Teaching Methodology for ASL Classes

Teaching Methodology

for

ASL Classes

By

Keith M. Cagle, Ph.D.ASLTA Professional Certified

ASLTA Evaluation and Certification Chair, 2000-present

History of Teaching Language

“Changing Winds and Shifting Sands”

Source: “Teaching by Principles: An Interactive

Approach to Language Pedagogy”

by H. Douglas Brown, 1994

Chapter 4


Why different teaching methods?


Why different teaching methods?

* History change

* Research leading to new theories

* Different students

* Difference between children and adults

* Based on your own past experiences with your language teacher‟s methods

* Different goals (e.g. IEP, parent, adult‟s choices)


Grammar Translation Method

Gouin and the Series Method

The Direct Method (“Berlitz Method”)

The Audio-lingual Method (“Army Method”)

“Designer Methods of the Spirited Seventies”

Beyond Method: Notional-Functional

Syllabus (curricula)

Methods

1. Approach - theories about language and learning

2. Design - syllabus, activities, student & teacher

roles and instructional materials

3. Procedure – classroom techniques, practices and

behaviors observed when the method

is used.

Source: Brown, pp. 47-50

Grammar Translation Method

ASL Gloss

TWO-FULL-WEEK UP-TILL-NOW WE-TWO we-

DISAGREE-WITH-”each other” + “over time”, SUCCESS

we-AGREE-WITH-”each other”

Translation

„For the past two weeks, we‟ve been continually disagreeing with

each other, but finally we‟ve agreed on something!”

Source: Baker & Cokely, pg. 256


By a French teacher of Latin, Francois Gouin in 1880.

Example:

I walk towards the door. I draw near to the door. I

draw nearer to the door. I get to the door. I stop at the

door.

Source: Brown, pg. 54


Example in ASL class:

SEE DOOR GO-TO CLOSE-door. SEE

WINDOW GO-TO OPEN-window. SEE DOOR

GO-TO OPEN-door. SEE WINDOW GO-TO

CLOSE-window.

The Direct Method – Part 1

Shortly after the Gouin Series Method started,

this method was founded by a German, Charles

Berlitz. The Berlitz language schools are widely used

in every country of the world.

In 1980s, NTID borrowed and changed it to the Direct

Experience Methods (DEM).

The Direct Method – Part 2

The Direct Method includes:

- Taught exclusively in the target language.

- Use everyday vocabulary and sentences.

- Language skill was built up in a design around question-and-

answer exchanges between teachers and students.

- Through modeling and practice

- Concrete vocabulary through demonstration, objects, and

pictures; abstract vocabulary through association of ideas.

- Both expressive and receptive skills

- Correct pronunciation and grammar were emphasized.



This method was started by Coleman in 1929. He

believed that the foreign language teachers should focus

on teaching through reading, not oral method.

After World War II and through 1950s, the U.S. Army

provided the intensive language courses using this method

which heavily used listening to dialog, memorization of

phrases and repetitive drills.

Source: Brown 56-58


Example from A Basic Course in American Sign Language by

Humphries, Padden and O‟Rourke (1980-2002)‟s pg. 33

Exercise 3.3:

To the following sentences add the adjective following the noun.

1. I READ BOOK. (INTERESTING)

2. HE HAVE HOME HE (PRETTY)

3. SHE WANT CHAIR. (BLUE)

4. I REMEMBER MAN (TALL)

Designer Methods of the Spirited

Seventies

a. Community Language Learning (CLL)

b. Suggestopedia

c. The Silent Way

d. Total Physical Response (TPR)

e. The Natural Approach

Community Language Learning (CLL)

In 1972, Charles Curran devised a method known as CLL. He was

inspired by a psychologist, Carl Rogers.

- As a “group” rather than a “class”

- Focus on interpersonal relationship

- Students seated in a circle with the counselor (teacher) on the

outside of the circle.

- A student speaks in native language, and then the counselor

translates it. Then the student repeats it.


Suggestopedia

In 1979, Georgi Lozanov proposed:

- A state of relaxation for learning…

- Giving over of control to the teacher…

- Students were encouraged to be as “childlike” as possible…

- Music was central to his method.


The Silent Way

In 1972, Caleb Gattegno proposed:

- Discovers or creates rather than remembers and

repeats what is to be learned.

- Problem solving

- Use materials. Used the colored rods to introduce

vocabulary such as colors, numbers, adjectives (e.g. long,

short, etc) and verbs (e.g. give, take, pick up, drop).


Total Physical Response (TPR)

In 1977, James Asher explained (actually used in 1960s):

- There is the value of associating language with physical

activity…

- A lot of listening before they speak…

- Their listening is accompanied by physical responses

(reaching, grabbing, moving, looking, and so forth).

- The teacher is the director. The students are the actors.

- Commands: open a door/window or to move a table.


The Natural Approach – Part 1

In 1982 and 1991, Stephen Krashen discussed on the theories of

second language acquisition and suggested:

- Learners should be as relaxed as possible…

- “Acquisition” should take place, as opposed to analysis.

- Stress on everyday language situations – conversations,

shopping, listening to the radio …

- Learners need not say anything until they feel ready to do…



Krashen and his colleague Terrell defined three stages:

1. The preproduction stage is the development of listening

comprehension skills.

2. The early production stage is usually marked with errors as the

student struggles with the language. The teacher focuses on

meaning here, not on form, and therefore the teacher does not

make a point of correcting errors during this stage (unless they

are gross errors that block or hinder meaning entirely).



Krashen and his colleague Terrell defined three stages:

3. The last stage is one of extending production into longer

stretches of discourse, involving more complex games, role-

plays, open-ended dialogs, discussion and extended small-group

work. The main objective in this stage is to promote fluency.


Notional-Functional Syllabuses – Part 1

The Notional-Functional Syllabus started by the Council of Europe

(Van Ek & Alexander, 1975). It is not a method, but an approach.

“Notions” are both general and specific.

General notions are abstract concepts such as existence, space,

time, quantity, and quality… to express thought and feeling.

Specific notions are like “contexts” or “situations.” The examples

are personal identification (e.g. which name, address, phone

number), travel, health, education, shopping, and free time.

Notional-Functional Syllabuses – Part 2

Examples of functions are such as identifying, reporting, denying,

accepting, declining, asking permission, apologizing, etc.

Van Ek and Alexander list some seventy different language functions.

The design of curriculum (syllabus) usually includes presentation

of dialogs, conversation practice with a classmate, situations in

which the student figures out what would I say, “ role plays, chart

work, multiple choice exercises … discussion activities and activities.


Principles for Teaching ASL

l. Using Target Language

2. Cumulative, Spiral and Sequential Order

3. Receptive Skills first, then Expressive Skill

4. Normal Rate

5. In conversational form and emphasis

6. Active student participation

7. Check for comprehension and mastery

8. Leave non-ASL language(s) outside

Principles for Teaching ASL

9. Everyday vocabulary and situation used

10. Cultural behaviors

11. Dialogues / Conversation

12. Acquisition-oriented teaching

13. Focus on meaning FIRST

14. Self-generated & creativity

15. Meaningful activities

Modified from Newell, et al., Basic Sign Communication, 1984.

History of ASL Teaching Methodology

and Approach

1. Vocabulary Method

2. Audio-lingual Method

3. Grammar-Translation Method

4. Direct Experience Method

5. Functional-Notional Approach

Vocabulary Method

Example in sign language class:

MAN

WOMAN

LIKE

LOOK

Vocabulary Method

Why is it not recommended to use this method?

Vocabulary Method


1. Student‟s signing may end up like this:

MAN LOOK-at WOMAN (SVO) instead of

WOMAN, MAN LOOK-at (OSV)

ASL lexical signs in English grammar

similar to

Spanish lexical words in English grammar

Vocabulary Method


2. Students may become “stuck” mentally with one same sign for

different meanings under one English word.

YOU LOOK (search) LIKE (admire) WOMAN

Which one? You look to like a woman.

You look and act like a woman.

Vocabulary Method

Could have expanded to:

MAN MALE GENTLEMAN

WOMAN FEMALE LADY

LIKE /ADMIRE LIKE / SAME

LOOK / WATCH LOOK FOR LOOK / SEEM

LOOK / FACE

Vocabulary Method

It is very important to give different signs for different meanings

with one same English word.

Examples with “HAVE”:

I have two brothers.

I have to go to the bathroom.

You don’t have to come here tonight.

I have been here since 8:00 am.

Teaching Methodology for ASL

* ASL Vocabulary

* ASL Grammar

* Deaf Culture

Teaching ASL Vocabulary

BRAINSTORMING

Direct Experience Method

(DEM)

• Identify and label

• Contrastion

• Substitution

• Defining

• Setting a scenario

• Negatives Leading to Positive

• Five Steps

IDENTIFY and LABEL

Identify and Label

Identify and Label

TEACHER

STUDENT

CLASS

ASL

Identify and Label

Expand to:

LEARN

TEACH

GERMAN, FRENCH,

SPANISH

YES

NO

WHAT?

Identify and Label

Identify and Label

WEST

EAST

SOUTH

NORTH

STATE

COUNTRY

AMERICA

CONTRASTION

Contrastion

Contrastion

SOFT

HARD

Contrastion

Contrastion

DON‟T-KNOW

KNOW

More Examples for CONTRASTION ?

More Examples for CONTRASTION

WOMAN vs. MAN

GOOD vs. BAD

HATE vs. LOVE

EASY vs. HARD

BEAUTIFUL vs. UGLY

NORTH vs. SOUTH

Using Contrastion in Unit 11

DOG

FRIENDLY vs. MEAN

PLAYFUL vs. QUIET

DIRTY vs. CLEAN / TIDY

SUBSTITUTION

Substitution

Substitution

Use Identify & label for family signs (e.g. mother, dad, daughter, grandpa)

Then use substitution to

introduce the sign of

FAMILY

Substitution

Good examples for substitution

Chicken, pork, fish, beef =

MEAT

Orange, banana, grape =

FRUIT

Red, black, green, yellow, purple =

COLOR

BRAINSTORM

DEFINING

Defining

Defining

50 states = COUNTRY

Defining

Bad mouth

Ugly face

Shrugging

Defining

Bad mouth

Ugly face

Shrugging

ATTITUDE

Defining

Defining

LAW RULE POLICY

SETTING A SCENARIO

SETTING A SCENARIO

SETTING A SCENARIO

WINDOW

BALL

THROW

BREAK

WHO?

YOU?

SETTING A SCENARIO

SETTING A SCENARIO

POLICE

PRISONER

LOOK-for

HIDE-from

HOUSE

BEHIND

SETTING A SCENARIO

POLICE

PRISONER

LOOK-for

HIDE-from

HOUSE

BEHIND

SETTING A SCENARIO

COURT JURY JUDGE

LAWYER PROSECUTOR

SETTING A SCENARIO

Acting out

Example: Waitress and consumer at a cafe.

Policeman directs a traffic.

NEGATIVES

LEADING TO

POSITIVE

Negatives Leading to Positive

THIS MAN, NO

THIS MAN, NO

THEY WOMEN (headnod)

Negatives Leading to Positive

THIS TABLE, NO

THIS TABLE, NO

THESE CHAIRS (headnod)

FIVE STEPS

Five Steps

THIS CHAIR, YES

THIS CHAIR, YES

THIS CHAIR, NO

WHAT?

TABLE (headnod)

Five Steps

THIS WOMAN, YES

THIS WOMAN, YES

THIS WOMAN, NO

WHAT?

MAN (headnod)

Teaching ASL Grammar

BRAINSTORMING


Two Viewpoints

My suggestion


a. Modeling / Demonstration through live person (teacher) or videotape

b. Writing on blackboard to: define / explain,

give examples with ASL gloss and English translation spell out terms (e.g. directionality, OSV)

c. Using overhead transparencies to: show illustrations (e.g. CARS for CL: 3) show notes, terms, explanation, etc.


d. Hand-on Activities to encourage students to practice, apply and understand to use new learned grammar/grammatical principle/linguistic feature.

e. Readings (e.g. textbook, handouts, articles, videotape)

f. Assignments to analyze the videotape(s) or live person(s) for discovery of grammatical principle/linguistic feature and how the ASL signer uses them.

Teaching Deaf Culture

BRAINSTORMING


a. Demonstration and role-plays (e.g. getting attention, tapping shoulder, “Walking through”, light flashing, greeting)

b. Use of illustrations

c. Live guest speaker(s)

d. Readings (newspaper, magazines, articles, catalog)

e. Videotapes, CD-Rom or DVD


f. Lectures and Discussions on

reading/observations/videotape through

writing on blackboard, interpreter or signing, or

use of overhead transparencies.

g. Visit, home, observation and participation

OPEN - theater, Deaf Awareness, Deaf Club;

CLOSED - Party at friend

Teach Deaf Culture

Take an advantage of your taught ASL

vocabulary to expand on the knowledge of

Deaf culture for the students.

Example: What Deaf culture related to

“CAR” and “DRIVING”?

Teach Deaf Culture

“CAR” and “DRIVING”

• Talking while driving

• Light on during the evening

• Where would other Deaf persons sit in the car?

• Couldn‟t hear loud music, brake pad becoming

thin or blaring horn

Practice

Subgroups

1. 3-5 vocabulary

2. 1 grammar

3. 1 Deaf cultural information

REVIEW

FUTURE

* How will you continue improving your

knowledge, teaching skill and professionalism?

How will you continue improving your

knowledge and teaching skill?

• Ask other ASL teachers

• Observe another ASL teacher

• Attend workshops

• Take courses

• Take and pass ASLTA evaluation for your

ASLTA certification

Resource

ASLTA‟s DVD of

“About ASL Teaching”

From 12 ASLTA Professional-certified teachers

through CSD TV.

Go to www.aslta.org to make an order

http://www.aslta.org/

“About Teaching ASL” DVD

Judie Cronlund - How to Introduce ASL Vocabulary

Tom Riggs - Introduction of ASL Vocabulary

Teaching Fingerspelling and Lexicalized Fingerspelling

How to Teach Role-shifting

Favorite Class Activities

Dorothy Wilkins - Professionalization in Teaching

ASL and Code of Ethics

Keith Cagle - Evolution of Teaching Methods

Two Perspectives of Teaching Grammar

Evaluating Skills and Knowledge

Intrinsic vs. Extinsic motivations

Future for ASL Teachers


Christine Wood - Selection of Curriculum, Textbooks and Resources

for ASL Courses

Glenna Ashton - An Experience Teaching High School

Sandra Fontana - Favorite Activities in ASL Classes

Bill Newell - Principles for Teaching ASL

Direct Experience Method for Introducing ASL

Vocabulary

Advice to ASL Teachers

Ken Mikos - Functional-Notation Approach

Strategies for Learning ASL


Betti Bonni - Teaching Classifier Predicates

Sharon Hurley - Introduction to Teaching American Sign Language

1st Class, How

Introducing ASL Vocabulary

How to Introduce Grammar?


Activities in ASL Classes

Tom Wills - Teaching ASL in High School

Evaluating High School Students in ASL Classes

Illustrations

The illustrations are from

Newell, W. et al. (1984). Basic Sign Communication.

NAD Publisher. Silver Springs, MD.

Now the curriculum has changed to

“ASL at Work” through Dawn Sign Press.

THANKS!

Teaching Methodology for ASL Classes

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