![]() And she imitated the way white students mouthed words at the same time as they made manual signs for them. ![]() She copied the white students who lowered their hands to make the signs for “what for” and “know” closer to their chins than to their foreheads. So, McCaskill says, “I put my signs aside.” She learned entirely new signs for such common nouns as “shoe” and “school.” She began to communicate words such as “why” and “don’t know” with one hand instead of two as she and her black friends had always done. It wasn’t a simple matter of people at the new school using unfamiliar vocabularly they made hand movements for everyday words that looked foreign to McCaskill and her fellow black students. The teacher’s quicksilver hand movements looked little like the sign language McCaskill had grown up using at home with her two deaf siblings and had practiced at the Alabama School for the Negro Deaf and Blind, just a few miles away. ![]() “I was like, ‘What in the world is going on?’ ” “I was dumbfounded,” McCaskill recalls through an interpreter. When the teacher got up to address the class, McCaskill was lost. It was 1968, she was 15 years old, and she and nine other deaf black students had just enrolled in an integrated school for the deaf in Talledega, Ala. broaden their knowledge on historical and current civic issues that have had an impact on ASL communities, enhancing students’ ability to participate effectively as Canadian and global citizens.Carolyn McCaskill remembers exactly when she discovered that she couldn’t understand white people.learn to understand how ASL language connects to ASL culture, identity, histories, communities, roles in significant events and contributions to Canadian and global societies.Understanding the Connections Between ASL Language, Culture, Identity and Community plan, draft, revise, edit and publish a variety of ASL literary works and ASL texts, using the ASL constructing process.develop knowledge and skills to create ASL works to ask questions, share information and convey ideas that reflect ASL culture.use comprehension strategies to make meaning from ASL literary works and ASL texts.Ĭonstructing ASL Content and Usage of ASL Grammatical Structures.use knowledge and skills to deconstruct and gain meaning from a variety of ASL literary works and ASL texts that reflect ASL culture and community.develop knowledge and skills to understand ASL discourse forms used in a variety of contexts.analyse, interpret, reflect, construct and respond to ideas and information using different language techniques in the context of ASL culture.Ĭomprehending ASL Construction and Content.develop the knowledge, skills and grammar structure needed to carry on a conversation.The new curriculum describes the knowledge and skills that students are expected to learn. They will also develop the knowledge and skills necessary for lifelong language learning. ![]() They will also develop skills to comprehend, construct, and present various basic ASL literary works and ASL texts and begin to develop an understanding of the connections between ASL, culture, identity and community. Students will begin to engage in basic ASL conversations with a focus on familiar topics. Starting in September 2021, schools may choose to offer the ASL as a Second Language course for students to develop new language skills and cultural competencies. ASL is a complex language that can express the full breadth of human experiences, including the theories and principles that are conveyed in disciplines such as science, education, history, politics, law, culture, sports, and literature. Introduction to American Sign Language as a Second LanguageĪmerican Sign Language (ASL) as a second language curriculum introduces students to a language that has a distinct grammatical and syntactic structure not derived from any other language, either spoken or written. ![]()
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