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My ASL Book Levels 2 and 3: A Communicative Approach for Learning A Visual Language

Author(s): Donald Bangs

Edition: 1

Copyright: 2018

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Details: Print Prod w/KHPContent Code | 180 days |

My ASL Book Levels 2 and 3: A Communicative Approach for Learning A Visual Language helps students learn how to communicate and interact with Deaf people in a variety of settings and contexts. This text offers hearing students the tools for success in building relationships with Deaf people, developing fluency in ASL, and enhancing awareness and knowledge of Deaf culture.

My ASL Book Levels 2 and 3, an award-winning ASL textbook, gives students a better understanding of how to use the different modes of communication - speaking, signing, gesturing, using facial and body language - to become a better overall communicator. The American Sign Language is a complex, modern language that is just as challenging to learn as any other language.

My ASL Book Levels 2 and 3 uses three elements to teach your students how to communicate in American Sign Language:

  • Printed information describing different aspects of ASL and Deaf culture.
  • A website, My ASL Tube, with many videos that demonstrate real-world sign language communication among Deaf and hearing people.
  • Photographs of individual signs and phrases for reference and review.

This enhanced learning package actively involves students to participate in practicing their new language through the interactive website. In addition to video demonstrations, there are classroom activities, presentations in PowerPoint® format, chapter quizzes, exams, and instructor resources.

CHAPTER 1: CELEBRATING DEAF PEOPLE
INTRODUCTION TO THE CHAPTER
THE CLASSROOM
 Seasons and Months
 Celebrating Holidays
 A Review of Events and Activities
 A Review of Feelings about Events and Activities
 Evaluating the Quality of Events and Activities
THE ASL CLUB
 Deaf Holidays and Celebrations
 Conferences
 Expos
 Tournaments
 Deaf Awareness Day/Week/Month
 Other Local and Regional Deaf Celebrations
ASL IN YOUR FACE
 Using NMMs as Adverbs
DEAF MYTHBUSTERS
 Effective Communication Abilities
 Sharing and Caring
 Expanding the Richness of Communication and Language
FINGER-SPELLING FINESSE
 Lexicalized Finger-Spelling Signs
LINGUISTIC ILLUMINATIONS
 English Language Coordinating Conjunctions
 ASL Coordinating Conjunctions
ASK MISS ASLEY: THE DEAFINITE ANSWER
 Deafness vs. Deafhood
SIGNS OF THE REAL WORLD
 A Story about Hearing Mothers, Deaf Children, and Natural Disasters
DEAF CULTURE CORNER
 The Deaf President Now Movement at Gallaudet University
HOW DID I DO?

CHAPTER 2: VISITING A DEAF HOME
INTRODUCTION TO THE CHAPTER
THE CLASSROOM
 The Difference between “Where do you live?” and “Where are you from?”
 Name-Signs for Major U.S. Cities
 Finding out What Kind of Homes Your Deaf Friends Live In
 Finding out about Ways That Deaf (and Hearing) People Travel About
THE DEAF COFFEE HOUR
 Learning Some New Signs in a Tour of a Deaf Home
FINGER-SPELLING FINESSE
 Numbers from 1–100
 Hundreds from 100–900
 Numbers from 1–10,000
 Talking about Buying and Selling Things
AT THE ASL CLUB
 Talking about Routines
 Chores around the House
 Day-to-Day
 Personal Hygiene
 Breakfast
 Lunch
 Dinner
 Time Transitions
ASK MISS ASLEY: THE DEAFINITE ANSWER
 Why do Deaf and hearing people have different rules for church services and other formal occasions?
SIGNS OF THE REAL WORLD
DEAF MYTHBUSTERS
LINGUISTIC ILLUMINATIONS
 Noun and Verb Pairs
DEAF CULTURE CORNER: DEAF HEROES AND SHE-ROES
 Andrew Foster: Deaf African American Pioneer
HOW DID I DO?

CHAPTER 3: DEAF PEOPLE HAVE TWO FAMILIES
INTRODUCTION TO THE CHAPTER
THE CLASSROOM
 Learning about a Deaf Person’s Family Members
LINGUISTIC ILLUMINATIONS
 Compound Signs
THE DEAF COFFEE NIGHT
 Getting Along with Family Members
 Talking about Various Qualities and Personalities of Family Members
 Chatting about Family “Growing up” Experiences
THE ASL CLUB
 Family Communication Issues
 Deaf People’s Social Families
 Deaf Life Stories
ASL IN YOUR FACE
 Using NMMs to Create Subordinate Conjunctions in ASL
ASK MISS ASLEY: THE DEAFINITE ANSWER
 What do you do about unsolicited advice by Deaf people for your Deaf child?
FINGER-SPELLING FINESSE
 Some Finger-Spelling Games
SIGNS OF THE REAL WORLD
DEAF MYTHBUSTERS DEAF CULTURE CORNER: HEROES AND SHE-ROES
 DR. BETTY G. MILLER, DEAF ARTS PIONEER EXTRAORDINAIRE
HOW DID I DO?

CHAPTER 4: LIFE IN THE “LEARNING BOX” OF THE DEAF WORLD
INTRODUCTION TO THE CHAPTER
THE CLASSROOM
 Applying to and Enrolling in a College or University
LINGUISTIC ILLUMINATIONS
 Using Auxiliary Verbs in ASL for Personal Statements and Interviews
THE ASL CLUB
 Providing Communication Access for Deaf College and University Students
 College Classes, Majors, and Minors
 College People
 College Social Life
 More Personal Qualities
SIGNS OF THE REAL WORLD
THE CLASSROOM
 Some Deaf Experiences in Schools, Colleges, and Universities
 Choosing a Career
ASK MISS ASLEY: THE DEAFINITE ANSWER
 What Do You Do About When a Deaf Friend is Passive about His Being Oppressed?
THE ASL CLUB
 Excuses, Excuses, Who’s Got Excuses
DEAF CULTURE CORNER: HEROES AND SHE-ROES
 From Cowherd to Champion of Bilingual Education, The Story of Madan Vasisht
HOW DID I DO?

CHAPTER 5: LIVING IN THE “WORKING AND PLAYING BOXES” OF THE DEAF WORLD
INTRODUCTION TO THE CHAPTER
THE CLASSROOM
 Getting a Job and Starting a Career
LINGUISTIC ILLUMINATIONS
 Modifying Signs to Indicate Daily, Weekly, Monthly, and Annual Routines
DEAF COFFEE NIGHT
 Getting Along with People at Work
 Positions in a Company or Organization
FINGER-SPELLING FINESSE
 Finger-Spelied Abbreviations
THE ASL CLUB
 Some Work-Life Stories
ASL IN YOUR FACE
 Using NMMs to Create Conditional Sentences Related to Work
THE ASL CLUB
 Asking for Help or Favors
 Asking for Advice on What to Wear
THE DEAF CLUB
 Leisure Time Activities
 Some Stories About Deaf Retirees’ Experiences
THE DEAF WAY OF LIFE AND DEATH
SIGNS OF THE REAL WORLD
DEAF HEROES AND SHE-ROES
 Dorothy Squire Miles, ASL Poet and Performing Artist Extraordinaire
HOW DID I DO?

CHAPTER 6: BECOMING AN ALLY TO THE DEAF WORLD
INTRODUCTION TO THE CHAPTER
THE ASL CLUB
 The Role of a Hearing Ally in the Deaf World
 Deaf-Hearing Power Imbalances
 What Roles Should a Hearing Ally Play?
HOW DID I DO?

Donald Bangs

Don Bangs first began teaching ASL in 1965 when, as a junior at Gallaudet College (now University), he was drafted to teach a summer school ASL class. This year marks his fift y-second year of teaching ASL, Deaf culture, sign language translation, and a variety of other Deaf-related courses in colleges, universities, and theaters across the country. One of his goals in life is to make the world a more Deaf-friendly place. He is most grateful to all his students who showed him what worked or didn’t work for helping Deaf and hearing people become life-long communicators in ASL. A proud 1966 Gallaudet graduate, he holds several advanced degrees, all with a Deaf focus, from University of Tennessee (MS, Deaf Education), University of Texas (MA, Radio-TV-Film), and University of California at Berkeley (PhD, Dramatic Art). He also holds a Professional Certificate for Teaching English as a Second/Foreign Language from: UC Berkeley. He has developed eighteen professionally produced plays and television programs in ASL and voice dealing with Deaf cultural issues and has translated over forty theater works and television programs from English to ASL and vice versa. He also served as a trainer, consultant, and developer for ASL and interpreter for education programs throughout the United States as well as in Brazil, Canada, Malaysia, Singapore, and Thailand.

Related ISBN's: 9781524951153, 9781524966997

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ISBN 9781524951153

Details Print Prod w/KHPContent Code 180 days