Hello ASL Heroes!!! Hey, I could really use your help. If you’ve enjoyed having access to an expert in ASL you can help me continue my work for you. A small monthly donation from you would instantly make a big difference here at the studio because teachers don’t earn much and I could use some help paying for server and domain hosting for Lifeprint.com. Right now you can help out a humble (not to mention kind, caring, generous, compassionate, helpful, friendly, fair, and hard-working) ASL teacher -- just go here and a few clicks later you too will be a true “ASL Hero!” www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=64QMBRBXQSV6G For more donation options, see: Lifeprint.com/donate Thanks! - Dr. Bill
How to use ASL University to learn sign language for free: 1. Visit Lifeprint.com and become familiar with the ASL University website. 2. Bookmark the official ASLU UA-cam master playlist: ua-cam.com/play/PL6akqFwEeSpiLwRFA3ZvuOWMwPXwI7NqA.html 3. For quick reviews (to prevent memory extinction) bookmark the "Signs" channel playlist page: ua-cam.com/users/Lifeprint-signsplaylists 4. If you use a desktop or laptop computer you can look up signs using this page: www.lifeprint.com/search.htm 5. If you use a mobile device you can look up signs using this page: www.lifeprint.com/search/index.htm 6. If you can’t find a sign after using the search options at Lifeprint.com then consider applying to join the Lifeprint-ASLU Facebook group and asking your question there. See: facebook.com/groups/Lifeprint.ASLU/ 7. Go through the ASLU Lessons for free: www.lifeprint.com/asl101/lessons/lessons.htm Your comments, questions, or suggestions are always welcome. To contact Dr. Bill Vicars, see: www.lifeprint.com/asl101/pages-layout/contact.htm Ways to support the ASL University channel: 1. Click the “thumb up” (like) icon on videos at UA-cam.com/billvicars 2. Click the “subscribe” button at UA-cam.com/billvicars (if you haven't done so yet) 3. Click the “Share” link and share the videos. 4. Visit the “ASLU” bookstore at www.lifeprint.com/bookstore/bookstore.htm (feel free to suggest new products that you would like to see). 5. Buy some ASL University “official” clothing at: ASLU gear: teespring.com/stores/aslu 6. Subscribe to the ASLU subscription site: asl.tc (For information see: lifeprint.com/asltc/ ) 7. Donate via: www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=64QMBRBXQSV6G 8. For other donation options, see: www.Lifeprint.com/donate.htm If you have any friends who might be in a position to do so you might want to consider inviting them to donate -- thus supporting Deaf children and the promotion of free sign language resources via Lifeprint.com
Hi, how would signs change in context for something like "I'll have to change it" if it preceeds "my tire is flat" or "my earring is sore"? Specifically would size and location influence the movements, and possibly urgency. In most videos you show several examples, one after another, with all sorts of ways to modify signs.
Oh, my experience with "learning" is to throw three learn-signs over your shoulder for the one that makes it to your forehead, but they all end up making it in anyway~
Yes, size and location often influence how "change" is signed. Plus often the word "change" means "swap out." See: ua-cam.com/video/06iFk9yfMVg/v-deo.html For some discussion on "change" see: www.lifeprint.com/asl101/pages-signs/c/change.htm Keep in mind that there are "levels" of depiction. Many might use the standard sign for "change" in a phrase such as "change a tire" simply because we live in a diglossic society and "change a tire" is a very common phrase in the larger society. Then if / when we become more specific we might decide to use the "swap out" version of change. It is even possible / common to depict yourself as a giant and have a car in front of you and pull a tire off as if it fit in your hand (ha). Something like that might be more common when describing what "rotate your tires" means. Your question is a good one and deserves even more discussion. Consider applying to join the Lifeprint-ASLU Facebook group and asking your question there. See: facebook.com/groups/Lifeprint.ASLU/ However, always take online / free advice from random FB group members with a grain of salt. It is often worth what you paid for it.
According to Wikipedia: "A military campaign is large-scale long-duration significant military strategy plan incorporating a series of interrelated military operations or battles forming a distinct part of a larger conflict often called a war." No perfect approach to signing that sort of campaign. However, a couple of ideas come to mind: 1. context+ATTACK 2. context+WAR-(inflected to show a smaller, possibly directional or locative version of WAR).
Maybe someday, but for now if you can't understand the video it means you have skipped the prerequisites. My recommendation is instead of watching the advanced videos, go to the official ASLU playlist and start closer to the beginning and work your way up. That way you'll be able to understand this video just fine. ua-cam.com/play/PL6akqFwEeSpiLwRFA3ZvuOWMwPXwI7NqA.html I tend to use an approach I call “text scaffolding” rather than full captioning. I often combine signing, PowerPoint slides, and occasional typing. It is important to consider the goal of any particular video. My goal isn’t to “share information.” Nor is it to “entertain” (however I do like the so called “edu-tainment” concept). Rather my main goals for most of my videos are to: 1. Instruct 2. Provide an immersive practice environment. Thus I constantly consider the question: “What amount of scaffolding (first language text or “context”) will best help my students build their target language knowledge and skills?” Too little scaffolding and the student gets “frustrated.” Too much scaffolding and the student gets “bored” or doesn’t progress in their L2 (second language) processing skills because they are too busy using their L1 (first language) as a “crutch” (similar to trying to build muscles without lifting weights). It then becomes an impossible but worthy task to attempt to find the “perfect” ratio (of scaffolding). It is impossible because with a couple-hundred-thousand subscribers -- each at individually varying levels of skill and comprehension -- there will always be those who would prefer less "captioning" (scaffolding) and those who would prefer more. The (imperfect) solution (or approach) is to offer a range of instructional videos at varying levels of complexity and a companion website (Lifeprint) wherein those who prefer more “text” (or context) can first go pre-study the individual vocabulary items and sentences for a particular lesson and then come back to the channel and watch the instructional video. Another interesting (to me at least) aspect of (Web 2.0 or the “interactive web”) posting an instructional video to UA-cam (or Facebook or various other interactive / comment-capable platforms) has been the tendency for students to post time-specific links in their comments below the video to ask, “What is Dr. Bill signing at 3:15?” At which point a group-effort is set in motion wherein those who “do” understand what is signed get a feeling of challenge, accomplishment, and camaraderie by posting the answer. I do think it is relevant for viewers who may be frustrated to ask themselves two questions in regard to signed video postings: 1. Am I not understanding this (signed) video because it isn’t captioned? 2. Am I not understanding this video because I personally haven’t invested the time the pre-requisite level of ASL for the video I'm attempting to watch? Obviously the answer can be “both.” The first answer attempts to put the responsibility on something or someone else (and doesn’t take much personal effort.) The second answer puts the responsibility on one’s own self. (And takes a massive amount of personal effort and patience.) For example, a person who doesn't understand the video for a particular lesson might need to go back and re-watch previous lesson videos, use the corresponding lesson page and click on individual vocabulary links, or watch the video at a slower speed (using a browser with speed settings), and then watch the video again at normal speed. I certainly appreciate and empathize with the “general” push for captioning of “voiced” videos because it is actually a desire for “access” and “understanding.” All of the above notwithstanding -- someday I do indeed plan on captioning all of my videos if and when my time frees up. Warm regards, - Dr. Bill
@@sign-language exactly all of this! In other ASL videos its hard to stop myself from relying on captions too much if they’re available. In some videos it’s necessary because there is no “scaffolding” (great way to put that), but your approach is perfect - thank you!
Hello ASL Heroes!!!
Hey, I could really use your help.
If you’ve enjoyed having access to an expert in ASL you can help me continue my work for you.
A small monthly donation from you would instantly make a big difference here at the studio because teachers don’t earn much and I could use some help paying for server and domain hosting for Lifeprint.com.
Right now you can help out a humble (not to mention kind, caring, generous, compassionate, helpful, friendly, fair, and hard-working) ASL teacher -- just go here and a few clicks later you too will be a true “ASL Hero!”
www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=64QMBRBXQSV6G
For more donation options, see: Lifeprint.com/donate
Thanks!
- Dr. Bill
How to use ASL University to learn sign language for free:
1. Visit Lifeprint.com and become familiar with the ASL University website.
2. Bookmark the official ASLU UA-cam master playlist:
ua-cam.com/play/PL6akqFwEeSpiLwRFA3ZvuOWMwPXwI7NqA.html
3. For quick reviews (to prevent memory extinction) bookmark the "Signs" channel playlist page:
ua-cam.com/users/Lifeprint-signsplaylists
4. If you use a desktop or laptop computer you can look up signs using this page: www.lifeprint.com/search.htm
5. If you use a mobile device you can look up signs using this page:
www.lifeprint.com/search/index.htm
6. If you can’t find a sign after using the search options at Lifeprint.com then consider applying to join the Lifeprint-ASLU Facebook group and asking your question there. See:
facebook.com/groups/Lifeprint.ASLU/
7. Go through the ASLU Lessons for free:
www.lifeprint.com/asl101/lessons/lessons.htm
Your comments, questions, or suggestions are always welcome.
To contact Dr. Bill Vicars, see: www.lifeprint.com/asl101/pages-layout/contact.htm
Ways to support the ASL University channel:
1. Click the “thumb up” (like) icon on videos at UA-cam.com/billvicars
2. Click the “subscribe” button at UA-cam.com/billvicars (if you haven't done so yet)
3. Click the “Share” link and share the videos.
4. Visit the “ASLU” bookstore at www.lifeprint.com/bookstore/bookstore.htm (feel free to suggest new products that you would like to see).
5. Buy some ASL University “official” clothing at: ASLU gear: teespring.com/stores/aslu
6. Subscribe to the ASLU subscription site: asl.tc
(For information see: lifeprint.com/asltc/ )
7. Donate via: www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=64QMBRBXQSV6G
8. For other donation options, see: www.Lifeprint.com/donate.htm If you have any friends who might be in a position to do so you might want to consider inviting them to donate -- thus supporting Deaf children and the promotion of free sign language resources via Lifeprint.com
Thanks Dr. Bill!
Hi, how would signs change in context for something like "I'll have to change it" if it preceeds "my tire is flat" or "my earring is sore"? Specifically would size and location influence the movements, and possibly urgency. In most videos you show several examples, one after another, with all sorts of ways to modify signs.
Oh, my experience with "learning" is to throw three learn-signs over your shoulder for the one that makes it to your forehead, but they all end up making it in anyway~
Yes, size and location often influence how "change" is signed.
Plus often the word "change" means "swap out."
See: ua-cam.com/video/06iFk9yfMVg/v-deo.html
For some discussion on "change" see:
www.lifeprint.com/asl101/pages-signs/c/change.htm
Keep in mind that there are "levels" of depiction.
Many might use the standard sign for "change" in a phrase such as "change a tire" simply because we live in a diglossic society and "change a tire" is a very common phrase in the larger society.
Then if / when we become more specific we might decide to use the "swap out" version of change.
It is even possible / common to depict yourself as a giant and have a car in front of you and pull a tire off as if it fit in your hand (ha). Something like that might be more common when describing what "rotate your tires" means.
Your question is a good one and deserves even more discussion.
Consider applying to join the Lifeprint-ASLU Facebook group and asking your question there. See:
facebook.com/groups/Lifeprint.ASLU/
However, always take online / free advice from random FB group members with a grain of salt. It is often worth what you paid for it.
Great lesson. Thank you for this :)
Rich
Not sure if you know Dungeons and Dragons OR maybe military terms. But Campaign, which would you use for a D&D Campaign, or Military Campaign.
According to Wikipedia:
"A military campaign is large-scale long-duration significant military strategy plan incorporating a series of interrelated military operations or battles forming a distinct part of a larger conflict often called a war."
No perfect approach to signing that sort of campaign. However, a couple of ideas come to mind:
1. context+ATTACK
2. context+WAR-(inflected to show a smaller, possibly directional or locative version of WAR).
Please have closed captions for us hearing people that want to learn ASL so we know what you are signing. Thank you.
Maybe someday, but for now if you can't understand the video it means you have skipped the prerequisites.
My recommendation is instead of watching the advanced videos, go to the official ASLU playlist and start closer to the beginning and work your way up. That way you'll be able to understand this video just fine.
ua-cam.com/play/PL6akqFwEeSpiLwRFA3ZvuOWMwPXwI7NqA.html
I tend to use an approach I call “text scaffolding” rather than full captioning. I often combine signing, PowerPoint slides, and occasional typing. It is important to consider the goal of any particular video. My goal isn’t to “share information.” Nor is it to “entertain” (however I do like the so called “edu-tainment” concept). Rather my main goals for most of my videos are to:
1. Instruct
2. Provide an immersive practice environment.
Thus I constantly consider the question:
“What amount of scaffolding (first language text or “context”) will best help my students build their target language knowledge and skills?”
Too little scaffolding and the student gets “frustrated.”
Too much scaffolding and the student gets “bored” or doesn’t progress in their L2 (second language) processing skills because they are too busy using their L1 (first language) as a “crutch” (similar to trying to build muscles without lifting weights).
It then becomes an impossible but worthy task to attempt to find the “perfect” ratio (of scaffolding). It is impossible because with a couple-hundred-thousand subscribers -- each at individually varying levels of skill and comprehension -- there will always be those who would prefer less "captioning" (scaffolding) and those who would prefer more.
The (imperfect) solution (or approach) is to offer a range of instructional videos at varying levels of complexity and a companion website (Lifeprint) wherein those who prefer more “text” (or context) can first go pre-study the individual vocabulary items and sentences for a particular lesson and then come back to the channel and watch the instructional video.
Another interesting (to me at least) aspect of (Web 2.0 or the “interactive web”) posting an instructional video to UA-cam (or Facebook or various other interactive / comment-capable platforms) has been the tendency for students to post time-specific links in their comments below the video to ask, “What is Dr. Bill signing at 3:15?” At which point a group-effort is set in motion wherein those who “do” understand what is signed get a feeling of challenge, accomplishment, and camaraderie by posting the answer.
I do think it is relevant for viewers who may be frustrated to ask themselves two questions in regard to signed video postings:
1. Am I not understanding this (signed) video because it isn’t captioned?
2. Am I not understanding this video because I personally haven’t invested the time the pre-requisite level of ASL for the video I'm attempting to watch?
Obviously the answer can be “both.”
The first answer attempts to put the responsibility on something or someone else (and doesn’t take much personal effort.)
The second answer puts the responsibility on one’s own self. (And takes a massive amount of personal effort and patience.)
For example, a person who doesn't understand the video for a particular lesson might need to go back and re-watch previous lesson videos, use the corresponding lesson page and click on individual vocabulary links, or watch the video at a slower speed (using a browser with speed settings), and then watch the video again at normal speed.
I certainly appreciate and empathize with the “general” push for captioning of “voiced” videos because it is actually a desire for “access” and “understanding.”
All of the above notwithstanding -- someday I do indeed plan on captioning all of my videos if and when my time frees up.
Warm regards,
- Dr. Bill
@@sign-language exactly all of this! In other ASL videos its hard to stop myself from relying on captions too much if they’re available. In some videos it’s necessary because there is no “scaffolding” (great way to put that), but your approach is perfect - thank you!
👍👍👍🇩🇪
Quero aprender ASL. Sei Libras;)