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TIME USAGE                                

In ASL, the time frame is established at the beginning of the conversation.  It does not have to be re-established unless the time frame changes or a specific time word is used.

Past tense:

The three signs used for past tense are: FINISH, PAST or HAPPEN*. 

HAPPEN is used when showing a sequence of events within a story/event.

Future tense:

Two signs used for future tense are FUTURE and NOT-YET.

               

To understand time signs, it is helpful to imagine a time line in your sign space.  Signing referring to the future moves forward, and signing referring to the past moves backward.  Signing referring to the present tense is signed near the body.

The further you move the sign FUTURE or PAST in the specific direction, the further in time the even occurred/will occur.

When referring to the present tense, you can use the “cs” signal to show something just happened.  This is called Closeness in Space and Time (cs). One example is with the sign for RECENT.  By signing RECENT and doing the non-manual behavior of “tilting your cheek toward you shoulder as you clench your teeth.  This changes the meaning of the sign from recent to JUST NOW. 

Example:

English sentence:  I recently saw that boy in the library.

ASL sentence:  RECENT LIBRARY pt. cnt BOY pt.rt. ME SEE HIM pt. rt. THERE pt. cnt ME

Just by lowering your check and clinching your teeth the concept changes from something that happened recently to something that just finished happening.

Another example for the “cs” behavior is with the sign SOON.  When you add the “cs” behavior of pursing your lips to this sign, it becomes very soon.

TIME USAGE continued

Example:

English sentence:  We will go on summer vacation soon.

ASL sentence:  SOON SUMMER VACATION WE GO WE

English sentence:  It’s almost time to go on summer vacation!

ASL sentence:  VERY-SOON SUMMMER VACATION WE GO WE

An example of closeness in space is used with a similar sign as SOON.  However, by moving the hand only one time down the past the chin while pursing your lips, it changes the meaning to show something that is right by something else.

Example:                           

English sentence:  My house is right by the school.

ASL sentence:  MY HOME pt. rt. SCHOOL pt. lft. RIGHT-NEAR “the two of them” (point two places)

The non-manual marker for closeness in space and time is __________cs.

CLASSIFIERS

Classifiers are hand-shapes used to represent a particular object or group of nouns.  Essentially, the signer establishes what the noun is followed by the classifier and then the classifier functions like a pronoun representing the person, place, or thing.

Classifier functions

Pronoun: The classifier is established to show a person, place, or thing.  Once established, the classifier can show more information about the noun depending on how it is being used.

Adjective:  A classifier can also function as an adjective by describing an objects’ shape, size, or number.  Examples would be: CL: F used for a small button compared to the CL: O used for a huge button.  To show three girls standing you can use the CL: 3 to represent the three girls.

Preposition:  A classifier can function as a preposition and show location between objects and people.  Look at the following example below.

Example:

#CAR   CL:3 lft.  MAN CL: D rt.

Now you can show where the man is in relation to the car i.e. behind the car, in front of the car, or beside the car.  Typically, we will not sign preposition words such as in front of, behind, and between.  Instead we will use classifiers to show the location.

Adverb:  A classifier can also convey information about the action and function as an adverb.  You can use the CL:1 to represent a person.  But what is the person doing?  You can show the person walking quickly, slowly, around in circles etc.  This is done by moving the classifier in the desired direction to show the action and the specific action done by the person, place, or thing (noun).

CLASSIFIERS continued

How to choose the classifier

 There are specific groups of classifiers used to represent specific objects.  When you want to establish a classifier you first show the noun/sign, followed by the classifier, and then show the rest of the sentence.

CL: 3 –  car, bus, truck, submarine, bicycle, boat

                 Typically used for any type of vehicle – motorized or non-motorized, except an airplane

CL: 1/d – person, pencil, hotdog, pole lying down are just a few examples.

                Used for long, slender objects

CL: B –  piece of paper, kite, bed, wall, window, diving board      

                Used for long, flatter objects lacking depth

CL: V sc – chair, person seated, a dog running

                Used for animals that can walk

CL: V –  person standing, walking *CL:1/d used for person, but if you need to show a person’s legs then CL:V is the best

                choice

CL: F – all coins, spot, eye, candy, small hold, button

                Typically used for small round objects that are flat

CL:O –  a big hole, a big bruise, a big stain

                Used for bigger round objects

CL: L sc –  size of a plate, a huge piece of cake, a big pol, an index card

                  Used for round or rectangular flat objects that show more depth depending on its use

CL: C –   phone pole, cup, a bowl, ball being thrown, an apple

                Used for round objects with depth.  Can be one “C” or two “CC” shapes

CL: G – the size of a book, stripes, on a shirt, a little liquid in a cup

                Used to show depth but less than CL: L with one hand

A classifier can represent a single object or it can be repeated to show plural.  Repletion of the classifier changes it from one to more than one.  To establish a specific number with a classifier the signer will do one of the following.

1.        Sign/spell noun

2.       Show classifier

3.       Show specific number

CLASSIFIERS continued

Example of sign order

English sentence:  There are three rocks on the table.

ASL sentence:  TABLE CL: B lft R-O-C-K-S  CL: O rt. “on the table” (CL: O across CL:B) 3 BUT “middle rock” (reshow table and middle CL: O) “fell off” (CL: O fell off CL:B)

English sentence:  The three boys walked up to the two girls.

ASL sentence: HAPPEN BOYtt CL:3 lft.  GIRLtt CL:2 rt. “three boys walk two girls” (CL:3 move to CL: 2)

You can show more information using this same sentence.

Then the two girls walked away.

The two girls ran away.

The boys walked away.

They all walked away together.

All of this visual language can be shown with just the use of classifiers.

When you want to show a general group of objects, by not a specific number, then you can use both hands with a scrunched 4 or 5 to represent the objects.

Example

English sentence:  At the dance, the guys were on one side of the room while the girls were on the other.

ASL sentence:  HAPPEN DANCE pt. cnt. SEE WHAT BOYttt CL: 4sc lft. GIRLttt CL:4sc rt.  THERE pt. cnt.

Classifiers usage changes the way we use ASL.  So far, we have learned very strict grammar rules.  However, as we start to use classifiers, some of the grammar rules will be used less due to the more complicated signing we are doing with the use of classifiers.  For example, we learned to always establish a referent and refer back to it at the end of a sentence with pronoun usage.  But, that is typically only used on short simple sentences.  When using classifiers, sentences are more complex and therefore do not require the use of a pronoun.  Classifiers take us to the next level of ASL grammar.  It is this visual aspect of sign language that makes ASL such a beautiful language.                              

Practice:  ASL Classifiers

1.      When using a classifier, how do you establish it?

2.      If you are going to use a specific number with classifier usage, what is the order you sign to establish the concept?

3.      What are the four functions of a classifier?

4.      How do you show plural concept when using a classifier?

5.      What classifiers are used to show a general group instead of a specific number?

6.      Look at the following objects below and list the best classifier to use.

Boat:		Huge hole in jeans:
House:		A piece of paper:
Mug:		Freckles on a face:
A pen:		An index card:
A nickel:		Butterfinger candy bar:

Gloss the following sentences.

1.      The dog ran under the car.

2.      I accidentally rear-ended a cop car.

3.      The cat ran up a tree.

4.      I was walking along and ran into the door.

5.      The little boy jumped on the bed and fell off.  He ended up breaking his arm.

Fingerspelling: Additional Rules

As you know, fingerspelling is a skill that a signer must mater in order to truly be able to communicate effectively in ASL.  This would include both expressively and receptively being able to sign yourself fluently as well as understanding it.

REVIEW: rules already learned

1.       Hold dominant hand near shoulder level when fingerspelling.

2.       Do not bounce your hand as you move from letter to letter.

3.       You either move your mouth as you pronounce the word or no mouth movement at all.

4.       Double letters: if it touches – repeat touch or if letter does not touch, resign the letter as move slightly toward dominant side.

5.       When watching a finger spelled word, look to chin area of signer so are able to see expression, mouth expression, and fingerspelling.

6.       When fingerspelling several words, have a slight pause between words.

It is important for you to continue to practice reading fingerspelling phonetically, and not letter by letter.  This will allow you to use your understanding (frame of reference) of the English language to figure out the spelled word, even if you don’t read the entire word.  To be successful receptively with fingerspelling you need to use what is call the Three C’s. 

The Three C’s

1.       Configuration: looking at the word as a whole unit and seeing the shape of the word that is spelled.  The more configurations, the easier it is to read.

2.       Context: using the signs you understood with the concept to figure out a finger-spelled word – even if you only understood some of the letters.

3.       Closure: using your understanding of a spelling in the English language to figure out the spelling of a word that is finger-spelled.  Filling in the missing letters.

Fingerspelling: Additional Rules continued

If you are fingerspelling a word and make a mistake, it is important to correct the word so communication continues easily.  Anytime you misspell a word, you need to show you make a mistake and then re-spell the word accurately.

3-ways to correct a fingerspelling error:

1.       Slightly wave hand to show mistake, then re-spell.

2.       Sign “WRONG” then re-spell.

3.       Put index finger to mouth then re-spell.

Remember to re-spell the word from the beginning NOT from where you made the mistake.

If a signer is going to be participating in a long signed conversation, it is important for your hands to be warmed up to avoid injury.  Examples of injury that occur over time with fingerspelling and signing are:

·         Over-use Syndrome (ligaments are injured due to spelling too much.)

·         Carpel Tunnel Syndrome (very common amongst deaf people from years of signing – damages ligaments near the wrist)

·         Arthritis: as a person ages, can cause this due to signing too much

·         Tendonitis: strain on a specific ligament in the hand or lower arm

Additional fingerspelling rules:

1.       When signing an acronym (letters that represent words such as TCU, USA, UCLA the signer should slight circle the letters.

2.       To show possession in ASL, sign YOUR compared to English signing where the “S” is twisted on the end for my mom’s car

a.       English: MY MOM’S (twist the wrist with the S)

b.      ASL: MY MOM pt. cnt. HER (open palm towards referent)

Fingerspelling: Additional Rules continued

Use of Loan/Lexical signs in ASL

3.       We have already learned examples of a lexical sign ex: #OK, #BUS, #CAR, #JOB, #BACK

Loan signs or Lexicon signs are usually 2 – 5 letters in length, and the actual fingerspelling has become accepted as the actual sign.  There are many more lexical signs that are often finger-spelled i.e. #BANK, #NG, #UP, #FIX, #FAX, #YES

Even though there are signs for most of these words, most ASL signers will prefer to fingerspell them than to use the sign.  This also depends on the deaf person’s background, schooling, sign preference, to determine how much fingerspelling they use than signs.

Fingerspelling is a major part of ASL and a skill that most hearing people struggle with so it requires lots of practice and repetition in order to master reading finger-spelled words.

Directional Address with Story Telling

When telling a story in English, we have to explain each time a person says something: The boy yelled, “Stop! I want to do it!” The lady asked, “May I help you?”

When we sign a story, we do not typically sign he said, she said.  Instead, we use a technique called body shifting.  This is the use of body shifting and eye gazing to show this type of information about a character in a story.  The signer establishes the referent and then shifts their body to become the character in a story.  The signer establishes the referent and then sifts their body to become the character or person that is doing the action.  When you do this, you must take on the characteristics and action of that person.  The signer assumes the role of that person and “personalizes” the information.

Direct Address:  Instead of using quotes, the shift of the body shows exactly what the person says.  Not only does it show the dialogue, but it also can show their actions as well as feelings.  When using direct address, it is important to understand the use of eye gazing.  You must shift in the direction of the referent you are representing, and then your eyes must look in the direction that character is talking about.  For example, suppose you are showing a five year old girl talking to her mother.  Where should your eyes look when you become the girl talking to her mother?  Where should your eyes look when you become the mother?  Where should your eyes look when you become the daughter?  Eye gazing clarifies who is doing the action and who is receiving the action.

Look at the following English paragraph below and think of how you would use body shifting to become the characters.

I remember when I was in school, this kid came up to me and asked me if I wanted to fight.  I said, “Hah! You’re not worth it.  Get outta here!”  He started getting mad and said, “So you think I ain’t worth it, huh?”  So I told him again to get outta here.  Then got really made and said, “All right.  I’ll remember that.  At 3:00, I’m gonna punch your lights out!”

Directional Address with Story Telling continued

Where do you see the opportunity to use Direct Address?

The use of quotation marks makes it very easy to recognize the need to use body shifting for that dialogue.  However, in ASL most of this paragraph can be signed with body shifting to not only show the dialogue, but the feelings and actions of the characters as well.  Look at the gloss below.

ME REMEMBER PASTtt SCHOOL BOY CL:d rt. “came up to me” (CL:d rt approach body) b.s.rt: WANT FIGHT, WANT FIGHT

b.s. lft YOU NO-BIG-DEAL “go away” (wave hands at person to leave) NO-BIG-DEAL

b.s. rt. THINK NOTHING* “go away” (wave hands)

b.s. cent pt. rt TRUE MAD* b.s. rt. (mad) ALRIGHT IMPRESS-ON-MIND TIME 3 o’clock, BEAT UP YOU ME

 Notice that for most of the story, all of the information is shown just with body shifting.  Even though parts of the paragraph do not have direct address with the use of quotation marks, the signer is still able to show that by not only the use of body shifting, but facial expression and body language also.

Look at the following English story and think about how you would use direct address.

This really funny thing happened last week at the candy store.  I went in and saw this mother and her daughter.  I’d say about three years old.  Both were deaf.  The mother was trying to get her daughter to leave the store, but the little girl refused and kept saying that she wanted more candy.  The mother said she could have more tomorrow, but they needed to go home now.  The little girl got really uppity and said, “I’ve decided to stay here!” and still refused to leave. Was that funny – a three-year-old kid.  What a riot!

Directional Address with Story Telling continued

In this paragraph you should notice there is a lot less use of quotation marks, however, we can still use direct address to show most of this information.  Look the gloss below:

FUNNY ONE-WEEK-PAST CANDY STORE pt.cnt. ME ENTER.  MOTHER pt. rt. DAUGHTER pt. lft. APPROXIMATELY AGE-THREE, TWO OF THEM DEAF.

b.s. rt. “come on (wave hand/look down) LEAVE

b.s. lft. (hands on hig shake head/look up_ ME MORE, WANT MORE

b.s. rt. “come on” (wave) HOME.  TOMORROW MORE “come”

b.s. lft. ME DECIDE STAY HERE (hands on hips)

b.s cnt FUNNY pt. lft. APPROXIMATELY AGE-THREE, FUNNY*

Notice the importance of using eye gazing to show the relationship between an adult and a child.  Also, we show the concepts visually instead of using signs to represent it.  Remember, ASL is a very visual language.  Using directional address (body shifting) and eye gazing helps convey the story more accurately.  ASL has structured grammar rules that we see used throughout these stories, however, the use of body shifting (Directional Address) and eye gazing allows the signer to make the story more visual and expressive.

Directional Verbs (Subjects and Objects)

Think about the sentence: The boy gave the girl flowers. Does this sentence mean the same if I said, “The girl gave the boy flowers.”?  No it would not.  In English, the word order shows who or what is the subject of the sentence and who/what is the object.

In ASL, sign order does not clarify this information.  In order to show subjects and objects, we use “directional verbs”.  By changing the verb, it can clarify the subject or object of a sentence.

Examples of directional verbs (where the action occurs):

                English sentence:  The boy gave the girl flowers.

                ASL sentence:  HAPPEN BOY pt. rt. GIRL pt. lft. FLOWERttt HE GIVE HER HE

By glossing HE-GIVE-HER tells us to move our sign GIVE from rt. to lft. So we see the boy is the person giving the flowers to the girl.

                English sentence:  The girl gave the boys flowers.

                ASL sentence:  HAPPEN BOY pt. rt.  GIRL pt. lft. FLOWER ttt SHE GIVE HIM SHE

Notice the only difference is the movement of GIVE from lft to rt.

Directional verbs show added information such as:

·         Who does the action

·         Who receives the action

·         Where the action occurs

Along with directional verbs, it is important for a signer to understand the spatial relationship to clarify the subjects and objects of sentences.  Spatial relationship when signing is:

·         From signers perspective it is call first person (ME)

·         Location of a person you are signing directly to is call second person (YOU) typically done in the center space.

·         When signing about someone who is not present, this is third person in which a space is established on either side.

It is important for a signer to understand how to use their space to clarify special relationship of different nouns in your story as you work with directional verbs.

Spatial Agreement

To give directions in ASL you need to use the signing space in front of you and particular non-manual behaviors to correlate with the actual environment.  First, give general information by pointing in the direction of the place, then give specific directions, giving enough information that the person receiving the directions can visualize the rough or location you describe.  You need to develop skills with your eyes, face, and hands to show relative distance, trace the actual route to follow, and indicate direction of turns and location of landmarks.

Eye Gaze/ Location Agreement

Eye gaze should agree with the route you trace that is you should visualize the places along the route, and shift your eye gaze to look at the places you describe.  For example, you should tilt your head to the right as you indicate a location to the left, as if looking at that actual location.

Conveying distance

You can indicate relative distance with specific non-manual behaviors.  These non-manual behaviors are the same whether you are talking about where to turn in a hallway or the distance between cities.  Distance is show by the following:

Far away

1.       Tilt head in direction of location

2.       Squint eyes/show distance

3.       Open mouth slightly

4.       Trace route/extend arm fully

Moderate distance

1.       Tilt head in direction of location

2.       Purse lips

3.       Trace route, extend arm moderately, not fully

Very near

1.       Tilt head in direction of location

2.       Use “cs” behavior

3.       Trace route, keep hand and arm close to body

Remember: directions and visual space is always signed from the signer’s perspective.

Functioning in a Signed Environment

AS you start to interact within the deaf community, there are some general rules you need to be aware of that might be different than what you are used to in the hearing culture.  These are typical customs that are used in a deaf environment and are socially acceptable with deaf people.

Getting a Deaf person’s attention

1.       Waving is the most common way to get a deaf person’s attention.  How big you wave depends on how close you are to the person and how easily you can get his/her attention.  If you are sitting across the table, you would use a small wave.  If someone is looking down, wave small and low within that person’s visual field.  Waving increases in size as distance increases.  Waving to someone across the room is acceptable if you can get the person’s attention easily without calling too much undue attention to yourself.

2.       Touching is another commonly used way to get a deaf person’s attention.  Touch is used especially when someone’s back is to you, or when the person is involved in something and not able to see your wave.  The touch is typically on the shoulder/arm area, gentle but firm.  A few taps are acceptable – one tap or many taps are not acceptable.

3.       You can also use a third party to get someone’s attention, if needed.  Deaf people are accustomed to this and do not find it offensive to be asked to touch someone for you to get his/her attention.

Moving within a Signed Environment

Moving around a group of signers can be tricky too.  If two signers are in a conversation and are blocking your way, you can just walk through the conversation.  You should sign EXCUSE ME and lower your head as you quickly walk through.  This allows you to move to the location you need to while only interrupting their conversation for a brief second, which will not interfere with a signed message typically.  Do not stop and wait for them to acknowledge you or give you permission to go through.  Passing through is not considered rude or inappropriate as long as the disruption is minimal.

If people are standing in a group conversing, you should go around and not between them.  Just press on a person’s back slightly and push them forward will let them know you need by.  This will not disrupt the conversation.  As hearing people, we typically do not touch others that we do not know, but this is acceptable in a signed conversation with deaf people.

It is important in a signed conversation to be able to see clearly without something or someone blocking your way.  If someone unknowingly blocks your view of a conversation, politely ask that person to move.  Just signing MOVE PLEASE, SEE CAN’T is not considered rude and will not disrupt with these types of situations.

1.       If you don’t understand a specific sign – show the sign and have the questioning look on your face, or show the sign followed by WHAT

2.       If the signer is signing too fast: sign SLOW

3.       If you missed a finger-spelled word: sign SPELL AGAIN

4.       If you were distracted and missed what the person signed, sign SAY with a questioning look on your face for “What did you say?”

All of these techniques are important to use to help when information is missed or not understood.

Conversational Regulators in a Signed Conversation

AS you become more fluent in ASL, it is important for you to understand there are non-manual behaviors that affect the fluency of a conversation in signs.  Eye and body movement shows if the person watching called the Addressee, is understanding and is actively participating in a conversation.

Responsibilities of the signer:

1.        You need to have eye contact with the person to which you are signing

2.       When ready to sign, move hands into sign space to show desire to sign

3.       If a pause is required, look away but hold your last sign to show you are not finished

4.       When finished, remove hands from your sign space

5.       Look back at addressee to show you are finished; check for understanding and to show it is their turn

Responsibilities of the Addressee (person watching)

1.       Eye contact with your signer to show you are paying attention and comprehending

2.       Give feedback to show when you DO or DO NOT understand

a.       Facial Expression: nod head, shake head, confused look etc.

b.    Signs: RIGHT, WOW, TRUE, YEAHtt, KNOW

        3.   If you need to interrupt:

              a.     Slightly wave hand to get signer’s attention

             b.    Repeat sign BUT if you are trying to interject your idea

       4.   Be honest – let signer know if you do not understand/check for clarification

As a new signer, you may feel embarrassed when we don’t understand something.  However, it is very important for you to be honest when you don’t understand so the deaf person can help you understand, and so the deaf person does not lose trust in communicating with you.