Here is an extra video: FAMILY.
Sunday, August 2, 2009
Saturday, August 1, 2009
ONLINE SIGN LANGUAGE DICTIONARIES
Click on the address to visit the following online dictionary resources:
Wednesday, July 29, 2009
Wednesday, July 22, 2009
Wednesday, July 15, 2009
Class Two: Discussion Points
My child has started clapping her hands together and I think it might mean 'more' - why doesn't it look like the adult version of 'more?'
Congratulations! It sounds like your little one is signing to you! It is quite common for signs to be simplified when children first produce them. Sometimes the handshape is simplified, sometimes the movement or location might be different from the adult version. It's important to recognize your child's sign as an attempt to communicate and respond to her as if she had signed correctly. A good strategy is to repeat and expand on what she said, using the correct adult version of the sign so she can see it again. But remember, you do not need to correct her - keep things fun and positive to encourage more communication!
Do I need to shake my head when I sign "NO" or nod my head when I sign "YES?"
YES!! (can you see me nodding my head??) When you sign, it is important to convey as much information as possible. Over 60% of ASL communication depends on expression and facial grammar. For example, just raising your eyebrows and tilting your head forward can change a statement into a question!
TIPS FOR FACILITATING COMMUNICATION
Get my attention
Make sure that you get my attention by calling me or tapping my arm. Be sure that I am looking at you before you start signing to me.
Get down to my level
Bend down so that I can see your face. You can say a lot of important things with your eyes and your smile, so it is important that I can see them!
Keep things simple
Use short phrases when you are talking to me. If you have a complicated idea, break it down in a way that I can understand what you are saying. For example, “We’ll go outside once you’ve finished your snack” is much harder to understand than, “First, finish your snack. Then we will go outside.”
Not too many questions
Only ask me questions if you don’t know the answer or you are interested to know what I think. Please don’t ask me questions just so that it is not quiet when we are playing together (e.g., What are you doing? Are you feeding your doll? You like your doll, don’t you?). It makes it harder for me to think of the things that I want to say.
Observe, wait, listen
Watch my body language, notice where I am looking and pointing. Wait for me to answer. I am just learning about the world and how to say things so it takes me a minute to get my thoughts to come out as words. Listen carefully to what I say! I have a lot of important things on my mind.
Follow my lead
Just like you, I talk most about the things that I find interesting.
Talk about what is going on
Instead of asking me questions about what I am doing (like the example mentioned before about the doll), be my life’s narrator (e.g., You’re playing with the doll! Oh dolly is hungry. You’re feeding the doll. Dolly likes you.). When you do this, it provides me a model of the words I need to tell you about the things I am doing.
Expand on what I am saying
When I say, “ball” and point at it excitedly, what I really mean is, “Wow! Did you see how high that ball bounced?” but I don’t have the words to say it. You can help me by saying, “Yes ball, it bounced high! Look at it go!”
Take the pressure off
If I say/sign something that doesn’t sound/look like a grown-up word just repeat it back to me and carry on.
Routines
I like it when you use the same words to describe what we are doing during routine activities. Singing songs and re-reading my favourite books are another way for me to hear the same words over and over again.
Use visual supports
I can understand best when you use spoken language, sign language, gestures and pictures to help me understand what you are telling me.
Make sure that you get my attention by calling me or tapping my arm. Be sure that I am looking at you before you start signing to me.
Get down to my level
Bend down so that I can see your face. You can say a lot of important things with your eyes and your smile, so it is important that I can see them!
Keep things simple
Use short phrases when you are talking to me. If you have a complicated idea, break it down in a way that I can understand what you are saying. For example, “We’ll go outside once you’ve finished your snack” is much harder to understand than, “First, finish your snack. Then we will go outside.”
Not too many questions
Only ask me questions if you don’t know the answer or you are interested to know what I think. Please don’t ask me questions just so that it is not quiet when we are playing together (e.g., What are you doing? Are you feeding your doll? You like your doll, don’t you?). It makes it harder for me to think of the things that I want to say.
Observe, wait, listen
Watch my body language, notice where I am looking and pointing. Wait for me to answer. I am just learning about the world and how to say things so it takes me a minute to get my thoughts to come out as words. Listen carefully to what I say! I have a lot of important things on my mind.
Follow my lead
Just like you, I talk most about the things that I find interesting.
Talk about what is going on
Instead of asking me questions about what I am doing (like the example mentioned before about the doll), be my life’s narrator (e.g., You’re playing with the doll! Oh dolly is hungry. You’re feeding the doll. Dolly likes you.). When you do this, it provides me a model of the words I need to tell you about the things I am doing.
Expand on what I am saying
When I say, “ball” and point at it excitedly, what I really mean is, “Wow! Did you see how high that ball bounced?” but I don’t have the words to say it. You can help me by saying, “Yes ball, it bounced high! Look at it go!”
Take the pressure off
If I say/sign something that doesn’t sound/look like a grown-up word just repeat it back to me and carry on.
Routines
I like it when you use the same words to describe what we are doing during routine activities. Singing songs and re-reading my favourite books are another way for me to hear the same words over and over again.
Use visual supports
I can understand best when you use spoken language, sign language, gestures and pictures to help me understand what you are telling me.
Wednesday, July 8, 2009
Class One: Discussion Points
Does it matter which hand I use to make the sign?
Yes! If it is a one-handed sign, use your dominant hand (for example, if you are right-handed, use your right hand). For some two-handed signs, both hands use the same handshape and movement. For other two-handed signs, your dominant hand is going to be doing the moving on the non-dominant hand. That said, if you're holding your baby with your dominant hand and you really want to sign something - go ahead and use your free hand!
Does it matter how many times I tap my hand to my chin (i.e., for the sign "MOMMY")?
Yes! A change in movement can totally change the meaning of the word you are signing. For example, the signs for "MOM" and "GRANDMA" use the same handshape ("5 handshape"), are both located on the chin, but have very different movements.
You signed "PEE" this way, but I've seen it signed differently...
Just like in English, there are dialectal variations in sign language. In fact, you might assume that sign language is universal, but there are as many different sign languages as countries! We even have two different sign languages in Canada alone (American Sign Language [ASL] and Langue des Signes Quebecoise [LSQ])!
I've been signing to my child for awhile but he hasn't signed anything back to me yet - is something wrong?
Not at all! It is entirely normal for typically developing children to understand more than they can express in both spoken and signed languages. Remember to be patient and continue signing consistently. You can sign before an event, during a situation AND/or after something happened. Use signs that are highly motivating and make sure your child is alert and focused. Most importantly, have fun!!
Yes! If it is a one-handed sign, use your dominant hand (for example, if you are right-handed, use your right hand). For some two-handed signs, both hands use the same handshape and movement. For other two-handed signs, your dominant hand is going to be doing the moving on the non-dominant hand. That said, if you're holding your baby with your dominant hand and you really want to sign something - go ahead and use your free hand!
Does it matter how many times I tap my hand to my chin (i.e., for the sign "MOMMY")?
Yes! A change in movement can totally change the meaning of the word you are signing. For example, the signs for "MOM" and "GRANDMA" use the same handshape ("5 handshape"), are both located on the chin, but have very different movements.
You signed "PEE" this way, but I've seen it signed differently...
Just like in English, there are dialectal variations in sign language. In fact, you might assume that sign language is universal, but there are as many different sign languages as countries! We even have two different sign languages in Canada alone (American Sign Language [ASL] and Langue des Signes Quebecoise [LSQ])!
I've been signing to my child for awhile but he hasn't signed anything back to me yet - is something wrong?
Not at all! It is entirely normal for typically developing children to understand more than they can express in both spoken and signed languages. Remember to be patient and continue signing consistently. You can sign before an event, during a situation AND/or after something happened. Use signs that are highly motivating and make sure your child is alert and focused. Most importantly, have fun!!
SIGNING BASICS: POSITIONING
WHERE DO I SIT?
1. Next to your child
2. In front of your child
3. With your child in your lap
WHERE DO I SIGN?
1. On your own body
2. On your child's body
3. On the book or object of focus
You can see examples of these techniques in the following videos:
FIRST 35 WORDS TO EMERGE IN ENGLISH AND AMERICAN SIGN LANGUAGE
ENGLISH
Daddy
Mommy
bye
ball
baby
no
shoe
bottle
cookie
kitty
dog
uh-oh
eye
nose
bird
cracker
banana
juice
hi
baa baa
moo
ouch
woof
yum yum
balloon
book
bath
duck
peek-a-boo
night-night
car
cheese
vroom
keys
apple
AMERICAN SIGN LANGUAGE
DADDY
MOMMY
BYE
BALL
BABY
NO
SHOE
MILK
COOKIE
CAT
DOG
MORE
EAT/FOOD
DRINK
BIRD
CRACKER
BANANA
DIAPER
GRANDMA
RABBIT
CLAP
FINISH/ALL DONE
COW
HAT
HORSE
BOOK
NAME SIGNS (including child's own name)
DUCK
CRY
BATH/WASH
FISH
TREE
KISS
SLEEP
RAIN
Daddy
Mommy
bye
ball
baby
no
shoe
bottle
cookie
kitty
dog
uh-oh
eye
nose
bird
cracker
banana
juice
hi
baa baa
moo
ouch
woof
yum yum
balloon
book
bath
duck
peek-a-boo
night-night
car
cheese
vroom
keys
apple
AMERICAN SIGN LANGUAGE
DADDY
MOMMY
BYE
BALL
BABY
NO
SHOE
MILK
COOKIE
CAT
DOG
MORE
EAT/FOOD
DRINK
BIRD
CRACKER
BANANA
DIAPER
GRANDMA
RABBIT
CLAP
FINISH/ALL DONE
COW
HAT
HORSE
BOOK
NAME SIGNS (including child's own name)
DUCK
CRY
BATH/WASH
FISH
TREE
KISS
SLEEP
RAIN
Wednesday, June 17, 2009
WELCOME
This five week course is designed to promote healthy communication between parents and children. The emphasis will be on learning American Sign Language (ASL) vocabulary to use in conjunction with spoken language. Sign language is a visual language that can help reduce frustration, enhance early language skills, strengthen the bond between child and caregiver, reinforce important motor skills and is fun to learn!
The sessions will be taught by Sydelle Murphy, a registered Speech-Language Pathologist with extensive knowledge of general language development and ASL. Sydelle graduated with a Masters of Science from McGill University and has been working for the past five years with deaf and hard of hearing children from birth to age five.
Classes will run on Wednesdays at 11am, from July 8th until August 5th. Each interactive session will be 45 minutes long and include a review of previous signs, instruction of new signs, games, ASL rhymes, songs and activities for you and your baby. We will learn basic signs, including animals, colours, routines, family, emotions and the alphabet. Participants will receive handouts as well as access to a blog designed specifically for this class with video updates, tips, and links to other sites of interest. The cost is $50 for five, 45 minute sessions. Classes will be held in south Burnaby, near Kingsway and Edmonds.
The sessions will be taught by Sydelle Murphy, a registered Speech-Language Pathologist with extensive knowledge of general language development and ASL. Sydelle graduated with a Masters of Science from McGill University and has been working for the past five years with deaf and hard of hearing children from birth to age five.
Classes will run on Wednesdays at 11am, from July 8th until August 5th. Each interactive session will be 45 minutes long and include a review of previous signs, instruction of new signs, games, ASL rhymes, songs and activities for you and your baby. We will learn basic signs, including animals, colours, routines, family, emotions and the alphabet. Participants will receive handouts as well as access to a blog designed specifically for this class with video updates, tips, and links to other sites of interest. The cost is $50 for five, 45 minute sessions. Classes will be held in south Burnaby, near Kingsway and Edmonds.
Feel free to contact Sydelle Murphy at 604.777.2797 or rise.and.sign@gmail.com to register for this course or for more information.
Subscribe to:
Posts (Atom)