be an Indianapolis thing. Wonder
if any other parts of the country have seen that variation.
There were several times in the
conversation where that occurred...it was pretty funny.
Another variation was the sign for "cake". He signed it by
holding his left hand palm up in front of him. The right
hand cupped the part of the hand closest to the wrist in a
"c" hand, and he slid the c hand up to the top near the
fingers. He explained it was like going across a pan of cake
slicing it. Carla signs it by holding her left hand the same
way, but the right hand acts as though it is "picking up"
the piece of cake out of the pan.
I also intended to send you an
email telling you how much I have appreciated all the work
you have done on your site. Two years ago when I met Carla,
we could only "talk" via paper and pen or through email.
This weekend, we all talked for 3 hours, and I didn't need
the paper and pen at all...I was able to keep up on the
conversation 98% of the time. Life hasn't allowed me the
luxury of the ability to take ASL classes, so I have really
have utilized your site. Several deaf people have asked me
for the site name where I've learned, and they say they
understand me very well (even though I know I'm far from
"there"), so hopefully they also will pass on the word and
their friends and families can learn as well!
Heh, and I sign CAKE like Carla, except I do it with the base
hand palm down.
An ASL Teacher]: Hi Bill, I have a
question: the sign for China starts on the non-dominant side and goes to
the dominant side. Do all other body-crossing signs do the same? WE/US
OUR STAFF BOARD-OF-DIRECTORS, CONGRESS LEGISLATURE, etc?
I need linguistic help, thanks.
BillVicars : No...the signs for
MEMBER and CONGRESS are flexible
An ASL Teacher ]: Ok. Thank you.!
How about the pronouns?
BillVicars : The pronouns are
generally done starting on dominant side, (less flexible)
BillVicars : I would "correct" my
students if I saw them starting the pronouns on the non-dominant side first
BillVicars : Does that seem to be
what you see in the community?
An ASL Teacher ]: Ok this helps A
lot. Thank you very much. Talk to you next time I have a burning
question. No, I see dominant to non-dominant, but I wanted to check with a
trained professional. (you) smile.
off (a pun!) ga to sk
BillVicars : Wait...look carefully at
what I typed...we are in agreement.
BillVicars : I said I'd correct my
students if I saw them doing “pronouns” non-dominant to dominant. Which
means I feel the correct method is dominant to non-dominant for pronouns.
BillVicars : But signs like congress
flower restaurant honeymoon navy twins parents and so forth can be either.
An ASL Teacher ]: Great. ok. Don't
want to teach wrong directions of signs. Kiss your kids for me, even tho
they don't know me. Thanks again. ga to sk
BillVicars : take care
BillVicars : sk
An ASL Teacher
]: you too. bye
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