My ASL Book Levels 2 and 3: A Communicative Approach for Learning A Visual Language
Edition: 1
Copyright: 2018
Edition: 1
Copyright: 2018
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$133.69
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$133.69
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?
Don Bangs first began teaching ASL in 1964 when, as a sophomore at Gallaudet College (now university), he was drafted to teach a summer school ASL class. Since then, he has taught 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 Deaffriendly place. He is most grateful to all his students who showed him what worked and didn’t work in an evolving approach for helping hearing people become life-long communicators in ASL. A proud 1966 Gallaudet graduate, he holds several advanced degrees, all with a Deaf focus: University of Tennessee (MS, Deaf Education), University of Texas (MA, Radio-TV-Film), and University of California at Berkeley (Ph.D., 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 education programs in Canada, Malaysia, and Thailand.
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?
Don Bangs first began teaching ASL in 1964 when, as a sophomore at Gallaudet College (now university), he was drafted to teach a summer school ASL class. Since then, he has taught 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 Deaffriendly place. He is most grateful to all his students who showed him what worked and didn’t work in an evolving approach for helping hearing people become life-long communicators in ASL. A proud 1966 Gallaudet graduate, he holds several advanced degrees, all with a Deaf focus: University of Tennessee (MS, Deaf Education), University of Texas (MA, Radio-TV-Film), and University of California at Berkeley (Ph.D., 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 education programs in Canada, Malaysia, and Thailand.