Connecting,
Collaborating
and
Celebrating
ASL & English
CAL-ED Conference 2009
Workshops
Presentation Titles & Abstracts
A Look at Deaf Immigrants through Deaf Eyes: Past, Present, & Future
Arkady Belozovsky
America is a nation of immigrants. Even today, America continues to accept legal immigrants and, at the same time, struggle with illegal immigrants. Some immigrants, legal and illegal, were and are Deaf. How did they experience the welcoming in the Deaf community when they entered the country? We will examine the process of Deaf immigrants learning to make connections with Deaf Americans. The presentation will also focus on Deaf East Europeans, more specifically Deaf Russians from pre-revolution to the post-Soviet era, entering the USA. Arkady Belozovsky, a 3rd generation Deaf native of the Ukraine, and the former USSR offers his experiences of adapting to American life. He will also share personal tales coming from a place where his self-esteem, dreams, and potential were never encouraged, to a new home of eye-opening possibilities for self-actualization.
Arkady Belozovsky, ASLTA-Professional Certificate, Lecturer in American Sign Language/Deaf Studies at Brown University, Rhode Island. He earned his M.S. in Linguistics and Interactive Multimedia Development from Rochester Institute of Technology.
Role of Sign Language in Deaf Bilingual Education
Adele Ann Eberwein
Based on research-based evidence, the presentation will share with teachers and parents how invaluable the role of sign language in Deaf Bilingual Education. The Elementary ASL curriculum, assessment and student samples will be shared. The outcomes of the presentation are:
• Understand the importance of natural language acquisition
• Understand how the history of Deaf Education has influenced the colonialism of Deaf Education
• Watch the testimonials of Deaf adults and children about their experience in education
• Understand and support the natural language of Deaf people and the use of bilingual approach with Deaf children in teaching and learning
Adele Ann Eberwein works at California School for the Deaf, Fremont as Elementary School Principal. She received her Ed.S. in Administration and Supervision: School Change Leadership through Gallaudet Leadership Institute. Her areas of interest are ASL/English bilingual teaching practices and Language Planning.
Comparing Deaf Children of Deaf and Hearing Parents: Are They Both Building Literate Students?
Dr. Lisalee D. Egbert
Culturally, Deaf and hearing parents perceive, use, and define literacy and the role of reading and writing in the family differently. Deaf and hearing parents both demonstrate, utilize and foster literacy building skills in their Deaf children. The research conducted in this paper defines how both Deaf and hearing parents culturally differ in their approaches to facilitating literacy with their Deaf child. As educators, interpreters, and researchers, we need to not only scaffold home literacy schema formulated at by parents, but also be aware of how Bilingual and Bicultural issues play into the classroom. Capitalizing on the reading and writing foundation that both Deaf and hearing parents have tried to instill in their Deaf child can not only help their child, but bridge literacy knowledge in the classroom with cooperative learning and Bicultural exposure to the culturally different values in families with Deaf children.
Dr. Lisalee D. Egbert is an assistant professor at California State University, Sacramento where she teaches in the Deaf Studies Program. Her research focuses on bilingual/multilingual language development in natural and home contexts.
Supporting the Education of Deaf Students on the Autism Spectrum
Stephanie D. Ellis-Gonzales
Autism is an epidemic. Early diagnosis and early intervention are essential for greater success. Deaf children on the spectrum are faced with even greater challenges and obstacles. They are often misdiagnosed or not diagnosed until later, due to their deafness. There is a shortage of educational placements for providing appropriate services to children who are both Deaf and have autism. Teachers of the Deaf do not receive training to meet the needs of this student population. We are only scratching the surface with research and data. With a greater number of Deaf children diagnosed with autism, we must act for the educational rights of this unique population. Upon the end of Stefanie’s presentation, her goal is for the audience to be armed with simple, practical and useful ideas, strategies and tools to support the education of Deaf students with autism.
Stefanie Ellis-Gonzales received her MSW from San Francisco University and is a Deaf mother of three Deaf children. Her oldest child, a daughter, has Autism. Stefanie is the co-founder of the Deaf Autreat and has given presentations and written on the topic of Deaf children with autism.
Language Rights for Infants: From Hope to Reality
California Community Coalition for Language Human Rights for Deaf Infants and Children (Sheri Farinha, Tony Ronco, Patty Hughes, Roz Rosen, Tami Hossler and Alison Greathouse)
The issues for the round table discussion are:
Introduction: What is the California Community Coalition for Language Human Rights for Deaf Infants and Children?
Current Situation: What is happening in California related to mandatory early identification and intervention for deaf and hard of hearing infants and toddlers?
Changes Needed: What should be done in California with the California Health and Education departments to ensure timely, natural, visual language acquisition for deaf and hard of hearing infants, toddlers and their families? How should natural, visual language acquisition expectations be built into early identification/intervention programs and IFSPs?
Accountability for Outcomes: What should be done to ensure optimal and timely language development and build in accountability, starting at the time of early identification? What are the benchmarks?
Next Steps: What are the goals, strategies and possible workgroups? How can you be involved?
The Coalition consists of representatives of families, schools, agencies, universities, Deaf community and others.
Sheri Farinha, received her Master’s Degree from California State University, Northridge; CEO, NorCal Services for Deaf & Hard of Hearing.
Tony Ronco, M.S, P.Eng., is a family man, who together with his wife are raising two children, a son and a Deaf daughter. He is this year's IMPACT President.
Dr. Roz Rosen is the Director of the National Center on Deafness at the California State University, Northridge. She also proudly wears the multiple hats of wife, mother and grandmother.
Tami Hossler, M.ED, is a hearing parent who is a board member of American Society for Deaf Children and the Deaf Bilingual Coalition.
Alison M. Greathouse: Mother of Twins, Master’s Student in Rehabilitation Counseling for Deaf/Hard of Hearing at San Francisco State University
Where Are We Going With This? Processing and Conveying Intent While Interpreting in K-12 Settings?
Cindy Farnham and Lisalee Egbert The presenters will discuss how teachers use a variety of instructional techniques in the classroom, how interpreters can recognize the cues that reflect the teacher's intent, and how to use the features of sign language to convey the intent of the teacher. A variety of tools will be shared that will assist interpreters in their journey to not only convey the information being taught, but also the overall message and educational intent of the teacher. Educators who use sign language to directly instruct students will discuss the techniques they use to convey the intent of their lectures, activities, etc. They will also share tips and techniques for sign language interpreters to use in mainstream classrooms.
Participants will review video of classroom lectures, practice recognizing and conveying teacher intent, review model interpretations and discuss their observations.
Cindy Farnham, Master Mentor, RID Certified Interpreter, is a freelance interpreter, mentor and trainer. She is the Vice President of the Conference of Interpreter Trainers, Inc.
Dr. Lisalee D. Egbert is an assistant professor at California State University, Sacramento where she teaches in the Deaf Studies Program. Her research focuses on bilingual/multilingual language development in natural and home contexts.
Deaf Leaders in the United States Since the 19th Century
Larry Forestal, Ph.D.
Printed historical records and stories told by Deaf people from generation to generation have shown that Deaf leaders wielded enormous impact on the American Deaf way of life in the United States from the early 19th century to present. Deaf historians and interested individuals can enjoy debating how Deaf leadership grew and expanded on the landscape of the United States. Deaf educators and leaders founded approximately twenty-five schools for the Deaf; twenty of them are still in existence. The Milan Edict that outlawed the use of sign language and hiring of Deaf teachers across Europe led the establishment of the National Association of the Deaf (NAD) to protect the sign language rights of Deaf people in the United States. California Deaf leaders such as Alice Terry, Byron B. Burnes, Bernard Bragg, and other Californians will be featured.
Dr. Forestal received his Ph.D. from New York University. He is now ASL-Deaf Studies Lecturer/Coordinator at San Diego State University.
Language & Literacy: Why They Are Important to Us
Marla Hatrak
Of course, most of us know what “language” is and what “literacy” means, but do we really realize the educational and political implications of having neither the language skills nor the literacy so necessary to survive in this rapidly changing world? Marla Hatrak will discuss back-to-basics definitions of language and literacy and explore the educational impacts of not having either language or literacy. She will share some statistics that illuminate those concerns.
Marla Hatrak has a hard-of-hearing son and a Deaf daughter, both in public school, and has been dedicated to ensuring their positive academic experience which includes working with educational interpreters. She is a co-founder of Alliance for Language and Literacy for Deaf Children (ALL for Deaf Children) and is a Deaf Culture lecturer.
Bilingualism: A Natural Approach to Language Acquisition
Tami Hossler and Tara Holcomb
A hearing mother and a Deaf mother with a Deaf toddler will address the many avenues for hearing families to incorporate bilingualism, American Sign Language and English, in their home environments. Social development in relationship to language acquisition will be addressed. The presentation will also discuss the ways that professionals and mentors can assist parents in the process of bilingual language acquisition.
Tami Hossler, M.ED, is a hearing mom originally from Indianapolis and now resides in Florida. Her daughter, Erica, is a graduate of Gallaudet University and the Indiana School for the Deaf. Tami is a board member of the American Society for Deaf Children, editor of The Endeavor, and a core member of the Deaf Bilingual Coalition.
Tara Holcomb, Deaf mother, from Fremont California. She is a graduate of MSSD in 2002 and attended Gallaudet University. Pax is her son and a Deaf toddler.
Autism and Deafness: Visual Language Strategies for Learning with a Visual Brain
Carole Kaulitz
This workshop will cover information about how students who are Deaf/Hard of Hearing and who also have Autism Spectrum Disorders process information into visual symbols that affect their learning academically, socially, and behaviorally. Participants of this workshop will be exposed to information about how language, reading, and writing, are not only products of the learning system, but are indicators of how well the learning system is functioning, based on the most current brain research. The differences between learning styles and neurological learning systems will be addressed, as well as how students use communication to learn in all academic and non-academic areas.
Carole Kaulitz, M.Ed., CCC-SLP, is currently self-employed as a Speech-Language Pathologist, Autism Consultant, and Deaf/Hard of Hearing Specialist, in Vancouver, WA. She is co-author of the book Learning With a Visual Brain in an Auditory World: Visual Language Strategies for Individuals With Autism Spectrum Disorders.
Tips on Implementing Positive Behavior Support in your D/HH Classroom and at the Schoolwide and Individual Student Level
Rachel Knopf
The session will discuss implementing PBS at the school wide, classroom and individual level. Ms. Knopf will speak of her experiences working at a school that utilized PBS for all levels of student support. She will discuss her experience implementing PBS by using CHAMPs in a first grade and 5th/6th grade class. The Peaceful Playgrounds model of behavior support on the schoolyard of CHIME Charter Elementary school will be shared. Tips for implementing PBS from a middle school perspective will also be shared.
The second half of the session will focus on designing both classroom-wide support systems to teach and reinforce behavioral expectations and individual support programs for students with more pervasive and serious challenging behaviors. Discussion will include an overview of the behavioral assessment process with an emphasis on using assessment data to design multi-component intervention behavior support plans. Examples of behavior support materials will be shared.
Rachel Knopf is a certified Premier Behavior Intervention Case Manager (BICM) and Teacher of the Deaf at Marlton School in Los Angeles. She graduated with a Master’s in Deaf Education from California State University, Northridge.
Reading Intervention Model for Deaf and Hard-of-Hearing Children
Bruce Marlowe, Rachel McCormack, Evelyn Rankin and Pam Rush
Deaf and hard-of-hearing students typically graduate from high school reading between the 3rd and 4th grade level. The presentation will discuss the study of an innovative reading approach which consists of two different reading interventions employed in concert. The first, Visual Phonics, is a phonemic, gestural cueing system composed of hand cues that match the articulatory patterns of the mouth. The second is a bilingual method, which requires students to first voice (or mouth) English words while reading and then to provide a sentence-by-sentence American Sign Language translation. Data analysis will consist of pre and post testing and comparison of year-end aggregate reading scores to national Deaf norms.
Bruce Marlowe received his Ph.D. from Catholic University and is Professor of Educational Psychology and Special Education at Roger Williams University in Bristol, RI.
Rachel McCormack received her Ed.D. from Boston University and is Associate Professor of Literacy at Roger Williams University in Bristol, RI. Evelyn Rankin, CCC-SLP received her Master’s degree from James Madison University and is Director of the READS Collaborative Deaf and Hard-of-Hearing Program in Middleboro, MA.
Pamela Rush received her Master’s in Developmental Psychology and her CAGS in School Psychology from Gallaudet University; she is the Literacy Specialist at the READS Collaborative Deaf and Hard-of-Hearing Program in Middleboro, MA.
You'd Be Surprised and Most Likely Shocked! Fixing Math & Science Education.
Keith Mousley and LK Quinsland
This interactive session will focus on strategies for improving mathematics and science literacy. Presenters will share examples of the “gaps” (some shocking… others humorous) that are apparent in the basic math and science knowledge and skills of entering college students. Based on the expressed needs and contexts of participants, presenters will share specific guidelines and activities that teachers, tutors and family members can use with students. Participants will be encouraged to establish math and science “communities” that transcend traditional compartmentalized math and science class periods.
Keith Mousley has taught science & math at the Scranton State School in Pennsylvania. He is currently an Associate Professor teaching math at the National Technical Institute for the Deaf at Rochester Institute of Technology (NTID/RIT). He serves as a mentor to new faculty and is the Chair of the Council of American Instructors of the Deaf (CAID) Math SIG.
LK Quinsland is a Professor at NTID/RIT with early teaching experience (K-12) at the Wisconsin School in Delavan. His career has been split between faculty development programming and science education. He is currently the President of CAID.
Keeping ASL and English Grammars Separate: The Art of Letting Go
Erin Oleson
The need to separate American Sign Language and English grammars is strong and demanding in the field of Deaf education. Many teachers ask themselves, “How do we use ASL to teach English and vice versa?” Naturally, the quest begins with using American Sign Language as a comprehensible vehicle. The Keeping ASL and English Grammars Separate curriculum is a language arts curriculum that supports the students in: 1) keeping separate grammars while using one or another and understanding the difference between ASL and English; 2) mastering finding equivalencies across ASL and English when writing sentences; 3) looking at one grammar and signing in another; and 4) becoming conscious bilinguals and adopt code-switching going from one language to another. After being tested in a real classroom, the evidence suggests that after explicit grammar instruction using their primary language, ASL, the students are able to keep ASL and English grammars separate and find language equivalencies through the two languages. The data also illustrates the point that it is possible to teach English using ASL, hence the bilingual approach.
Erin Oleson currently teaches Deaf and Hard of Hearing students at Helix Charter High School, a mainstreamed program in San Diego. She received her M.A. in Deaf Education at University of California, San Diego.
Kill Two Birds with One Stone – Analyzing Figurative Language in ASL and English
Franky Ramont
English and ASL are replete with many types of figurative language that help to enliven ordinary language. In this workshop, we will discuss how to explain and interpret specific types of figurative language such as idioms, metaphors, and similes in a way that is beneficial to students in bi-lingual educational settings. We will use hands on activities to practice explaining English figurative language using appropriate ASL and visual concepts that fit within specific contexts. In addition, native ASL signers often include many types of figurative language in their everyday and academic conversations. Interpreters and educators may face the challenge of finding ASL and English equivalents for figurative language in a wide variety of settings. It is important that we expose students to figurative language in bi-lingual contexts. We will focus on having a clear understanding of how to interpret this type of language with relevant linguistic and cultural equivalents.
Franky is a Senior Lecturer in the ASL program at the University of Texas. She graduated with a M.A. in Deaf Education from University of Nebraska – Lincoln. Please feel free to browse her website at www.blueriverfilms.com.
Why Doesn't Everyone Here Speak Sign Language? Questions of Language Policy/Idoeolgy and Economics
Jennifer Rayman, Ph.D.
summary of your presentation (for inclusion in the conference program book).Imagine a world where everyone knew sign language. What would the possibilities be for deaf and hearing children and adults in a bilingual world? Drawing from historical and economic analysis, I examine what gets in the way of implementing this seemingly unrealistic goal. Using François Grin’s (1996, 2003, 2005) economic analysis of language and language planning as a starting point, I aim to explore the question of whether investment in language access may, in fact, ultimately yield greater societal and economic benefits than the system currently in place. Is it possible for the utopian dream of everyone speaking sign language to inspire educational change?
Jennifer Rayman, Ph.D, is an Assistant Professor of American Sign Language and Deaf Studies at California State University, Sacramento. Her research interests include: the study of language practices and power relations, hearing allies in the deaf community, as well as the role of storytelling and performance in the maintenance and circulation of culture.
Road Map From Experience - Making an Impact
Tony Ronco, Moderator
Parent Panel workshop:
Depending on the reference, 78 to 92%* of DHH children are born to hearing parents not previously associated with the Deaf Community. As a result for those parents, the appreciation of language development and accessibility for a DHH child may not be fully formed or understood. This is workshop is a Parent Panel about a common experience - raising a DHH child born to hearing parents. Here is what to expect –
New Parents:
This workshop will help you become more knowledgeable about language development and accessibility. It will outline an “experience road map” - to better know what to expect on your journey and consequently you be more effective in the successful raising of your children.
Veteran Parents:
This workshop will offer a beneficial exposure to concepts and opportunities your may not be fully aware of.
Educators:
Why guess what a parent’s perspective is? Find out and become more effective. Be better prepared in embracing new parents to help them make wise decisions. Strategies are presented on how to be their partner and role model as well as avoiding those situations where you may perceived as an adversary. IMPACT is a California statewide non-profit, all-volunteer organization consisting primarily of parents, but also includes teachers and professionals – all who are dedicated to serving DHH children. We share a vision of empowered parents raising happy and successful children who are DHH.
Tony Ronco is a family man, who together with his wife, are raising two children, a son and a Deaf daughter. His family has taken the Bilingual, Bicultural path. He is this year's IMPACT President.
Darla Schwehr, wife and mom to two teenage girls. Erika, her oldest, was born profoundly deaf and attends California School for the Deaf, Fremont. Darla is a Parent Links Representative for 13 counties and is working on her degree in psychology.
Leaders as Change Agents: The Female Way
Roz Rosen
This round table presentation and group discussion will focus on female professionals, administrators and leaders. The agenda will include opportunities to discuss trends, traits and targets. It will begin with an overview of basic tenants regarding women, leadership and the power of the potential. It will wrap up with identification of issues and ideas and planning the next steps.
Dr. Roz Rosen is the Director of the National Center on Deafness at the California State University, Northridge. Roz is known for her publications and training in organizational management, leadership, education, human rights and women's issues. She also proudly wears the multiple hats of wife, mother and grandmother.
Physical Education is Not Just All Play
Hetty Rothenberg & Reagan Anders
Various topics will be covered: P.E. Model Content Standards for California Public Schools and mandated standardized physical fitness, teaching techniques including how adaptations are made for certain students and how academics, and Character Counts are integrated in P.E. activities. Literacy and developmentally appropriate physical education activities and tasks will be discussed in depth. Examples of assessments and portfolios will be demonstrated. Motivational techniques and tools will be given on how to promote physical fitness. Research and statistics on obesity will also be presented.
Hetty Rothenberg, a proud 4th generation Deaf individual, is completing eleventh year teaching as a Physical Educator at the California School for the Deaf, Riverside. She graduated with a M.A. degree in Deaf Education from California State University, Northridge.
Reagan Anders teaches Physical Education at California School for the Deaf, Riverside. She completed the Master Program for Special Education at California State University of Northridge. The two time gold medalist is currently training as one of the members of the 2009 USA Women’s Deaflympic Soccer Team to be held in Taipei, Taiwan.
A “CCC” Model: Managing Context and Complexity
Ellen Schneiderman
When trying to teach grade-level content, the classroom teacher of DHH children faces many challenges. Most students are delayed in their English reading skills, and many are also delayed in their L1 expressive language skills. Further compounding the problem is that many of our students also have many gaps in relevant background knowledge. While the challenge is great, these barriers should not make us give up on grade level goals! This session will address strategies that a teacher might use to support students’ progress in learning academic content. Strategies to provide contextual support will be modeled along with strategies to initially reduce complexity to enable students to better access academic content.
Those in attendance will practice the strategies modeled, and will leave the session with procedures to try out in their own classrooms.
Dr. Ellen Schneiderman is the coordinator of the Deaf Education teacher training and Master’s Degree programs at California State University, Northridge. Dr. Schneiderman’s primary areas of interest include promoting the L1 and L2 language and literacy skills of DHH children.
Boosting Reading Skills: The Fairview Learning Protocol, Implementation Strategies, & Success Stories
Connie Schimmel, Holly Reichle, Janet Dicker, Sandy Odea and Jill Baldwin
An overview of the Fairview five-component reading program developed specifically for Deaf learners, sample instructional materials, and student results will be presented. The Dolch words, commonly used words found in the majority of basal readers, and the Bridge Lists, English phrases requiring American Sign Language (ASL) translation for understanding, have been adapted to ensure reading comprehension. In addition to these two components and a shortcut to phonemic awareness which directly impact reading comprehension, techniques for spontaneous written language and ASL development will be presented. These five components provide an informal reading instructional protocol for Deaf students. Individuals judge which components to implement within existing reading programs. Specific teaching strategies and student work from area schools demonstrating student progress and supporting effective reading instruction! for each component will be briefly reviewed. This program opens a window for hearing and deaf people to begin to think and sign bilingually.
Connie Schimmel, Ph.D., is President and Founder of Fairview Learning and an Associate Professor and past Chair of the Education Department at Millsaps College, Jackson, Mississippi.
Holly Reichle is a trainer and consultant for the program while enrolled in the Master program in Modern Languages with emphasis in Teaching English as a Second Language at the University of Mississippi.
Janet Dicker is currently working with 7th and 8th grade Deaf and Hard of Hearing students at Venado Middle School in Irvine, Ca.
Sandy Odea teaches 4th-6th graders at Raymond Temple Elementary School, Buena Park, CA. She received her DHH Level II Credential from National University.
Jill Baldwin is a teacher of the Deaf and Hard of Hearing, Central Gaither Elementary School, Sutter County Superintendent of Schools Yuba City, CA.
Centers and Beyond
Karen Shannon
Centers and Beyond is a comprehensive workshop designed to help teachers make the most out of their current curriculum by using centers to reinforce the curriculum in all content areas. Participants will be shown a one week example, from the Houghton Mifflin Curriculum, and will be given a variety of center examples. Participants will be asked to look at one day of the curriculum and work in groups to generate centers that could be used in order to reinforce the curriculum in all subject areas. Participants will be given samples of how to manage their centers and time schedules that could be used in a typical classroom. This workshop is designed for all grade levels and can be adapted for middle and high school classrooms.
Karen Shannon has taught at the California School for the Deaf, Riverside for 9 years and is a mentor for the professional development program, ASL English Bilingual Professional Development. She received her Multiple Subjects Professional Clear Credential, DHH Level I Credential and a M.A. in Crosscultural Education, at National University.
Access to Literacy
Tina R. Shartzer and Kristina L. Manning
Arizona State Schools for the Deaf and Blind (ASDB)’s Access to Literacy pilot project is designed to increase early elementary d/hh students’ connections between ASL and English print. The concepts and techniques have the potential to benefit all d/hh students, regardless of ages or language backgrounds—from native signers to those with delayed language acquisition. The goal is to help students build knowledge and analyze ASL and English syntax for independent reading comprehension. The project uses Harcourt’s Moving into English’s Leveled and English Language Learner books as a guide for developing/comparing ASL and English structures. These books are scanned into PowerPoint format and then made bilingual by the insertion of sign illustrations above the English texts. Sign illustrations appear only after the reader has attempted to build meaning in English first. With training in usage, this tool paves the way for better metalinguistic awareness in both students and teachers.
Tina R. Shartzer teaches early elementary deaf students at Arizona School for the Deaf, in Tucson. She earned her M.A. from the University of Arizona with a double major in Sign Language Studies and Deaf Education.
Kristina L. Manning is a former Air Force officer now teaching deaf-blind elementary students at Arizona School for the Deaf. She served as an ASL English Bilingual Professional Development mentor and holds a M.A. in Deaf Education from The University of Arizona.
ASL Literature Strategies That Work!
Adam Stone and Erica Parker
Dust off your ASL videotapes/DVDs and get ready to learn how to use them to teach reading comprehension strategies! Two UCSD graduate students will demonstrate how you can teach vital reading strategies such as visualizing, questioning, connecting to background knowledge, and determining importance to children using classic, enjoyable stories told in ASL. In this fun, hands-on workshop where you become the student, we will model effective teaching strategies using both fiction and nonfiction video texts, all while using the California language arts standards. You will leave this workshop re-energized and ready to use your ASL resources to teach critical reading skills and expand your students' linguistic and literacy knowledge.
Erica Parker and Adam Stone are M.A. candidates in Teaching & Learning: ASL/English Bilingual Education at University of California, San Diego. Erica, from Fremont, CA, received her B.A. in American Sign Language from Gallaudet University in 2006. Adam, a San Diego native, earned his B.S. in Communication at Rochester Institute of Technology in 2004.
Reducing Our Dependence on Initialized Signs
Xenia Fretter Woods
Interpreters, particularly educational interpreters, often feel that they have to rely on initialized signs, which may or may not be native to ASL. Interpreters express uncertainty about the “correctness” of initialized signs, and sometimes wish they had alternatives to relying on them. This workshop is designed to provide interpreters with alternatives to initialized signs, both at the lexical level and the conceptual level. Participants will become more comfortable with the lexical choices they make after having analyzed the purposes certain signs can and cannot serve. This comfort and awareness will lead to a more native-like and more accurate ASL product.
Xenia Fretter Woods is an interpreter and interpreter educator based in Humboldt County, California. She holds a Master’s degree in Adult Education, American Sign Language Teachers Association Certificate, the Certificate of Interpretation and the Certificate of Transliteration from the Registry of Interpreters for the Deaf, as well as the Specialist Certificate: Legal, and is EIPA certified at Level 5.
Guided Viewing: New Effective Instructional Strategies for Academic ASL Acquisition
Alexander Zernovoj
In Guided Viewing, the teacher works with a small group with similar receptive skills. The teacher introduces new videos and supports children while viewing the video by stopping to make teaching points during the viewing process. Our action research focuses on how deaf students view, analyze and discuss clips from different ASL genres (e.g., literature, instructional, informative) guided by the teacher. This research is groundbreaking in that it is a new way of aiding in academic ASL acquisition of deaf students who need it. While the benefits of Guided Reading are well known, many benefits of Guided Viewing were identified in our research, e.g. expansion of students’ ASL linguistic repertoire.
Alexander Zernovoj currently works as a middle school ASL-English Bilingual Teacher-Researcher at Laurent Clerc National Deaf Education Center, Washington, D.C. He holds two Masters in Teaching & Learning: Bilingual Education from University California, San Diego and in Deaf Studies with cross-cultural emphasis from Gallaudet University.