Idioms are groups of words that are different from the meaning of each word considered separately. Idioms are one aspect of figurative language, with the others including metaphors, similes, hyperboles, etc. This entry will differentiate between English idioms and ASL idioms. It will also include some links/resources/videos to further yours (and your students) understanding, as well as some suggestions for handling idioms in different situations. Feel free to post your own thoughts and ideas in the comments section! Let's get started with this fun video...
English Idiom Usage in the typical classroom is high.
• Teachers use idioms in 11.5% of their utterances.
• Rate of idiom usage in classroom:
4.65% in kindergarten increases to
20.3% in eighth grade
• More than one out of every ten utterances contains an idiom.
Examples of Idioms in the English language include:
"Woke up on the wrong side of the bed"
"Different strokes for different folks"
"Everything but the kitchen sink"
"Make a mountain out of a molehill"
etc. etc. etc.
For a more comprehensive list of English idioms, along with explanations...
www.english-idioms.net
What is the role of Teachers/Interpreters/Aides in explaining idioms when they occur in the classroom?
*Teachers of the Deaf/HH can use instruction time to identify idioms and illustrate differences between their literal meaning and actual intended message. When possible, provide background on how an idiom originated and help students use visual imagery to make connections to idioms and how they are used. If one is unsure of how certain idioms were originated, you can investiage the backstory here....
www.pride-unlimited.com/probono/idioms1.html
*Teachers should also consider also using students to explain idioms to each other. Here's a site where you can find some examples of Deaf students explaining idioms to each other in a fun way...
www.watchknowlearn.org
*How are Idioms interpreted? Idioms pop up regularly within the flow of a typical lesson across all academic levels and subjects. Interpreters and Aides must juggle the students level of comprehension of idioms with time available before the classroom moves on with the intended lesson. If possible, Interpreters and Aides can include both the English idiom (through fingerspelling or signed exact English) paired with conceptual signs to convey the speaker's broader meaning.
*It is important for Interpreters and Aides to maintain strong communication with Teachers of the Deaf/HH, and to notify them when idioms are occuring in classroom instruction (use journals to list them and document situational usage!). This will allow the Teacher of the Deaf/HH to afford time during pull-out lessons to build students' understanding of idioms.
ASL Idioms
American Sign Language has it's own set of "Idioms".... these are signs that are used across a variety of contexts that don't necessarily have an exact English translation. One of the most famous examples would be the signs "TRAIN GONE" to convey the idea that one has missed out on an opportunity... "You missed the boat" might be a good English equivalent. Watch some of these other examples, and continue searching the web for more....
Thursday, December 15, 2011
Tuesday, November 1, 2011
Resource of the Month - Described and Captioned Media Program
DCMP Described and Captioned Media Program promotes and provides equal access to communication and learning for students who are blind, visually impaired, deaf, hard of hearing, or deaf-blind. It also caters to ASL interpreters, teachers and anyone who wishes to improve their ASL skills.
DCMP has 4,000 free-loan described and captioned media titles available to watch online or you can order DVDs. They offer a vast range of topics, from Art to Home to Zoology.
Other features:
•Signs of Development workshops offer CEUs. Workshops are FREE; there is a fee for CEUs.
•Search/media interfaces which will guide and aide you when looking for a topic of interest.
Go to DMCP.org, Click on Register; follow directions to become a Level 2 member. That’s it! DCMP is simple and it is…
FREE for MEMBERS!
DCMP has 4,000 free-loan described and captioned media titles available to watch online or you can order DVDs. They offer a vast range of topics, from Art to Home to Zoology.
Other features:
•Signs of Development workshops offer CEUs. Workshops are FREE; there is a fee for CEUs.
•Search/media interfaces which will guide and aide you when looking for a topic of interest.
Go to DMCP.org, Click on Register; follow directions to become a Level 2 member. That’s it! DCMP is simple and it is…
FREE for MEMBERS!
Role Shifting!
Role Shifting in American Sign Language
Role Shifting is an important aspect of ASL grammar, and conveys the following:
*It allows the narrator to “speak” from a character’s perspective.
*It differentiates between characters in a story or message.
*Places a quoted phrase or passage in the context of a visual interaction.
*Eliminates the need for redundant “He said.../She said…” dialogue.
How does one employ role shifting in A.S.L., and what can it include?
*Body shifting = characters are designated into a set location (right/left/center/up/down) and remain there consistently.
*Eye gaze = this establishes referents in space (right/left, up/down, two equals)… eye gaze depends on the subjects considered and the actions taking place (ie- teacher/student, cop/motorist, etc.).
*Facial expressions = emotions of the characters can and should be conveyed for clarity (ie- anger, surprise, joy, etc.).
*Character traits/mannerisms = one must also consider the physical mannerisms of the character (ie- prissy woman, pouting child, elderly man, animal, etc.)
*Non-verbal behaviors = includes those simultaneous actions that the character is also engaged in (ie- dog barking, chewing food, etc.)
Different types of role shifting
1) One character - the narrator becomes the character, taking on his/her actions, manners, and feelings. In order for a role shift to be successful, the signer must involve both the body and the eyes. His/her eye gaze must appear to be truly looking at the person, place, or thing he/she is interacting with or referring to. Here's an example....
2) Two character – the signer shifts from narrator in a dialogue/interplay to two distinctly different characters. The character shifting must include all of the fitting actions (eye gaze, expressions, mannerisms) of each character, and must be consistently differentiated in space. Fast forward to the 2:22 mark....
3) Mutliple character - this signer takes on an infinite number of characters, while maintaining the consistent body shifting, eye gaze, traits, etc. The more characters involved, the trickier it is to consistently account for each character! Here are a couple great examples....
Role Shifting is an important aspect of ASL grammar, and conveys the following:
*It allows the narrator to “speak” from a character’s perspective.
*It differentiates between characters in a story or message.
*Places a quoted phrase or passage in the context of a visual interaction.
*Eliminates the need for redundant “He said.../She said…” dialogue.
How does one employ role shifting in A.S.L., and what can it include?
*Body shifting = characters are designated into a set location (right/left/center/up/down) and remain there consistently.
*Eye gaze = this establishes referents in space (right/left, up/down, two equals)… eye gaze depends on the subjects considered and the actions taking place (ie- teacher/student, cop/motorist, etc.).
*Facial expressions = emotions of the characters can and should be conveyed for clarity (ie- anger, surprise, joy, etc.).
*Character traits/mannerisms = one must also consider the physical mannerisms of the character (ie- prissy woman, pouting child, elderly man, animal, etc.)
*Non-verbal behaviors = includes those simultaneous actions that the character is also engaged in (ie- dog barking, chewing food, etc.)
Different types of role shifting
1) One character - the narrator becomes the character, taking on his/her actions, manners, and feelings. In order for a role shift to be successful, the signer must involve both the body and the eyes. His/her eye gaze must appear to be truly looking at the person, place, or thing he/she is interacting with or referring to. Here's an example....
2) Two character – the signer shifts from narrator in a dialogue/interplay to two distinctly different characters. The character shifting must include all of the fitting actions (eye gaze, expressions, mannerisms) of each character, and must be consistently differentiated in space. Fast forward to the 2:22 mark....
3) Mutliple character - this signer takes on an infinite number of characters, while maintaining the consistent body shifting, eye gaze, traits, etc. The more characters involved, the trickier it is to consistently account for each character! Here are a couple great examples....
Thursday, October 6, 2011
Resource of the Month - "International Cities and Historical Signs"
With the theme of "Building Vocabulary" in mind, Ali had identified a fabulous resource for October. Signs of Development has published a CDROM titled "International Cities and Historical Signs". This is a great resource for any interpreter, teacher, or aide supporting a student in social studies or history class. The CDRom instructs the user on not only specific signs for continents, countries and cities, but also other relevant international vocaublary. This CDRom is available for checkout in the NCR library... see Randi if interested. Thanks for the great find, Ali!
Building Your Vocabulary
Building Your Vocabulary - Tips
(adapted from SheppardsSoftware.com)
Here are some tips and ideas for building your vocabulary. This list was originally intended for developing a verbal vocabulary, though each tip follows with a suggested way to adapt to American Sign Language. Feel free to post your own additional tips in the comments!
*Read, Read, Read! Most vocabulary words are learned from context. The more words you're exposed to, the better vocabulary you will have. While you read, pay close attention to words you don't know. First, try to figure out their meanings from context. Then look the words up. Read and listen to challenging material so that you'll be exposed to many new words.
How to adapt to ASL? Interact, Interact, Interact! Attend Deaf Community functions as often as possible. Set up silent outings with your signing friends to the mall, restaurant, or park.
*Improve your context skills. Research shows that the vast majority of words are learned from context. To improve your context skills pay close attention to how words are used. Doing a search on a word using dejanews.com (for searching newsgroups) will give you many examples of how that word is used in context. Play our Daily Context Vocabulary Quiz.
How to adapt to ASL? Consider all the different ways to sign a particular English word. Explore the “Fairview Reading Program” (available the NCR library) to get the hang of signing multiple meanings.
*Practice, practice, practice. Learning a word won't help very much if you promptly forget it. Research shows that it takes from 10 to 20 repetitions to really make a word part of your vocabulary. It helps to write the word - both the definition and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon as you learn a new word, start using it. Review your index cards periodically to see if you have forgotten any of your new words. Also, do a search on a word using dejanews.com (for searching newsgroups) to get many examples of how the word is actually used.
How to adapt to ASL? Make flashcards for new vocabulary words, and test yourself or practice with a peer. You can also go home and practice newly learned signs in the mirror, to train your eyes to receptively catch them in the future.
*Use mnemonics ( memory tricks). For example, consider the word EGREGIOUS (extremely bad). Think EGG REACH US - imagine we've made a mistake so bad that they are throwing eggs at us and a rotten EGG REACHes US. Such funny little word pictures will help you remember what words mean, AND they are fun to make up. Also, find out which learning style suits you best. Everyone learns differently!
How to adapt to ASL? This isn’t as easy, but like English, ASL has patterns in handshape, movement, body location, and hand orientation. Try to identify those patterns for sign synonyms or words that are somehow related.
*Get in the habit of looking up words you don't know. If you have a dictionary program on your computer, keep it open and handy. America Online and other internet services have dictionaries and thesauruses on their tool bars. Find them and look up any word you are not absolutely sure of. Use a thesaurus when you write to find the word that fits best.
How to adapt to ASL? Use all available resources to help you locate the correct sign, including asking your peers or mentors. There are numerous web-based ASL dictionaries available (look for a list of these on aslskillshop.blogspot.com) as well as paper dictionaries in our NCR library. Use your classroom journal or log book to jot down words or phrases that maybe have you stumped.
*Play with words. Play Scrabble, Boggle, and do crossword puzzles. These and other word games are available for the computer, so you are not dependent on a partner to play. Also, try out the Franklin Electronic Dictionary that features built-in word games.
How to adapt to ASL? Create your own games using ASL handshapes, movement, etc. Do a search on the web and you’ll find some fun games already!
*Use vocabulary lists. For the serious vocabulary student, there are many books that focus on the words most commonly found in standardized tests, such as the SAT and GRE. There are also many interesting word sites on the Internet, many of which will send you a word a day by email.
How to adapt to ASL? Set yourself up to receive a new English word a day by email, and ask yourself (or a peer or mentor) how would you sign it?
*Take vocabulary tests. Playing games, such as the ones on this site, that test your knowledge will help you learn new words and also let you know how much progress you're making.
How to adapt to ASL: try the “Quiz Me” function on www.aslpro.com to test your receptive vocabulary of signs. You can design vocabulary tests for your students as well.
*Get excited about words! Come to appreciate the sometimes-subtle differences between them. Do you know the difference between something that denotes something else and something that connotes something else? If not, go look it up. Learn to say what you really mean and discover the joys of being able to express yourself in writing. Your future can depend on how rich your vocabulary is. It will also determine the quality of your communication. So be in it for the long pull. Let building your vocabulary be a lifelong proposition. Remember: "In the beginning was the word." Until you have a word for something, it does not exist for you. Name it, and you have made your reality richer.
How to adapt to ASL: Sign it, and you have made our students reality riche
(adapted from SheppardsSoftware.com)
Here are some tips and ideas for building your vocabulary. This list was originally intended for developing a verbal vocabulary, though each tip follows with a suggested way to adapt to American Sign Language. Feel free to post your own additional tips in the comments!
*Read, Read, Read! Most vocabulary words are learned from context. The more words you're exposed to, the better vocabulary you will have. While you read, pay close attention to words you don't know. First, try to figure out their meanings from context. Then look the words up. Read and listen to challenging material so that you'll be exposed to many new words.
How to adapt to ASL? Interact, Interact, Interact! Attend Deaf Community functions as often as possible. Set up silent outings with your signing friends to the mall, restaurant, or park.
*Improve your context skills. Research shows that the vast majority of words are learned from context. To improve your context skills pay close attention to how words are used. Doing a search on a word using dejanews.com (for searching newsgroups) will give you many examples of how that word is used in context. Play our Daily Context Vocabulary Quiz.
How to adapt to ASL? Consider all the different ways to sign a particular English word. Explore the “Fairview Reading Program” (available the NCR library) to get the hang of signing multiple meanings.
*Practice, practice, practice. Learning a word won't help very much if you promptly forget it. Research shows that it takes from 10 to 20 repetitions to really make a word part of your vocabulary. It helps to write the word - both the definition and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon as you learn a new word, start using it. Review your index cards periodically to see if you have forgotten any of your new words. Also, do a search on a word using dejanews.com (for searching newsgroups) to get many examples of how the word is actually used.
How to adapt to ASL? Make flashcards for new vocabulary words, and test yourself or practice with a peer. You can also go home and practice newly learned signs in the mirror, to train your eyes to receptively catch them in the future.
*Use mnemonics ( memory tricks). For example, consider the word EGREGIOUS (extremely bad). Think EGG REACH US - imagine we've made a mistake so bad that they are throwing eggs at us and a rotten EGG REACHes US. Such funny little word pictures will help you remember what words mean, AND they are fun to make up. Also, find out which learning style suits you best. Everyone learns differently!
How to adapt to ASL? This isn’t as easy, but like English, ASL has patterns in handshape, movement, body location, and hand orientation. Try to identify those patterns for sign synonyms or words that are somehow related.
*Get in the habit of looking up words you don't know. If you have a dictionary program on your computer, keep it open and handy. America Online and other internet services have dictionaries and thesauruses on their tool bars. Find them and look up any word you are not absolutely sure of. Use a thesaurus when you write to find the word that fits best.
How to adapt to ASL? Use all available resources to help you locate the correct sign, including asking your peers or mentors. There are numerous web-based ASL dictionaries available (look for a list of these on aslskillshop.blogspot.com) as well as paper dictionaries in our NCR library. Use your classroom journal or log book to jot down words or phrases that maybe have you stumped.
*Play with words. Play Scrabble, Boggle, and do crossword puzzles. These and other word games are available for the computer, so you are not dependent on a partner to play. Also, try out the Franklin Electronic Dictionary that features built-in word games.
How to adapt to ASL? Create your own games using ASL handshapes, movement, etc. Do a search on the web and you’ll find some fun games already!
*Use vocabulary lists. For the serious vocabulary student, there are many books that focus on the words most commonly found in standardized tests, such as the SAT and GRE. There are also many interesting word sites on the Internet, many of which will send you a word a day by email.
How to adapt to ASL? Set yourself up to receive a new English word a day by email, and ask yourself (or a peer or mentor) how would you sign it?
*Take vocabulary tests. Playing games, such as the ones on this site, that test your knowledge will help you learn new words and also let you know how much progress you're making.
How to adapt to ASL: try the “Quiz Me” function on www.aslpro.com to test your receptive vocabulary of signs. You can design vocabulary tests for your students as well.
*Get excited about words! Come to appreciate the sometimes-subtle differences between them. Do you know the difference between something that denotes something else and something that connotes something else? If not, go look it up. Learn to say what you really mean and discover the joys of being able to express yourself in writing. Your future can depend on how rich your vocabulary is. It will also determine the quality of your communication. So be in it for the long pull. Let building your vocabulary be a lifelong proposition. Remember: "In the beginning was the word." Until you have a word for something, it does not exist for you. Name it, and you have made your reality richer.
How to adapt to ASL: Sign it, and you have made our students reality riche
Thursday, September 8, 2011
Keeping an ASL Journal
In our first Sign Club meeting of the year, Julia talked about the value of maintaining an ASL journal. Here are some reasons for doing so...
• Jot down questions that come up while interpreting/teaching/aiding a student. This allows the opportunity to go back and research solutions, or for brainstorming with peers. These could be questions related to classroom scenarios, staff roles, classroom positioning, and so on.
• Keep ASL related materials in one place for reference and to share with others. When you stumble upon valuable ASL resources, add it to a list in your journal.
• Keep a vocabulary log, and reference it when there is an opportunity to look up new words/signs in a dictionary or online resource. Even the most advanced signers seek to build their vocabulary, and would like to improve their repetoire of signs and phrases.
• Document your commitment to ASL skill development. Write down some personal goals that are SMART (Specific, Measurable, Attainable, Realistic,
Timely. Here's a link to help you with that...
www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-setting
What other things can be included in an ASL Journal? Post your ideas in the comments section!
• Jot down questions that come up while interpreting/teaching/aiding a student. This allows the opportunity to go back and research solutions, or for brainstorming with peers. These could be questions related to classroom scenarios, staff roles, classroom positioning, and so on.
• Keep ASL related materials in one place for reference and to share with others. When you stumble upon valuable ASL resources, add it to a list in your journal.
• Keep a vocabulary log, and reference it when there is an opportunity to look up new words/signs in a dictionary or online resource. Even the most advanced signers seek to build their vocabulary, and would like to improve their repetoire of signs and phrases.
• Document your commitment to ASL skill development. Write down some personal goals that are SMART (Specific, Measurable, Attainable, Realistic,
Timely. Here's a link to help you with that...
www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-setting
What other things can be included in an ASL Journal? Post your ideas in the comments section!
Tuesday, September 6, 2011
Fingerspelling!!
With the new school year now in full swing, we've resumed our monthly Sign Club meetings. The goal is to post as much content as possible onto the ASL Skill Shop blog to allow those that are unable to attend the Sign Club meetings to still practice their skills. Julia co-facilated the September meeting, and shared much valuable insight on the nuances of fingerspelling... when to use it, how to use it, etc. Review some of the most common applications of fingerspelling below. In italics you will find practice sentences, with the fingerspelled words being underlined.... find a partner to take turns practicing with, or even try practicing in the mirror to give your eyes a chance to recognize the handshape patterns. So let's jump right in....
Expressive Rules
1. Correct hand position
* Held approximately between the chin and the shoulder level
* Comfortable position; hand is not stiff
* Palm orientation out most of the time, or slightly
turned toward non-dominant side
* don’t bounce; keep ‘quiet’ visually
2. Mouthing
* Fingerspelled words represent English words, and the word spelled is commonly
mouthed.
3. Speed or clarity? Since clear communication is the goal, clarity is more important than speed.
4. Double letters:
* Typically double letters repeat at the beginning (Aaron) and in the middle of the word (Miller) move laterally at the end of the word (Bill)
B. Receptive Rules
1. Where to look:
* Look at the signer’s face, around the chin level.
* Never look at the signer’s hands.
2. What to look for:
*Look for the shape of the word by seeing he shape of the letters (tall, down, side or moving)
Tall letters: b, d, f, l, r, u, v, w
Down letters: p, q
Side letters: g, h
Moving letters: j, z and sometimes x
C. Strategies to Understanding Fingerspelling
1. Context
*Use clues based on context such as categories- e.g., fruit, cars, geographical locations – to narrow the word choice.
*Look for restrictive clues- such as colors of the rainbow or types of Nissan cars – to borrow word possibilities
2. Configuration
*Look for the shape of the whole word rather than concentrating on each letter.
3. Closure
*Use clues such as the configuration of the word and the context of the conversation to help “piece” the word together.
*Catch whatever letters one sees, then use the above clues. Using closure allows you to “Fill in the gap,” so it is not necessary to see every letter. This process also allows you to grasp the meaning, even when the signal is not clear or inaccurate.
Got all that? Now here's a short video to test your receptive abilities. How many words can you catch?
*Names of specific people and places should be fingerspelled if a common sign name hasn’t been established.
“After work today I will meet William, Sally, Jill and Bill for happy hour.”
“We will be hanging out at Wild Wings.”
*Abbreviations, such as U.S.D.A and U.S.S.R, are spelled with a small circular motion or a slight shaking movement, while commonly used abbreviations, like ASDB and U.S. are fingerspelled like words.
“How long have you worked for A.D.O.T.?”
“Did you watch CSI last night?”
*English expressions or idioms should be fingerspelled.
“Have you heard the saying, ‘The proof is in the pudding?’”
“If you want to improve your fingerspelling, remember that, ‘Practice makes perfect.’”
*Specific nouns, such as: tools, fruit and carpet are fingerspelled.
“The farmer’s market has the most delicious apricots!”
“I need to go to Home Depot to pick up nails, pliers, and sandpaper.”
*States are sometimes spelled by using postal code abbreviations, like MT and NJ.
“When are you going back to TN?”
“Is your father from, NC or SC?”
*Medical procedures are often spelled, like angioplasty and epidural.
“My Mom was not feeling good following her dialysis.”
“The doctor said his stomach pain is probably due to appendicitis.”
*In some cases, fingerspelling is used for emphasis.
“I am NEVER going to that restaurant again!”
“That principal at the high school is STRESSED-OUT!”
*Months should be abbreviated or fingerspelled up to 5 letters (JAN, FEB, MARCH, APRIL, MAY, JUNE, JULY, AUG, SEPT, OCT, NOV, DEC).
“The wind is always awful in NOV.”
“Will this year's AIMS be in MARCH or APRIL?”
Here's some "rules" on technique to help you both produce and receive fingerspelling in a clear fashion...Expressive Rules
1. Correct hand position
* Held approximately between the chin and the shoulder level
* Comfortable position; hand is not stiff
* Palm orientation out most of the time, or slightly
turned toward non-dominant side
* don’t bounce; keep ‘quiet’ visually
2. Mouthing
* Fingerspelled words represent English words, and the word spelled is commonly
mouthed.
3. Speed or clarity? Since clear communication is the goal, clarity is more important than speed.
4. Double letters:
* Typically double letters repeat at the beginning (Aaron) and in the middle of the word (Miller) move laterally at the end of the word (Bill)
B. Receptive Rules
1. Where to look:
* Look at the signer’s face, around the chin level.
* Never look at the signer’s hands.
2. What to look for:
*Look for the shape of the word by seeing he shape of the letters (tall, down, side or moving)
Tall letters: b, d, f, l, r, u, v, w
Down letters: p, q
Side letters: g, h
Moving letters: j, z and sometimes x
C. Strategies to Understanding Fingerspelling
1. Context
*Use clues based on context such as categories- e.g., fruit, cars, geographical locations – to narrow the word choice.
*Look for restrictive clues- such as colors of the rainbow or types of Nissan cars – to borrow word possibilities
2. Configuration
*Look for the shape of the whole word rather than concentrating on each letter.
3. Closure
*Use clues such as the configuration of the word and the context of the conversation to help “piece” the word together.
*Catch whatever letters one sees, then use the above clues. Using closure allows you to “Fill in the gap,” so it is not necessary to see every letter. This process also allows you to grasp the meaning, even when the signal is not clear or inaccurate.
Got all that? Now here's a short video to test your receptive abilities. How many words can you catch?
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