Teaching Methodology for ASL Classes
Transcript of Teaching Methodology for ASL Classes
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Teaching Methodology
for
ASL Classes
By
Keith M. Cagle, Ph.D.ASLTA Professional Certified
ASLTA Evaluation and Certification Chair, 2000-present
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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
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History of Teaching Language
Why different teaching methods?
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History of Teaching Language
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)
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History of Teaching Language
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)
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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
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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
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Gouin and the Series Method
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
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Gouin and the Series Method
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.
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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).
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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.
Source: Brown, pp. 55-56
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The Audio-lingual Method (“Army Method”)
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
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The Audio-lingual Method (“Army Method”)
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)
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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
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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.
Source: Brown, pp. 58-61
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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.
Source: Brown, pp. 61-62
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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).
Source: Brown, pp. 62-63
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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.
Source: Brown, pp. 64-65
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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…
Source: Brown, pp. 65-66
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The Natural Approach – Part 2
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).
Source: Brown, pp. 65-66
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The Natural Approach – Part 3
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.
Source: Brown, pp. 65-66
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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.
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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.
Source: Brown, pp. 66-68
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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
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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.
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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
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Vocabulary Method
Example in sign language class:
MAN
WOMAN
LIKE
LOOK
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Vocabulary Method
Why is it not recommended to use this method?
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Vocabulary Method
Why is it not recommended to use this 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
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Vocabulary Method
Why is it not recommended to use this 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.
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Vocabulary Method
Could have expanded to:
MAN MALE GENTLEMAN
WOMAN FEMALE LADY
LIKE /ADMIRE LIKE / SAME
LOOK / WATCH LOOK FOR LOOK / SEEM
LOOK / FACE
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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.
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Teaching Methodology for ASL
* ASL Vocabulary
* ASL Grammar
* Deaf Culture
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Teaching ASL Vocabulary
BRAINSTORMING
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Direct Experience Method
(DEM)
• Identify and label
• Contrastion
• Substitution
• Defining
• Setting a scenario
• Negatives Leading to Positive
• Five Steps
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IDENTIFY and LABEL
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Identify and Label
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Identify and Label
TEACHER
STUDENT
CLASS
ASL
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Identify and Label
Expand to:
LEARN
TEACH
GERMAN, FRENCH,
SPANISH
YES
NO
WHAT?
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Identify and Label
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Identify and Label
WEST
EAST
SOUTH
NORTH
STATE
COUNTRY
AMERICA
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CONTRASTION
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Contrastion
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Contrastion
SOFT
HARD
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Contrastion
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Contrastion
DON‟T-KNOW
KNOW
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More Examples for CONTRASTION ?
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More Examples for CONTRASTION
WOMAN vs. MAN
GOOD vs. BAD
HATE vs. LOVE
EASY vs. HARD
BEAUTIFUL vs. UGLY
NORTH vs. SOUTH
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Using Contrastion in Unit 11
DOG
FRIENDLY vs. MEAN
PLAYFUL vs. QUIET
DIRTY vs. CLEAN / TIDY
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SUBSTITUTION
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Substitution
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Substitution
Use Identify & label for family signs (e.g. mother, dad, daughter, grandpa)
Then use substitution to
introduce the sign of
FAMILY
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Substitution
Good examples for substitution
Chicken, pork, fish, beef =
MEAT
Orange, banana, grape =
FRUIT
Red, black, green, yellow, purple =
COLOR
BRAINSTORM
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DEFINING
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Defining
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Defining
50 states = COUNTRY
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Defining
Bad mouth
Ugly face
Shrugging
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Defining
Bad mouth
Ugly face
Shrugging
ATTITUDE
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Defining
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Defining
LAW RULE POLICY
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SETTING A SCENARIO
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SETTING A SCENARIO
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SETTING A SCENARIO
WINDOW
BALL
THROW
BREAK
WHO?
YOU?
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SETTING A SCENARIO
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SETTING A SCENARIO
POLICE
PRISONER
LOOK-for
HIDE-from
HOUSE
BEHIND
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SETTING A SCENARIO
POLICE
PRISONER
LOOK-for
HIDE-from
HOUSE
BEHIND
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SETTING A SCENARIO
COURT JURY JUDGE
LAWYER PROSECUTOR
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SETTING A SCENARIO
Acting out
Example: Waitress and consumer at a cafe.
Policeman directs a traffic.
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NEGATIVES
LEADING TO
POSITIVE
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Negatives Leading to Positive
THIS MAN, NO
THIS MAN, NO
THEY WOMEN (headnod)
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Negatives Leading to Positive
THIS TABLE, NO
THIS TABLE, NO
THESE CHAIRS (headnod)
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FIVE STEPS
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Five Steps
THIS CHAIR, YES
THIS CHAIR, YES
THIS CHAIR, NO
WHAT?
TABLE (headnod)
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Five Steps
THIS WOMAN, YES
THIS WOMAN, YES
THIS WOMAN, NO
WHAT?
MAN (headnod)
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Teaching ASL Grammar
BRAINSTORMING
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Teaching ASL Grammar
Two Viewpoints
My suggestion
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Teaching ASL Grammar
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.
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Teaching ASL Grammar
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.
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Teaching Deaf Culture
BRAINSTORMING
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Teaching Deaf Culture
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
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Teaching Deaf Culture
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
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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”?
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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
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Practice
Subgroups
1. 3-5 vocabulary
2. 1 grammar
3. 1 Deaf cultural information
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REVIEW
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FUTURE
* How will you continue improving your
knowledge, teaching skill and professionalism?
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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
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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
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“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
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“About Teaching ASL” DVD
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
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“About Teaching ASL” DVD
Betti Bonni - Teaching Classifier Predicates
Sharon Hurley - Introduction to Teaching American Sign Language
1st Class, How
Introducing ASL Vocabulary
How to Introduce Grammar?
Teaching Deaf Culture
Activities in ASL Classes
Tom Wills - Teaching ASL in High School
Evaluating High School Students in ASL Classes
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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.
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THANKS!