The purpose of this assignment was to create a discourse map and an abstract for four American Sign Language (ASL) videos, each with a different presentation style and purpose. Before viewing the B1 TAP ASL Intro to Biology video, I tried to recall what I had done on my very first mapping assignment. I remembered that I had focused on specific words the speaker used in the boundary water video. I decided this time to try to focus more on the overall message. Watching the video, I realized the speaker was trying to communicate what an interpreter should do to successfully interpret for this biology class. For the random map, I selected pictures depicting things in a classroom and the people involved in this setting. After the viewing …show more content…
The video was more difficult to understand because the speaker’s pacing was very fast and I had difficulty determining what he was trying to say. It highlighted my need to continue working on my receptive skills. For my brainstorming map, I included a picture of the two people holding opposite ends of electrical plugs to express that people need to connect. The pictures of crowd with their hands raised and the team illustrate volunteers working together. It was hard to find picture to represent the volunteer program; I ended up using a picture of a stack of computer programs to try represent the organization. On the second map, I chose a picture to illustrate a unique culture of people and a picture of the share icon - a green box with one white dot branching off into two dots - to represent the need for volunteers to share their experiences with the people they work with. My categorized map shows how this organization encourages volunteers to work to unite deaf people around the world. Abstracting this video was very difficult because I did not feel comfortable about my understanding of the overall …show more content…
This one was very different from the other two videos because it was a story. Generally, I thought the message was easier to understand. In my brainstorming map, I focused on the story, the teacher, and the totem pole. For the second map, I tried to describe the teacher by adding pictures of Gallaudet and a Deaf person. My categorized map groups the pictures into the overall message of the video, the story the teacher told about the totem pole; details about the teacher who told this story; and the importance of the totem pole to Native Americans. I changed my abstract for this video multiple times. At first I tried to include the idea that this was the student’s favorite teacher. I had to remind myself to look for the big picture, so I deleted that information from my abstract. I still wonder if this abstract includes too many minor
Porter, A. (1999). Sign-language interpretation in psychotherapy with deaf patients. American Journal of Psychotherapy. 53, 2. Health Module. Pg. 163.
In American Sign Language a major part of the language entails being able to express emotions and types of questions through the use of non- manual signals such as when asking a yes-no question the eyebrows will go up but when asking a wh-question such as what the eyebrows go down. Another way to express something is through mouth morphemes this is the way your mouth is shaped to convey different meanings, such as size and grammar. Non-manual signals and mouth morphemes are just as important as any sign and enrich the language to make it possible to effectively communicate.
However, there are some things that I find more important than other parts. For example, I find it useful that this video emphasizes that deaf people want to make themselves understood. It it also useful that the video corrects common myths about being deaf. For instance, the video states having a deaf child is not a tragedy, deaf people are normal, and that deafness shouldn't be seen as a handicap. It is also useful that the video details that there are thirty-five million people who are to some degree hard of hearing and out of that population three-hundred thousand are deaf. All in all the video is useful because it paints deaf people and deaf culture and deaf people accurately and in a good
In the Unites States and Canada, an estimated range of 500,00 to 2 million people speak/use American Sign Language. According to the Census Bureau, ASL is the leading minority language after Spanish, Italian German and French. ASL is the focal point of Deaf Culture and nothing is dearer to the Deaf people’s hearts because it is a store of cultural knowledge and also a symbol of social identity, and social interactions. It is a fully complete, autonomous and natural language with complex grammar not derived and independent of English. ASL is visual manual, making visual manual words, moving the larger articulators od the limbs around in space. English uses audible words using small muscles
"Manually Coded English vs. "Natural" Sign Languages." Sign Language. N.p., n.d. Web. 30 Nov 2013.
In part two the book is about the view of American Sign Language and the way people have naturally created grammar and the arrangement of words and phrases to create well-formed sentences in a language from basically nothing. He demonstrates that this languag...
As a blue collar worker I can tell you that we are often preoccupied with our thoughts trying to solve problems. Sometimes all we can do is a simple hand gesture. So we’ve learned to understand different gestures in their context, whether it’s “bring me that…”, “hold this”, “help me”, etc. With so much diversity in the workforce it often became the only form of communication we had. For regardless of what language barriers may exist between us, a hand wave is a universally understood symbol of “hello”. Thus my view on gestures and body language changed. As James Paul Gee says in “What is literacy?”, “Interpretation of print (body language) is just a view point on a set of symbols (gestures), and viewpoints are always embedded in a discourse.” However not only did my view change on language but the way I perceive it as well, words are not always necessary to convey a
First of all, I think that Sound and Fury was an appropriate film for us to view and analyze in this class. I enjoyed the lecture given after we viewed it, epically because it was brought to my attention that the follow up film was funded by people who make cochlear implants. We were reminded that not all documentaries are non-fiction or unbiased! I really appreciated that because I love watching documentaries (I think I needed that reminder). I also enjoyed the film, I thought it was interesting because I knew very little about the deaf word before.
THESIS STATEMENT (central idea + preview statement): American Sign Language didn’t begin until 1814 which is fairly new language compared to modern languages such as English, Spanish, and French. ASL started when deaf education was first introduced in America. In this speech, we will be discussing the following: where, when, and why did ASL started, the history of Martha’s Vineyard, evolution of ASL, recognition of ASL as a real language.
However, my attentiveness to paralinguistic cues seemed to the most successful component. This is could be attributed to my fascination with human psychology and the few books I have read concerning the mystery of body language. By simply involved in the conversation, my attention in noticing any subtle changes of the other individual’s body language will not be distracted. Therefore, I find it relatively effortless in spotting others’ underlying message when combining the content of the message with cue clusters in the following three scenarios. Overall, this project is quite beneficial for those who wished to improve their competencies in the field of activ...
The first student was Nathan, who struggled with phonemic awareness. I was interesting in seeing Nathan’s problems rhyming and how that was how his disability was diagnosed. His disabily was only seen in his written language and did not influence his communication skills. I thought that it was interested in hearing that a student’s avoidance of something that’s hard can be commonly mistaken for attentional issues. While I was watching the video I came up with ideas that I thought that the special education teacher should do with Nathan. Some of my ideas were for Nathan to work on
A. Sue Yoshi & D. M. Hardison (2005). “The Role of Gestures and Facil Cues in Second Language Listening and Comprehension.” Language Learning, 55, 661
When reflection upon my lesson that I taught, I feel that I taught in a multimodal way to deepen the students understanding of the material being taught. I had never designed a meson plan for any students before especially not 5-year-old students. Therefore, I wanted to be sure that I could accurately convey the concept to the children. So, when it came to constructing my lesson, I wanted to make sure that I included auditory, visual, and tactile strategies in my lesson so I reach all the students different learning modalities.
Another experiment was carried out by the Department of Education, Stockholm University, Sweden; determining the body language of adults who are blind. After interviewing five congenitally blind people, two adventitiously blind and two sighted blind people the university’s researchers came up with a determination. Fourteen hours of videotaped interviews were studied and assessed resulting in a typology of 19 different forms of body expressions. Typology is an analytical tool used for interpreting different body expressions of blind and slightly blind individuals. Every person expressed, for example, various spontaneous states of mind using the body, and a personal body style (idiosyncratic expressions). All the persons also expressed themselves in a functional and concrete manner, as indicated by the heavy occurrence of instrumental expressions, isomorphic representations, and pointings.
I planned out the lesson well, I included the five E 's within the lesson. I was sure to make the lesson engaging to help keep the attention of the students, which I believe I did. I included different levels of questions to ensure that I reach all my different leveled learners. So, overall I believe my lesson plan was well constructed. To begin the lesson I started by telling them we were going to be learning about our sense of hearing. I told them we were going to be listening and looking at a story. I chose "Polar Bear, Polar Bear, What Do You Hear?". Instead of reading the book to them I played a video version of the book. Before playing it I gave them the goal to really listen to what they hear. This was one of my favorite parts of the lesson, and I believe was really engaging. This brought me right into the content of my lesson. During my presentation I forgot to include all parts of the engage section of the lesson. This is something I would improve on in the future. I forgot to explain how ears process sounds, which was an important part of my lesson