Nicole Holliday

Sign language notebook

Imagine you're at a party and a friend comes up to you with a person you haven't met before.
You say, "Hi! Nice to meet you." The person smiles at you and makes a series of gestures that
look like this:

The person has just said "Nice to meet you" in American Sign Language (ASL), the language
used by members of the Deaf community in the United States and Canada. Today you will learn
about the Deaf community and how ASL is one of the most important parts of Deaf culture. You
will also learn about some of the historical figures who brought about tremendous change within
the community and explore the similarities and differences between the Deaf and hearing
communities.

Objectives

• Define Deaf culture

• Define Deaf community
• Identify key cultural norms in the Deaf community
• Identify unique characteristics of the Deaf culture

Key Words
The following Key Words will be defined as we go through this lesson. Write down each word
or term in a notebook, leaving several lines between them so you can add definitions later.

• "Big D" deaf/ "Little d" deaf

• American Sign Language (ASL)
• Deaf community
• Deaf culture
• Helen Keller
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• As you read about Deaf culture, write down the definitions for the Key Words list in your
notebook.
• Deaf Community
• There are no definite figures for how many Americans are deaf or hard of hearing, but the
number is certainly in the tens of millions. This includes people who were born deaf or
with limited ability to hear and people who have lost their hearing over time. But not all
people who are deaf are members of the Deaf community, and not all members of the
Deaf community have difficulty hearing.
• Big D/Little d
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• Throughout this course you will notice that sometimes the word "deaf" appears with a
capital D. A person who cannot hear is deaf with a small "d." If that person's
primary language is American Sign Language, has attended schools and universities for
the deaf, and shares the values, beliefs, and traditions of similar people, that person will
generally consider himself or herself to be Deaf with a capital D. This group is the heart
of the Deaf community. This community can also include families, friends, teachers, and
interpreters—even if these people are able to hear—to the extent they use ASL, share in
the beliefs of the group, and are accepted by other members of the Deaf community. For
example, a deaf couple may have a hearing child who grows up fluent in ASL. The child
would be considered part of the Deaf community, while a person who is deaf but never
learned ASL or is not fluent in it may not be part of the community.*

It is very important to understand that the Deaf community does not view their deafness
as a disability or a problem that needs to be fixed. For this reason most object to the term
"hearing impaired." In fact, most say they prefer to remain deaf. They work in all fields
and most are bilingual, able to communicate in both ASL and English. (As you'll
discover in this course, ASL is not "English with hand movements" but a completely
separate language with its own grammar and syntax.) There are many famous members
of the Deaf community, including actress Marlee Matlin, who won on Academy Award
for Best Actress in 1987, and Heather Whitestone, who was crowned Miss America in
1994.

*For the purposes of this lesson The Deaf community refers primarily to the American
Deaf community. There are Deaf communities around the world that use sign languages
other than ASL

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 Throughout this course you will notice that sometimes the word "deaf" appears with a capital D.
A person who cannot hear is deaf with a small "d." If that person's primary language is American
Sign Language, has attended schools and universities for the deaf, and shares the values, beliefs,
and traditions of similar people, that person will generally consider himself or herself to be Deaf
with a capital D. This group is the heart of the Deaf community. This community can
also include families, friends, teachers, and interpreters—even if these people are able to hear—
to the extent they use ASL, share in the beliefs of the group, and are accepted by other members
of the Deaf community. For example, a deaf couple may have a hearing child who grows up
fluent in ASL. The child would be considered part of the Deaf community, while a person who is
deaf but never learned ASL or is not fluent in it may not be part of the community.*

It is very important to understand that the Deaf community does not view their deafness as a
disability or a problem that needs to be fixed. For this reason most object to the term "hearing
impaired." In fact, most say they prefer to remain deaf. They work in all fields and most are
bilingual, able to communicate in both ASL and English. (As you'll discover in this course, ASL
is not "English with hand movements" but a completely separate language with its own grammar
and syntax.) There are many famous members of the Deaf community, including actress Marlee
Matlin, who won on Academy Award for Best Actress in 1987, and Heather Whitestone, who
was crowned Miss America in 1994.

*For the purposes of this lesson The Deaf community refers primarily to the American Deaf
community. There are Deaf communities around the world that use sign languages other than
ASL
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Deaf Culture

There are many different cultures around the world. People with shared experiences, beliefs,
traditions, and behaviors come together and from that a culture is formed. A shared language is
the way a culture is celebrated and passed on. Over the centuries the American Deaf community
has developed its own unique culture based on American Sign Language. The arts have
flourished in the Deaf community with Deaf theater, Deaf poetry readings, and Deaf comedy.
Storytelling in ASL is a highly valued part of Deaf culture.

Most people acquire their culture through their families. This is often not true of Deaf culture.
That's because deaf children usually don't have deaf parents. Instead, the Deaf community comes
together to pass on its traditions from one generation to the next. This usually begins at
residential schools for the deaf (where students live on campus). Here deaf children can
communicate easily with one another through ASL, learn to take pride in their many abilities,
participate in sports and the arts, and see Deaf role models on a daily basis. Many go on to
universities like Gallaudet, the only liberal art university in the country designed specifically for
the deaf and hard of hearing. A very high percentage of Deaf people marry other Deaf people.

Part of Deaf culture is what happens when Deaf people meet. When hearing people meet for the
first time, they might exchange names and little else. When Deaf people meet they share a lot of
personal information: which schools they went to, which organizations they belong to, and the
names of friends and family members who are Deaf. Deaf people also joke about the amount of
time it takes them to say goodbye. Where hearing people might leave one another with a quick
"See ya," Deaf people may spend an hour or more hugging and talking about when they'll meet
again.

The Deaf community has overcome many challenges. In the early days of Deaf education,
communicating in sign language was often forbidden because educators felt students need to
learn to speak English and only English. But signing is as natural to deaf children as talking is to
hearing children. In the end, ASL became the accepted way for the Deaf to communicate.

Deaf culture burst into the headlines in 1988. Up until that time, Gallaudet University has always
had a hearing president. When the Board of Trustees announced the appointment of another new
president who could hear, Deaf students took over the campus. In what became known as
the "Deaf President Now" campaign, students demanded not only that the Board appoint a Deaf
president but that the Board be changed to require it to have a majority of Deaf members. The
protest captured national media attention. Six days later the Board agreed to name I. King Jordan
the first Deaf president of Gallaudet. In Jordan's words, "The Deaf can do anything except hear."
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People who are not able to communicate verbally have been finding other ways to communicate
for longer than anyone can remember. In fact, we all use gestures and facial expressions that are
almost universally understood: smiles, frowns, shrugging our shoulders, giving something a
thumbs up or a thumbs down. American Sign Language takes the ability to express oneself
through hand movements, gestures and expressions and turns it into a complete language—just
like English, Spanish, or Japanese—with rules for how signs are put together to form sentences.
In this lesson you'll learn more about the beginnings of ASL and some of the early contributors
to deaf education.

Objectives
• Define ASL
• Identify elements of signed language
• Track dates and events in the introduction of sign language education to America
• Name key contributors to deaf education in America

Key Words
The following Key Words will be defined as we go through this lesson. Write down each word
or term in a notebook, leaving several lines between them so you can add definitions later.

• American Sign Language (ASL)

• Gallaudet University
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• Read the following information. Make sure to pay close attention to the specific events
and people who introduced sign language to America.

What is ASL?
• One of the most common forms of communication for deaf people in North America is
known as American Sign Language. According to a recent study, ASL is currently the
third most commonly used language in the United States behind English and Spanish.
Experts estimate that over 2 million people in the United States use ASL on a daily basis,
and at least 500,000 of those people are using it as their primary means of
communication. This does not mean, however, that it is the only form of sign language
used globally. There are dozens of distinct sign languages that have been developed in
different parts of the world, literally from A (Austria) to Z (Zimbabwe).
• ASL is a “visual-gestural” language. That means it is a language that is expressed
through the hands and face and is perceived through the eyes. It is a unique language with
its own rules for grammar and usage. The units of American Sign Language (ASL) are
made up of exact movements, shapes of the hand, as well as the movements of arms,
eyes, face, head, and body posture.
• ASL is not just waving your hands in the air. If you furrow your eyebrows, tilt your head,
glance in a certain direction, twist your body a certain way, puff your cheeks, or any
number of other inflections, you are adding or changing meaning in ASL. A "visual-
gestural" language carries just as much information as an oral/aural (mouth/ear)
language.
• ASL History
• In the early 1800s, Thomas Hopkins Gallaudet, a hearing minister and a graduate of Yale
University, met and became friends with a young deaf girl named Alice. Gallaudet took
an interest in teaching the girl and succeeded at teaching her a few words. The girl's
father, Dr. Mason Cogswell, encouraged Gallaudet to become involved with the
establishment of a school for the deaf.
• In 1815 Gallaudet headed for Europe in search of methods for teaching the deaf. He
approached a number of program directors in England, but none of them was willing to
share their techniques.
• Fortunately while in England Gallaudet met up with the director of a Paris school for the
deaf, Abbe Roche Ambroise Sicard. Sicard was there with two of his deaf pupils, Jean
Massieu and Laurent Clerc, who were also teachers at the school in Paris. They were in
England giving demonstrations on how to teach the deaf by using sign language. The
Paris school, which had been founded in 1771, was using French Sign Language in
combination with a set of methodically developed signs.
• Gallaudet persuaded Clerc to return with him to the United States and on April 15, 1817,
the first American school for the deaf, the Connecticut Asylum for the Education and
Instruction of Deaf and Dumb Persons, was established in the city of Hartford,
Connecticut. (At one time the word "dumb" referred to a person who was not able to
speak. This term is no longer used.)
• Over time, the signs used at that school, plus the signs that were already being used by
deaf people in America evolved into what is now known as American Sign Language or
ASL. Much of the vocabulary of ASL can be traced back to French Sign Language roots.
• Although it has been around since the 19th century, ASL has only been recognized as a
language since the early 1960s. In 1960, William Stokoe published Sign Language
Structure: An Outline of the Visual Communication Systems of the American Deaf, which
showed the complexity of structure and completeness of ASL, helping to establish ASL
an official language. A definition for American Sign Language also appeared for the first
time in Merriam-Webster's Collegiate Dictionary in 1960.
 It is important to note that sign language was being used in America before Gallaudet and
Clerc set up the school. One example took place in Martha's Vineyard, an island off the
southeastern coast of Massachusetts. Beginning in the late 1600s, there was a large
community of deaf people there, and almost all of the townsfolk knew how to sign
whether or not they were deaf!
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• Here's a chance to review your knowledge of ASL. Using the ten statements below,
separate what is fact (true) from what is fiction (false) by putting the corresponding letter
in the correct column. There are five fact statements and five fiction statements.

A. 50,000 people use ASL as their primary means of communication in the United
States.

B. ASL was created on Martha's Vineyard.

C. Thomas Hopkins Gallaudet was inspired to teach deaf children by his friendship with
Alice Cogswell.

D. Austria and Zimbabwe have their own sign languages.

E. A definition of American Sign Language first appeared in Merriam-Webster's

Collegiate Dictionary in 1960.

F. Directors of English programs for the deaf were eager to help Hopkins.

G. American Sign Language is the third most commonly used language in the United
States.

H. A visual-gestural language means one that is expressed through the mouth and
interpreted through the ears.

I. Many of the signs used in French Sign Language were adopted by ASL.

J. Inflection in ASL comes mainly from how fast users move their hands.

Fact Fiction
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Answer Key:
Fact Fiction
1. C 1. A
2. D 2. B
3. E 3. F
4. G 4. H
5. I 5. J

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American Sign Language is not a written language, but for this course it is important to use a
system that demonstrates ASL in written English. In this lesson we will introduce a system of
symbols and writing that will be used throughout the course to help you understand how ASL is
formed.

Objectives

• Describe conventions used to transcribe ASL

• Use transcription conventions to translate written text into ASL sentences

Key Words
• basic sentence structure
• conventions
• sentence markers

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Throughout the course the following sentence markers will be used to indicate different types of
sentences, as well as to identify features of a sentence.

1. When the marker _________n___________ is placed over a sentence, it will indicate the
formation of a negative sentence.
Example:
I REMEMBER GIRL NOT I. (I don’t remember the girl.)
2. When the marker _______q________ is placed over a sentence, it will indicate the formation
of a question.
Example:
GRANDFATHER HAVE CHAIR (Does grandfather have a chair?)
3. When the marker _______t________ is placed over a sentence, it will indicate the sentence
topic is intensified with a topic marker. Specific behaviors are used to identify the topic in the
sentence.
Example:
COFFEE BLACK SHE LIKE (She likes black coffee.)
4. The marker ________whq_______ will be used to indicate the sentence is a specific type of
question. This type of question is called a wh question and will use signs such as WHO, WHAT,
WHY, WHERE, WHEN, HOW, WHICH, and WHAT-FOR. Specific behaviors are used with
the signs to identify the sentence as a “wh” question.
Example:
YOUR CAR WHERE? (Where is your car?)
5. The marker ______y_________ represents an affirmative (yes) response to a yes/no question.
Example:
SHE HAVE YOUR BOOK? YES, HAVE SHE
We will discuss these markers in more detail as we encounter them in the lessons.
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The following conventions, or rules, will be used in this course:

1. A word written in all capital letters represents a single sign in American Sign Language.
Example: GIRL

2. Two or more words written in capital letters and joined by hyphens also represent a single
American Sign Language sign.
Example: DON’T-MIND

3. Capital letters joined together by hyphens represent a fingerspelled word.

Example: G-E-O-R-G-E
4. If the word for a sign is followed by the symbol ++ , then that sign is repeated.
Example: TREE ++ (translates to the plural trees)
5. The symbol CL: indicates a classifier sign. Classifiers are specific handshapes that take on a
particular meaning within the context of what the speaker is saying.
Example: The symbol CL:BB means to bring the two "B" hands together. It is used as a symbol
for things that are flat, such as a table surface.

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It is common for ASL sentences to repeat the subject pronoun at the end of the sentence.
Example:
I HAPPY I. (I am happy.)

The following form may also be used:

HAPPY I. (I am happy.)
I HAPPY. (I am happy.)
Try to construct ASL sentences from the following English sentences using all of the basic
structures outlined above:
Example:
1) I am happy.
i) I HAPPY I.
ii) HAPPY I.
iii) I HAPPY.
Try to transcribe the the following sentences.
1. I am tall.

2. I am short.

3. He is thin.

4. She is hungry.

5. It is big.
6. He is Deaf.

7. She is sleepy.

8. He is hurt.

9. They are surprised.

10. I am angry.
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As you have learned in this lesson, sentences are formed differently in ASL than they are in
English. You have seen some ways that we can write sentences to help you determine how they
should be signed.

To review for your assessment, make sure to go back and look at the rules and conventions for
transcribing ASL. Make sure you understand the various symbols and their meanings.
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Signs are produced using a combination of handshapes, body postures,

and movement. Each sign is produced by combining specific elements,
called “parameters.” The basic building blocks of most signs are the
handshapes that form the letters of the alphabet. This lesson explores the
American Manual Alphabet used in American Sign Language.

Objectives
• Identify elements of signed language
• Name the four parameters of signed language
• Fingerspell the alphabet

Key Words
The following Key Words will be defined as we go through this lesson. Write down each of the
Key Words in a notebook, leaving a few lines in-between for the definitions.
• fingerspelling
• handshapes
• location
• movement
 • orientation
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Now do the following:

1. Think about which letters you find the most challenging. Why?
2. Use your own words to define fingerspelling.
3. Using the fingerspelling tool, spell your first and last name.
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5. Communication in sign relies on the eyes instead of the ears to understand what is being
said. That means that ASL users communicate with handshapes and with body
movements. The units of American Sign Language (ASL) are composed of specific
movements, these include hand shapes and the movements of arms, eyes, face, and head
as well as body posture.

ASL Handshapes

American Sign Language uses the American Manual Alphabet (AMA) for fingerspelling.
The AMA contains 22 handshapes (orientation differences, or differences in the way the
palm faces, allow the formation of 26 letters). There are many more handshapes that are
not used in the AMA; in total, there are about 150.

A handshape is the actual shape of the hand used to produce a signed word. Handshapes
are used along with orientation, movement, and location (and are sometimes combined
with non-manual markers such as facial expressions) to produce a meaningful sign. In
English, letters are combined with pronunciation to produce a meaningful spoken word.

Some common handshapes are:

These handshapes are considered to be the most natural, basic and easy to make in ASL.
They are used more frequently in ASL.

Some handshapes are more difficult to make and are therefore used less frequently. Those
handshapes are:
Some of the handshapes seen in signs are those used to form letters of the alphabet. Here
are two others:

the handshape for the letter "L,"

the "F" handshape

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ASL Parameters
Each ASL sign has four general characteristics or parameters:

1) Handshape refers to the shape the hand makes and the position of the fingers.

2) Orientation means which way your palm faces: up, down, toward you, or toward the person
to whom you are signing.

3) Location refers to where the sign is located on the body. This could be the head, the chest, the
arm, in front of the body, or at the hip.

4) Movement refers to how the sign is made. Some signs are made by moving the hand (or
hands) from left to right, up and down, or in a circular motion. Some signs begin at one point on
the body or in space and end at another point.

These characteristics are the building blocks of signed words.

Practice making the handshapes below that form the letters of the alphabet. Try a few times until
you can do it without looking at the screen.

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Fingerspelling is the use of separate handshapes to represent letters of the alphabet.
Fingerspelling is used to specifically identify nouns, such as names and places. In this lesson you
will learn and practice the American Manual Alphabet to represent words from spoken English.

Objectives
• Fingerspell 3, 4, and 5 letter words
• Recognize fingerspelled words
• Fingerspell proper nouns

Key Words
The following Key Words will be defined as we go through this lesson. Write down each of the
key words in a notebook, leaving a few lines in-between for the definitions.
• American Manual Alphabet
• fingerspelling
• handshape

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Use the chart of the letters of the American Manual Alphabet to help you to remember how to
represent letters of the English alphabet:

Fingerspelling is used to form words. A word can be spelled out, by using separate letters, such
as B-O-Y or G-I-R-L. Most of the time, fingerspelling is used to represent unique nouns:
1. first, last and middle names
2. names of places
3. titles of movies and books
4. certain foods
5. technical words
6. used to clarify when one sign has more than one meaning
Fingerspelling can also be used to represent words that have no sign, or if you do not know the
sign for a word, but DO NOT fingerspell an entire sentence. Too much fingerspelling can be
hard to understand.
Fingerspelling is like your handwriting. Being clear is important for being understood. Please
observe the following rules for fingerspelling:
1. Hold your hand up, with elbows bent, palm facing forward (away from your body).
2. Keep your elbow down, close to your side.
3. Do not jerk, or bounce your hand.
4. Your hand should either remain in place or move slightly from the middle in the way text
would be written in the air. This is a subtle movement.
Make sure your handshapes are correct; it will help you to quickly improve your fingerspelling.

Fingerspelled words are spelled as a whole, not as individual letters. This means that stringing
the letters together, going from one directly into the next, is important for the other person to
understand. This will become easier with practice. Fingerspelling words as individual letters
would be the same as telling someone you had E - G - G - S for breakfast instead of eggs.

Try it! Using the letters of the manual alphabet, spell the following words:

OAT MAP EMU BOX FIN

ZOO DOG LAZY TOY CUP

BOG CAT WAG APE HEN

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Now try fingerspelling the following:

Your first name

Your last name
The street where you live
The city you live in
The name of your pet
Sometimes you will have to spell more than one word at a time, such as during introductions
when you are spelling both a first and last name. A slight pause is used to separate one word
from the other.
Try fingerspelling the following names:

(YOUR NAME) S-T-E-VE H-U-N-T A-L-E-X H-O-A-G

B-O-B S-M-I-T-H I-V-A-N W-A-L-L P-E-R-R-Y B-E-L-L

A-L J-O-N-E-S J-E-F-F R-E-E-D R-Y-A-N G-R-E-E-N

R-O-D S-T-O-N-E E-R-I-C-A B-R-O-W-N L-I-S-A H-A-N-D-Y

T-I-N-A R-O-S-E-N C-H-R-I-S V-E-L-E-Z M-A-R-I-E K-I-N-G

Some words have double letters. When fingerspelling double letters, you can make a quick
repetition of the letter by moving your hand to the right.
Try fingerspelling these words that contain double letters:

R-A-B-B-I-T Y-E-L-L-O-W H-U-R-R-Y

S-O-C-C-E-R S-U-M-M-E-R M-E-S-S-Y

O-F-F-E-R P-E-N-N-Y K-I-T-T-E-N

G-I-G-G-L-E A-P-P-L-E D-I-Z-Z-Y

If you make a mistake while fingerspelling, don’t worry. Simply shake your head and begin
spelling the entire word again.

Practice fingerspelling until you feel more comfortable. Try these words:

P-A-R-T F-O-L-K W-E-L-T S-O-U-R S-P-E-D

W-A-I-L T-A-C-O S-L-A-M B-L-U-E M-A-R-T

G-O-O-N T-H-E-Y M-A-R-E Q-U-A-D C-O-L-D

P-L-U-M A-R-A-B D-I-R-T W-A-N-T R-E-A-L

B-I-K-E C-U-B-S T-E-N-T P-O-L-L Z-O-O-M

And these words:

Y-O-U-T-H T-W-I-L-L R-O-A-M-S H-A-R-D-Y B-R-I-N-E

C-U-R-V-E Y-A-C-H-T M-O-V-I-E A-C-T-O-R J-A-Z-Z-Y

N-U-R-S-E K-A-Y-A-K T-U-T-O-R D-I-M-L-Y A-B-O-U-T

P-E-A-C-E F-E-N-C-E Q-U-I-E-T

Can you think of other 3, 4 and 5 letter words to spell?

Try them!
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Greetings in the Deaf culture are similar to greetings that hearing people use. However, there are
some unique cultural norms for the Deaf community. In this lesson, you will learn how to use
greetings appropriately, and also how to be respectful of the norms established by the Deaf
community.

Objectives
• Use ASL to greet others and introduce yourself
• Follow the cultural rules associated with greetings, name signs, and good-byes

Key Words
• culture
• greeting
• introduction
• name sign
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The following greetings should be familiar to you. These are used everyday in the hearing
world. Learn the following signs so that you will be able to greet someone appropriately using
ASL.

Good Morning
 How Are You?

Nice to meet you (this is done sequentially; sign the first image, then the second image).

Practice these signs until you are comfortable using them without looking at the screen.
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Your Name

Usually when you are telling a person your name, you will fingerspell your name. This is the
way that all hearing users of ASL communicate their name. There is a shortcut, or nickname, that
can be given to a person by a member of the Deaf community. This is called a name sign.

Name Signs
Name signs are given in the Deaf community to identify individuals without having to always
fingerspell the person's name. There are two types of name signs:

Arbitrary – a name sign using the first letter of the person's name in a location and movement
typically governed by linguistic rules. These name signs typically have no hidden meaning and
are subject to individual judgment.

Descriptive – a name sign derived from distinctive physical features, or personality trait, e.g., a
description of someone's hairstyle, a mole on the cheek, large eyes, blushing cheeks, etc.

Name signs should be given only by a Deaf person; hearing people should not invent their own
name signs. Name signs are given to non-Deaf people almost as a rite of passage. Giving of
name signs was a tradition started by Deaf people and, therefore, they carry on the tradition.

Departures

Get-togethers are a very important part of Deaf culture. Because most Deaf people live and work
surrounded by the hearing world, the opportunity to see and communicate with others in their
own language is something to look forward to and enjoy to the utmost. For that reason, Deaf
people take a long time to say good-bye. Hugging is a standard for saying both hello and good-
bye to people you know. If you've been chatting with a group of Deaf people and they want to
give you a hug when you depart, it's a sign of friendship and acceptance.

Using the information that you learned in this lesson, complete the following activity.

Sign the following greetings:

1. GOOD-MORNING
2. HOW-ARE-YOU?
3. NICE-TO-MEET-YOU
Practice this until you feel comfortable with signing.

Rules of social behavior—etiquette—tell how to behave in our society and within our cultural
groups. Different groups have different rules, and to be accepted in a group, we must respect and
follow the rules. This lesson looks at codes of social behavior in the culturally Deaf community
and presents some of the unique customs observed as Deaf people interact.

Objectives
• Define etiquette
• Describe social rules and behaviors observed during interaction in the Deaf community
• Identify key vocabulary

Key Words
The following Key Words will be defined as we go through this lesson. Write down each of the
Key Words in a notebook, leaving a few lines in-between for the definitions.
• communication
• etiquette
• signing environments
• social behavior
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• Deaf Etiquette
•
Etiquette is defined as a code of conduct for acceptable social behavior. Etiquette
describes the rules by which we interact with one another. Rules of etiquette tell us what
behavior is polite and what behavior is rude. The code of acceptable social behavior in
Deaf culture, Deaf etiquette, is very different in many ways from etiquette in the hearing
world. It can be described as direct, expressive, and not shy at all. One should maintain
eye contact, speak expressively, and—if necessary—use a pen and paper to
communicate. There is a specific set of social norms within the Deaf community that are
somewhat different from those in the general society. For example:

• Deaf people do not generally use their voices with Deaf friends, but may with hearing
persons. Many members of the Deaf community may not use speech at all.
• Waving or briefly tapping the arm or shoulder are accepted ways to get the attention of
a deaf person. It's also OK to flash the overhead lights one time, especially to get a
group's attention.
• Staring is acceptable among the Deaf because it is necessary for effective
communication. Among hearing people, however, staring is often considered rude.
•
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• In the Deaf community, just as in any cultural community, there are appropriate codes of
conduct. The following offers some tips for good Deaf etiquette that will help you behave
appropriately in your signing environment.
• Signed Introductions
• Deaf people you meet for the first time will be interested to know about your connection
to the Deaf community. When introducing yourself, you should be able to share/sign the
following:
• 1. Your first and last name
2. Whether you are Deaf, hard of hearing, or hearing
3. Who is teaching you about Deaf language and culture
4. Where you are studying ASL
5. Why you are learning the language
• Communication and Signing Environments
• Naturally, there is a heavy visual emphasis for communicating with Deaf people.
American Sign Language (ASL) is a visual mode of communication. People who use
ASL gain most of their information through their eyes and by closely observing what is
happening around them.
 Think about how difficult it is for hearing people to communicate when there are loud
noises and constant auditory interruptions. The same holds true in settings for visual-
based communication. It is important to have a comfortable setting for signing. This
includes having a well-lit space, removing visual obstructions (tables and vases in the
middle of a room), and having backgrounds that are non-distracting (gaudy or busy
walls).
It is acceptable Deaf etiquette to walk through the conversation of
two signers in conversation if they are blocking your way, (e.g.,
standing in a hallway or stairwell). It is considered polite to sign
"excuse me" and give a slight head bow as you go through. In group
conversations, you should try to go around or between these groups.
If you need to get through, press one of the group member's back or
shoulder gently to let them know you need space to pass
through. You should not tap someone's shoulder or stand waiting
for acknowledgement unless you actually need someone to move
out of the way.

The general sign for "excuse" is made by extending your left hand,
palm up. Brush your right bent-hand fingertips across the left palm
"EXCUSE-ME" starting with the pinky on your right hand. Bend the large knuckles
of the right hand slightly. Keep the other knuckles straight.
Doubling the movement (brushing your fingertips across your palm
twice) means "excuse me."
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Customs and Courtesies of Conversation

Generally, Deaf people will be receptive and helpful to you as you learn to sign. Just as with
anyone learning a new language, you can expect your communication to be slower than a native
speaker, and you will probably make your share of mistakes. Deaf people expect this as well, and
will usually understand what you are trying to say, even with your grammar and vocabulary
errors.
Imagine how boring it would be to have a conversation with someone who speaks only in a
monotone voice. The same holds true when signing. Facial expression is extremely important
when signing as this is critical in conveying nuance and emotion. Also, it can be useful to speak
as you sign, as this can show facial expression (your face is probably more expressive than you
realize when you’re speaking), and it help a Deaf person with lip-reading skills or limited
hearing. You should not shout or over-exaggerate your mouth-movement, though, as this can be
distracting and actually make you more difficult to understand.
Deaf people sometimes communicate with hearing people through interpreters. Here are a few
things to remember when communicating through an interpreter:
• Look and speak directly to the Deaf person (it is important to maintain eye contact).
• Position yourself close to the interpreter so that the Deaf person can see you both at the
same time.
 • Speak clearly and at a normal rate.
• Do not say things to the interpreter that you don’t want repeated to the Deaf person (that
includes whispering to or trying to have side conversations with the interpreter).
• Do not stop speaking to watch the interpreter or wait for him to begin signing
Interrupting a Signed Conversation

It is okay to interrupt a signed conversation if you need to. If you stand by waiting to be
acknowledged by the people in conversation, they will likely misinterpret your intention (they
may think you’re just “listening in” on their conversation) and continue signing. To interrupt,
make eye contact with the person with whom you’d like to communicate along with a gesture,
then stand by until that person turns to you.

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Deaf Etiquette Review

1. Which of the following is not considered normal behavior when signing?

a) maintaining eye contact

b) speaking expressively
c) using pen and paper if necessary
d) All of the above are considered normal behavior.

D: All of the above are considered normal behavior.

2. Why is it important to use facial expression when signing?

a) In case your hand signs make no sense, your facial expressions are a back up.
b) Facial expression provides nuance and emotion to your conversation.
c) It is not important to use facial expression; proper hand signs are the only important thing in
conversation.

B: Facial expression provides nuance and emotion to your conversation.

3. If there is a Deaf person with an interpreter, you should

a) talk very loudly so the interpreter can hear you.

b) talk to the interpreter and ignore the Deaf person.
c) look at and talk to the Deaf person.

C: look at and talk to the Deaf person

4. When you meet a Deaf person (who signs) for the first time, you should

a) be prepared to sign things such as why you are learning the language.
b) pretend you don't know any signs.
c) speak very, very slowly and exaggerate your words.
A: be prepared to sign things such as why you are learning the language.

5. Flashing overhead lights once to attract a person's attention is considered

a) normal.
b) rude.
c) appropriate only in emergencies.

A: normal

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NUMBERS 1-1000
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Numbers are an important part of everyday life. They are used to count, tell dates and times, and
do math, as well as for identification, addresses, and telephone numbers. Numbers in ASL are
produced using specific handshapes, movements, and palm orientations, in the same way letters
of the alphabet are formed. This lesson will begin to explore number signs.

Objectives
• Sign numbers 0–1,000
• Explain the unique number patterns for numbers 1–10, 11–15, 16–19, 20, 21–99, 100–
900, and 1,000

The following key words will be defined as you go through this lesson. Write down each of the
key words in a notebook, leaving a few lines in-between for the definitions.

Key Words
• handshapes
• number construction

The production of numbers in American Sign Language is much like fingerspelling. Making sure
that your signs are clear is important to making sure that you are being correctly understood.

In order to accomplish this, the same rules apply that applied to fingerspelling:
 1. Hold your hand up, with elbows bent, palm facing forward.
2. Keep your elbow down, close to your side.
3. Do not jerk or bounce your hand.
4. Your hand moves from right to left, away from the body.
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Numbers 0–10

Look at the images on

the right to see the
correct handshapes
for the numbers 0–10.
Notice the way the
number 3 is made
with the thumb and
first two fingers. This
is probably different
from the way you are
used to showing the
number 3 on your
fingers. To sign the
number 10, form a fist
and extend your
thumb upward. Move
your thumb from left
to right 2–3 times.

Usually numbers 1–5 are signed with the palm facing toward you (palm in).

After reviewing the images, practice signing the numbers 0–10.

Numbers 11–15
The numbers 11–15 are made with your palm facing toward you and tilted back
slightly so that your hand and wrist form an S shape. Sign the numbers by flicking
your fingers upwards.

Watch the animations below, then practice signing the numbers 11–15.

1
1

1
2

1
3
1
4

1
5

Numbers 16–20

To form the number 16, 17, 18, or 19, sign the number 6, 7, 8 or 9 with your palm
facing toward you, then twist your palm forward twice. To form the number 20,
make a fist and then extend your thumb and index finger. Tap your index finger and
thumb together 2–3 times .

Watch the animations below, then practice signing the numbers 16–20.

1
6
1
7

1
8

1
9

2
0

Once you feel comfortable with these numbers, use number signs to answer the
following questions:

1. How old are you?

2. What are the first 3 digits of your phone number?
3. How many people live in your home?
4. How old do you have to be to vote?
 5. How old do you have to be to drive in your state?

Numbers 21–30

The simplest way to sign a two-digit number is to sign the first number and then
sign the next number. For example, to sign 25, sign 2 and then sign 5. You do one
right after the other, just like when you're fingerspelling a word.

Most numbers in the 20s range use the L shape. (In the first unit you
learned American Sign Language was originally based on French Sign Language. In
France the number 2 is signed with the L shape.) But there are also specific signs
for 21, 22, 23, and 25. Watch the animations below to see how they are signed.

2
1

2
2

2
3

2
5
Numbers 24, 26, 27, 28, and 29 are all made by signing L and then the second
number.

2
4

2
6

2
7

2
8

2
9

The number 30 is signed by making the signs for 3 and 0.

3
0

Practice signing the numbers 21–30.

31–99

To sign numbers 31–99, you will use the signs for the two digits. For example, if you are signing
the number 45, you would sign 4 and then 5. One thing to remember when you are signing a
two-digit number is that you need to sign the numbers smoothly, one right after the other, just
like when you are fingerspelling a word.

Look at the animation below for number 33. When you are signing a two-digit number that has
the same two numbers (33, 44, 55, etc.) you make the sign for that number twice moving your
hand slightly to the right.

The animation below shows a range of ten numbers. Watch closely and try to determine what
the numbers are.

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Numbers 100–900 and 1,000
Let's take a look at the signs for hundreds and thousands to round out our number knowledge!

This is 100. See how you make the number 1 and then the letter C. (In Roman numerals C means
100.) The same would be true for any of the hundreds. You would hold up the first number and
follow it with the C formation.

However, this is not the only way to form a number in the hundreds. There is also the bent finger
formation, which is the most popular. In the animation below you will see 100 using this
formation instead.

Both formations are equally acceptable, it is just that the bent finger formation is a little more
user- friendly. Take a look at the animations below and see if you can figure out what numbers
they are.

A B
C D

A. 400
B. 700
C. 900
D. 500

And finally, this is the sign for 1,000. It also has two steps. Sign the number and then touch the
tips of your bent right hand to the open palm of your left hand. (The bent hand is similar to the
sign for M. In Roman numerals M stands for 1,000.)

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Next to How fast? click the slow button.

Next to Maximum number? click the 100 button.

Click on new number and a signed number between 0 and 100 will flash on the screen. Type the
number into the gray box and hit Return. Click on repeat if you need to see the sign again. When
you're feeling comfortable with numbers up to 100 increase the level of difficulty by clicking on
the 1000 button or increasing the speed.

If you want to see the sign for a specific number, type the number into the gray box and click on
show number .
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