ASLpah.com | Volume 1, Issue
23, June 2005 | William G. Vicars Ed.D., Editor
Hello ASL Heroes!
Good to be with you again! I hope you are enjoying your summer.
I know I sure am. I just got back from a trip up to Utah where I
visited with my extended family and a number of old friends, er, make that
long-term friends, heh.
Take care and best wishes in your ASL endeavors!
In a message dated June 7, 5:47:35 PM Pacific Daylight Time, leah_____@
My name is Leah L_____ and I've recently been told that in my
never-ending learning of ASL the one thing I didn't think about was
the "bad words". I'm a Christian and that wasn't something I
thought I'd ever need to know. But I was told that I would need to
learn the bad words for two reasons: First so that I understand if
and when someone ever says something not so nice to me, but more
important so that I don't accidentally sign something or teach my
kids a sign that's not quite right.
I've already had that happen. My kids were trying to let me know
they were starving (they're 12 and 14, they're always "starving" :)
) and did the hungry sign two or three times in a row. I was told
that actually they were signing horny. I know I turned all
shades of red because I realized they've been doing this for a while
at church and everywhere else in public you could think of.
My question in all this is, is there a book or video or something
that I can get to teach me the dirty words in ASL? I've tried the
internet and I keep running into articles. I've been looking for
about 3 weeks now. If you can PLEASE HELP! :) I never thought I'd
be asking someone to teach me how to talk bad. :)
Thank you for any help you can give me!!!
Thanks for your time,
I understand completely and I applaud you for going the extra-mile in
your ASL studies.
For those who need to learn these types of signs I've developed a Sex &
Swear Signs CD.
It is a work in progress, but I think you will find it useful for your
[Note: This CD
does NOT contain nudity. It does NOT contain pornography. But it
contains examples and discussion of American Sign Language signs for sex
and swear concepts. This information was designed for interpreters, counselors, midwives, and
others who may need to know these signs for professional reasons. You
must be 18 or older to purchase this CD.]
If you'd like to order the CD click the button below or visit:
[Note: Dear ASL Heroes,
I had to pull this particular product from the shelves!!! I no longer
sell it. It was a weirdo magnet. One fellow in particular
kept emailing me again and again insisting that I teach him more and
more sex-related signs. People think that they are anonymous when
operating through email and it emboldens them to behave in ways that
they would not do if their identity were known. His requests became
insistent and eventually he indicated that he planned to keep "bothering
me" until I supplied him with the signs he was seeking. At which
point I decided I needed to help this individual realize his shield of
anonymity was non-existent. It took only a few net searches and a bit of
investigative work for me to develop an extensive profile on this
person. Via the net I was even able to determine the current
address of his parents. Then I responded to one of this
individual's somewhat threatening emails that if he felt it was so
important to learn such signs that perhaps we ought to ask his parents
for help in the matter. (Whereupon I named his parents and
mentioned their address.)
As soon as this fellow realized he was no longer anonymous and that his
behavior could very easily become a source of embarrassment he stopped
emailing me--to my great relief.
In a message dated 5/1/2005 12:29:09 PM Pacific Daylight Time, asl.tutor@
<<I want to know how ASL teachers can inspire extremely shy students to be
confident when standing up to demonstrate ASL stories/etc.>>
Dear ASL Tutor,
The thing to understand here is how to deal with "exposure to public scrutiny."
For our discussion we will say that "exposure to public scrutiny" is the
process of being subjected to
observation, examination, study, or evaluation by a group.
This is a nerve wracking experience for most people due to the fact that if
they mess up, many people will become instantly aware of it. The person
being watched knows that he is more likely to mess up because he is nervous
about messing up. The more nervous he becomes, the more sure he will mess up
and thus the cycle continues until it becomes paralyzing.
You've stated that your goal is to get a shy student to be able to
confidently stand up and sign a story (or perform some other task) in front
of a group.
Here are my thoughts on how to do that:
Start by having the student practice the task in the safest environment
possible and then work your way up.
The safest environment is likely to be their home, behind closed doors where
nobody will see them.
To help make this possible, provide study materials that are clear and
self-explanatory so that shy students can practice at home on their own.
Assign topics ahead of time. Give plenty of notice. Remind the student
numerous times that eventually he or she will be using this information in
Review the material just prior to asking the class to practice it.
Next, have the whole class, at the same time, practice the task. They should
all be facing forward and focused on their own progress not that of their
neighbor). They should be sitting down and be given plenty of time.
Next, ask for volunteers to do the task in front of the group.
Next, assign everyone to work in pairs. Put a kind, patient, friendly
student with the shy student.
Switch partners frequently so no one is stuck with someone they don't like
for very long.
Next have them work in threesomes. Then as a group of five. Note: If you put
them in foursomes watch to make sure they don't break into two pairs.
You don't have to do this all on the same day. It is good to spread it out
and let the shy student get used to working in small groups.
Insist that they all learn each other's names.
Next, have a few members from each group move to a new group. Using tokens
of some kind is helpful for this. For example you could hand out poker-chips
blue, red, yellow, and white. Then you can sign, "ALL BLUE STAND-UP" "ALL
WHITE STAND-UP" BLUE, WHITE, SWITCH."
Next have all the students sit in one big circle and play a game where
everyone is watching everyone else, but only momentarily. Make sure students
know that if they get stuck they can ask you for help. Or assign them to
partnerships so that as you go around the circle, if one of them doesn't
know the answer he can ask his partner.
Next, have five students come to the front and sit in chairs. They are all
sitting down, facing the "audience." You can call them student 1, 2, 3, 4,
and 5. (This makes it a bit more anonymous.) Ask each of the five students
some sort of question and have them respond. You might want to show them the
sign for "pass" and let them know they can "pass" if they would like.
On another day you have them do this same activity but standing up.
Later you call up three people. Then individuals.
What I'm explaining here is simply that you can use a progressive approach
to getting your students up in front of class.
In all my years of teaching (over seventeen years with around 10,000
in-person students) I have simply never had any problem regarding "shy"
students in class. By the second day of class I am usually directing individuals to the front and
interacting with them. I read my student's body
language and begin with those students who are obviously fearless or actors.
As class goes on, the shy students realize they will eventually have to come
to the front. They prepare themselves for it and it ends up being a relief
for them when it finally happens. I have had maybe three students
specifically ask to be excused from "front of class" participation.
These I dealt with in ways that did not draw attention to them yet allowed
them to participate from their seat.
Here are a few more pointers:
Avoid embarrassing a student in front of his or her peers. NEVER put
down or "pick on" any student.
Focus on helping him to have a successful communication experience.
If he is not understanding you, gradually bring the communication down to
his level. Ask him something he can respond to. Let him succeed and then
send him back to his seat and call up the next student.
Communicate to your students that you appreciate their participation and
that you recognize standing up in front of class is easier for some
than others. Emphasize that it is good for them and that you don't expect
perfection but that this is a language class and that as such, we will be
communicating to each other and to groups.
This next email concerns the question: "How should sign language be
represented in a novel?"
In a message dated 5/21/2005 9:25:15 PM Pacific Daylight Time,
How does one write sign in a novel? I'm a writer and I'm
not Deaf. I have no training in ASL, but the novel I'm working
on right now has quite a number of people who have to use ASL or
other kinds of sign (like when it might give away their position
to speak verbally). I don't think I should use quotation marks
because they're sort of reserved for verbal speech.
Right now, I'm using [I HAPPY.] and [YOU WANT MEET MY
MOM?]. Is that perfectly understandable if that's the closest
I can come to it (not like there's a sign keyboard with hands on
it;)? Or would the Deaf community rather I say [Would you like
to meet my mother?] instead? Given the stance I often find on
your site, I would suppose not. Sounds kinda lazy not to
translate, but I don't want to feel like I'm dehumanizing people
either (as if ASL were inferior for not being correct English-
believe it or not, I've met people like that).
I don't know how much fiction there is with Deaf people in
mind, but I thought the story might bring to light Deaf people
in general. Unless us hearies meet them, we don't think about
them twice. I'm also trying not to portray the three Deaf
characters as 'disabled' (I hate that term- sounds like broken
machinery to me). All three of them were born deaf. There's also
a mute in the story (he was made that way later because of an
injury) who signs. Sort of a romance between him and a Deaf
woman, and between their Deaf son and a Deaf woman (who is also
a paraplegic) he rescues. I hadn't originally planned to have a
bunch of Deaf people in the story- they just sort of wrote
themselves into it and left me to figure everything out. LOL. I
don't really want to change them to hearing so that the story
would be easier to write (and feasibly less 'controversial' for
depicting these people as energetic and perfectly happy in their
state- I don't know many hearies who can sympathize with the
idea of deafness as anything but a lack).
Either way, if you have any pointers or questions
whatsoever, please feel free to share them with me. If you want
to pass this letter around to others- I would appreciate the
In a message dated 5/21/2005 9:43:38 PM Pacific Daylight Time,
What a fascinating and provocative question! "How should sign
language be represented in a novel?" The novel is being targeted to
the general public.
I will pass your question around for comments from my colleagues and
see what they have to say about this topic.
My initial thought is that the signing should be translated in to
English, with appropriate attributions:
"Good morning," she signed, "how are you?"
"Fine, and you?" he responded with his right hand while setting his
coffee down with his left.
p.s. I shared your email with my colleague, Don Grushkin who also
holds a doctoral degree and he agreed with me that it would be best
to avoid "gloss" in this situation and simply translate the
communication into English.
In a message dated 5/21/2005 10:23:50 PM Pacific Daylight Time,
BelindaGVicars (DEAF: with a bachelors in creative writing and
currently pursuing a masters degree) writes:
Yes, unless the novel is experimental and about language.
But if it is about the characters -- I'd go with the above.
Though too much focus on the hands will detract the reader
from story. The word "said" is perfectly fine to use as
well. The reader already knows the characters are deaf so
there would be no need to keep hammering it in.
The only beef I have about sign language in novels is that
often signs are misrepresented. I've read a few and it
was clear that the author had no experience in communicating
with deaf folks.
Note: There are some deaf who have other
In a message dated 5/23/2005 9:04:37 AM Pacific Daylight Time,
firstname.lastname@example.org (DEAF) writes:
humm.. i think it would be fun to alternate ASL-verbatim (ME-HAPPY
YOU?) and plain English (Sure, i'm happy too!) as you see fit to add
an unique literary flavor to the story pacing or plot....
In a message dated 6/3/2005 1:56:45 PM Pacific Daylight Time,
William G. Vicars, Ed.D.
Dear Dr. Vicars,
I am presently here in the United States and might be
staying here for six (6) months. I am from the Philippines
and very much interested to take up on-line course on
American Sign Language. I'm a B.S. Psychology graduate and
still finishing my M. A. degree in Education with
specialization in School Administration and Supervision. I
have been an interpreter for the Deaf in the Philippines for
18 years now. I have served as interpreter of News; medical;
and religious programs on Television and as classroom
interpreter in college.
SEE (Signing Exact English) is the sign system being used in
most of the public and private schools in the
Philippines under the supervision of the Department of
Education. I know of some ASL signs but not that confident
enough in using it. That is the very reason why am I sending
an e-mail of intent to you.
I would like to learn ASL and at the same time enhance my
skills in interpreting. I have visited your website and very
much impressed and interested to enroll. Hopefully, mid of
this month or late this month I will be able to find sponsor
that would make my dream come true of enrolling in an ASL
class as well as receive a certificate of completion from
Thank you very much for the time.
Very truly yours,
Alfredo Celada, Jr.
It was interesting to read about what is happening with sign
language in the Philippines.
Since you obviously know many signs, it seems to me that what you
need to know now is the grammar component.
I will be teaching a distance education ASL Linguistics (accredited)
college course via California State University, Sacramento this
Fall, 2005. (EDS 196K: Sign Language Structure and Usage.)
To be placed on the registration interest list for that course and
to receive information regarding pricing, contact Jennifer
William Vicars, Ed.D.
Asst. Professor, American Sign Language
California State University, Sacramento
6000 J Street
Sacramento CA 95819-6079
Department of Special Education, Rehabilitation, and School
Office: Eureka 308
In a message dated 4/29/2005 2:49:15 PM Pacific Daylight Time, D_______
I have very good hearing and do
catch them, although I sometimes start to feel like the "whisper
cop," which really isn't what I want to be doing. I do admit that I
am not as stitch as I would like to be about kicking the offenders
out, however, it does fall under my participation points category
for their grades, so that usually shuts them up- they want every
My sense is that those who "have
to" whisper are probably strong auditory learners and that is how
they process information- just as I am a visual learner and do
horribly when I just listen. Have you come across research on this
and learning ASL?
Finally I also emphasize how rude
it is for their future deaf teachers- which most of them get.
Have a good weekend.
I love that concept: Auditory learners / adaptive curricula.
When I was younger I underwent evaluation to find out which
information processing method was best for me. Unfortunately it
turns out that I am an auditory learner. Bummer. (But that explains
the extreme jump in my grades when I started using a hearing aid.)
Fortunately I am a "strong" learner across the board...so I was able
to do fine by reading the texts on my own while in school.
If it were up to me I'd dismiss the "no voice rule" and simply
institute uniform testing for each ASL level. (Video based / or
depending on resources--do a full ASL Proficiency Interview).
If a particular teacher's students did well on the department-wide
standardized ASL test I wouldn't worry about HOW the teacher
taught. Results, not methods, is what we should focus on. That and
having fun while teaching. We are going to die someday, we
might as well enjoy life between now and then.
In a message
dated 5/1/2005 4:10:44 PM Pacific Daylight Time, an ASL tutor writes:
"I'm an ASL
tutor. I provide one-on-one tutoring to ASL students. I've had problems in
the past when students interact with me socially... later on they don't take
the teachings seriously. Suddenly they want to be my best friends and drop
the formality of teacher/student roles. How do you remain friendly with
your students while keeping them on their toes with their studies in ASL?"
might want to consider doing what lawyers
do. They bill their clients for every minute spent on the client. This
includes on the phone, in-person, doing background research, paper work, and
When you first get a new client, explain to him the concept of billable
time. Explain your rates and how much you charge for what type of
interaction. Here are some examples (adjust the amount to what is worth
$15 an hour
practice: $12 an hour
practice: $12 an hour
Lunch Practice: $5 an hour up to two hours (Student provides
transportation and pays for lunch including tip.)
responses: $10 per 250 words (Hmmm, speaking of which, when you get
done reading this email send me $10.92 via Paypal!)
It doesn't matter if they drop the formality of the role because the bill
for your time will still show up in their mailbox. If they show up out of
the blue and start chatting with you, track the time you spent chatting and
charge them for it by sending them a bill. To avoid hard feelings make sure
this process is explained up front in your initial contract.
To make the
process a bit more professional: get a clipboard and type up a "Sign In
student shows up unannounced, hand him the clipboard and a pen so he can
sign in. That will immediately put the student on notice that he is being
You might even choose to select a dark blue smock (poncho) that you put on
when you are "on the clock." This could serve as an obvious signal that you
are shifting into the role of a paid tutor.
In a message dated 4/20/2005 2:22:53 AM Pacific Daylight Time,
Dear Dr. Vicars:
I am a big fan of your ASL University website. I don't know if
you are interested...but I thought you might like to know some
New Jersey regional signs. (You may know these already.)
TYPE (also KIND)
With the middle-finger of the "25" handshape, you tap the left
upper chest, then tap the right upper chest.
This sign means kind as in "What kind of car do you drive?" or
"What kind of food do you like?"...etc.
Both hands in the "a" handshape rest on opposite sides of the
upper chest and tap twice. Looks like holding the backpack
Looks like the sign for a letter, but instead of using an "a"
handshape dominant hand, you use the "e" handshape and it starts
with the index knuckle at the lips, then the "e" moves in an
The second sign for email looks a lot like yours. Except we use
the b hand not the index finger. Non-Dominant hand in "c"
handshape. Dominant hand "bent b" handshape moves in-between
space of "c" hand.
PASSOVER (Jewish holiday)
Non dominant hand near non-dominant shoulder, Then Dominant hand
in "s" handshape taps the Non-Dominant elbow twice. This sign is
also used as Matzah or cracker.
SODA (also POP)
Dominant hand in "Y" handshape. Thumb taps the
chin. (little-finger should be eye-level not down)
Those are pretty cool! Thanks for sharing them with me!
In a message dated 6/4/2005 2:49:22 AM Pacific Daylight Time,
I am a hearing individual working in
my church to provide meaningful worship for our Deaf community.
Part of my responsibility is to interpret the praise songs. In
one particular song there is the phrase "mold me like the
potter's clay" and I have no idea how to interpret it. Could you
Ask members of your local deaf community how they would sign that
Local deaf should be your best resource.
"Mold me like a potter's clay" is a "simile." A simile is the
comparison of two things using the English words "like" or "as."
The "Potter's clay" simile works well in English because of "shared
To express that exact concept could easily be done by a skilled signer,
but it would take too long to fit the flow of the vocal singing of song.
In ASL the idea of a "potter molding clay" would either use
fingerspelling (which doesn't work well for songs) or it would take
quite a few signs and what we call, "instrument classifiers."
A good approach to this is to ask yourself...what does the phrase "mold
me like a potter's clay" really mean? Once you've decided on the
concept, you might choose to sign "LEAD ME. INSPIRE ME, CHANGE ME," or
some other combination of signs that express that meaning.
American Sign Language University ™
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