Now that you're learning ASL and American Deaf Culture, undoubtedly someone will ask you if YOU'RE now qualified to interpret in business, community, or other specialized settings. The quick and definite answer is NO! Just like starting to learn any foreign language (Spanish, Russian, French, Japanese, etc.), would you try to run out and interpret between that language and English after a few weeks of classes? NO!

What about learning all of the "Baby Signing" books and videos? Still NO! "Baby signs" would be considered just vocabulary and foundational concepts. (Compare it to reading "Golden Books" and Dr. Seuss Books...learning their vocabulary and content wouldn't make you competent enough or skilled enough to interpret!)

You shouldn't be guilted into thinking that you can interpret at this stage in your learning. (You can do a lot more damage when you're non-fluent/dysfluent, but think you have more skill than you really do.) Part of learning another language and about another culture, is recognizing your boundaries and limitations: what you know, and how much you still have left to learn!

In that case, you should contract out for qualified and professional ASL-English Interpreters:

• Who have gone through extensive higher-education learning/courses (preferably a degree in ASL-English Interpretation)

• Who have achieved national-level certification,

• Who have verification of continued/on-going education in their interpreting career, and

• Who continue solid connections and relationships with ASL-using Deaf Community members.

The Registry of Interpreters for the Deaf (RID) has published several white papers/Standard Practice Papers regarding the hiring and securing of qualified ASL-English Interpreters. The basic first paper you should read is about "Professional Sign Language Interpreting" (PDF).

Qualified and Professional ASL-English Interpreters will also adhere to a Code of Professional Conduct, which states:

RID CPC Tenets

1. Interpreters adhere to standards of confidential communication.

2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

6. Interpreters maintain ethical business practices.

7. Interpreters engage in professional development.

If you are in need of a Professional ASL-English Interpreter, please reach out to me to discuss your needs, dates/times, and specifics about the event or meeting. I can contract with you, or recommend trusted contractors with whom I typically work.

As a last resort, you can always inquire with local ASL-English Interpreter Referral Agencies too.

Please read through the following websites/blogs/resources!

The History of ASL in America - GoReact Blog

History of American Sign Language - DawnSignPress.com

QUESTION: Is ASL a "real language"?

ANSWER: The actual name "American Sign Language" answers a lot of your basic questions! Let's look at the acronym backwards—L, S, A:

• LANGUAGE - yes, ASL is a bona fide, researched, and verified living LANGUAGE! There is a specific community in America (and places where America has influence) of native and non-native users (like you!).

• SIGN - instead of words and sounds like spoken languages, ASL is comprised of manual signs (handshapes and movements) that are produced with the hands, in tandem with body language and facial expressions. Spoken languages rely on clarity in pronunciation and the ability to hear the speaker. Signed languages rely on clarity in sign production and the ability to see the signer!

• AMERICAN - this language is the culmination of French Sign Language (LSF [Langues des Signes française], brought to America in the early 1800s by Laurent Clerc) and all of the native systems, modes, and signed languages in use by pioneering Americans* from east to west, up to the early 1800s. But ASL became 100% "American" after the establishment of the first School for the Deaf in Hartford, CT, 1817, when students all over America finally received an education.

*Because Americans were so spread and isolated, especially in the newer Western territories, if families had a deaf child or deaf relatives, they used a mixture of "home signs" and gestures—created and maintained by just that family. Once American School for the Deaf (ASD) opened and welcomed students from all over America, each child brought with him/her their own systems and modes of communication, in addition to LSF, and created modern ASL as we know it!

Typically, you will fingerspell with the hand with which you write. So if you're a righty, Fingerspell with your right hand! If you're a southpaw, Fingerspell with your left hand! This is called your "strong hand" or "dominant hand". The other one is "non-dominant".

(There may be occasional exceptions for those who are ambidextrous OR feel more comfortable using the opposite hand from which you write. In that case, CHOOSE one hand for Fingerspelling and stick with it. Being able to master consistency in using one hand regularly creates good habits and fine-motor skill fluency. Switching back and forth at this stage delays your competency and clarity.)

Question: Where do I Fingerspell?

Answer: Keep your hand about 8" - 10" in front of your body, allowing your shoulder to be the "background" for your Fingerspelled letters and numbers. The palm will typically face the viewer (or camera) for most letters. Exceptions will be G, H, J, P, Q, and Z. Avoid "throwing" letters/numbers towards your viewer. Imagine your hand like an old-fashioned typewriter, where your hand creates each letter fluently as you slightly move away from your body (Lefties towards your left, Righties towards your right).

Question: I learned to Fingerspell a long time ago. Have there been any changes, updates, or differences?

Answer: When you Fingerspell words, you want to chunk your words into their component syllables, trying to spell each syllable clearly. JASON = J-A, S-O-N. JENNIFER = J-E-N-N, I, F-E-R. MARIA = M-A-R, I, A.

Fingerspelling takes practices and deliberate focus. Choose your dominant hand. Chunk into syllables. Produce your letters/numbers clearly every time.

Question: Some of these letters are hard to produce/make! What pointers do you have for Fingerspelling letters?

Answers: The more you practice producing your letters clearly, the less stress and confusion you create for your viewer. If you focus on calmly, clearly, and accurately making each handshape, you will attain fluent and rhythmic fine-motor skills over time. Fingerspelling takes practice and focus at first. Eventually it becomes easier...but only if you practice as often as possible!

• A - When you fold over the four fingers, the viewer should see a flat, horizontal line created by your fingers, and the fingernails should be visible. The thumb should point up (slightly at an angle), but not wrap around the fingers.

• B - Make sure your fingers are pushed together, without any gaps (otherwise it looks like the number "4"!). The fingers should point straight up, with the palm facing outwards to the viewer. The thumb bends across your palm, horizontally.

• C - Keep the fingers together, with the palm facing outward to the viewer. Don't twist your wrist to the side (to show a "C" shape). The viewer can see you're making a "C".

• D - Similar to number "1", the point of contact is just the thumb and the middle fingertip. The index finger should be pointed up, with the palm facing outwards to the viewer. The fingers should be together, nails aligned next to each other.

• E - Rest all 4 fingertips on the horizontal thumb. When produced correctly, the viewer can see your 4 fingernails, but not the thumbnail. Relax the hand, so as not to over-strain the muscles in your fingers. (Resting the fingers on the thumb ensures that the viewer sees an "E" and not a strained "C".)

• F - Think of the gesture "OK", where the middle, ring, and pinky fingers are separate and pointing upwards. The thumb and index touch at the fingertips, palm is facing outwards to the viewer.

• G - Think of the gesture "un poquito"/"a little bit!" with the thumb and index finger. The hand is turned sideways, pointing towards your non-dominant side, and horizontal (as if you could balance a piece of paper on top of the hand).

• H - Similar to "G", but with the index and middle fingers turned sideways, pointing towards your non-dominant side, and horizontal (as if you could balance a piece of paper on top of the hand). The thumb pushes down on the ring fingernail and stays unseen.

• I - Use the pinky finger only! All other fingers are curled, with the thumb wrapping around the front of the fist, showing its fingernail.

• J - Start with the "I", but then just draw a "J" in the air (correct way for righties, opposite way for lefties [start with "I" and then draw down and towards the mid-line of your body, twisting the hand palm-up).

• K - Index finger sticks straight up, the middle finger is at a 45° angle, palm is facing out, towards the viewer. Your thumb supports the middle finger at the 2nd knuckle. Ring and pinky fingers are curved, flat against the palm, showing their fingernails. (Don't twist the hand/wrist.)

• M - The thumb rests under the ring finger (sometimes the thumbtip can peek out between the ring finger and pinky, but not necessary). Show the Index, middle, and ring finger curves as the 3 "legs" of an "M".

• N - The thumb rests under the middle finger (sometimes the thumbtip can peek out between the middle and ring fingers, but not necessary). Show the Index and middle finger curves as the 2 "legs" of an "N".

• O - Keeping the palm facing towards your viewer (there's no need to twist the wrist so they can see the hole in the "O"). Instead, all of the fingers curve, with the thumbtip only touching the index fingertip—no other fingertips!

• P - This is a "K", but turned down. The index finger points towards the viewer. The palm is facing downwards. And the middle finger is still at a 45° angle to the index finger, thumb supporting the middle finger's 2nd knuckle. If you feel the wrist bending too much (to where it hurts!), slightly raise your elbow away from your body and keep the hand/arm plane flat without a bent wrist. Signing shouldn't hurt, just like pronouncing words in a spoken language shouldn't hurt.

• Q - Like a "G", but the palm is turned down. (Similarly to "P", if you feel the wrist bending too much (to where it hurts!), slightly raise your elbow away from your body and keep the hand/arm plane flat without a bent wrist.)

• R - Index finger and middle finger are crossed (1-handed "wish for good luck"/"I hope" gesture). Palm should be facing the viewer, both crossed fingers are pointing straight up, not angled to right/left or forward/backward.

• S - Make a punching fist, with the thumb wrapped around all of the fingers. The palm should be facing the viewer. (You should be able to balance something on the flat/horizontal knuckles.)

• T - Remember the old "I got your nose!" game? This is the same handshape - with the thumb poking up between the Index and middle fingers (of a fist). The palm faces the viewer. The thumb pokes up in varying depths (sometimes a lot, sometimes very little), so when looking at this letter, look for the location of the thumb tip).

• U - With the Index and middle fingers together and pointing upright, keep the other fingers down (in a fist) with your thumb. Keep the palm facing the viewer.

• V - Probably one of the easiest letters, since it looks like a "V". Index and middle finger stick up, in the shape of a "V" (must have space between the fingers, or you're singing "U"), with the palm facing the viewer and the thumb holding down the ring and pinky fingers.

• W - The other easy letter - Index, middle, and ring fingers pointing up (with just enough angle/space between them so it doesn't look like a weird "B"). Thumb pushes down on first knuckle of pinky finger.

• X - Stick up your Index finger (like #1), but then bend/crook the Index finger. Another perspective - make the "S" (fist) letter, but raise up the Index finger into a crook/hangman's gallows. Keep the palm facing the viewer.

• Y - Keeping your palm to the viewer, stick out your thumb and pinky (similar to "shaka!" surf-dudes/dudettes!). From behind, it looks like the backview of baby Yoda's head!

• Z - Using your Index finger, draw the "Z" in the air (keeping it relatively small). Righties, draw the "Z" just like you would on paper. Lefties, you'll have to adjust and draw it backwards, since the start/top and the tail-end/bottom of the "Z" need to move away from you (towards your Dominant side/left).

Signers will usually give you a few “hints” and prep signs to let you know that FS is about to occur—

NAME…

YEAR…

AGE/OLD…

PHONE NUMBER…

ADDRESS…

Once you see any of the above signs, most likely there will be FS that occurred just prior to it or right after it. Now, how do you actually catch and understand the word or numbers?

Understanding Fingerspelled Words

Fingerspelled words in ASL are not just single letters that are strung together. The Signer is actually putting them all together into one discrete package. Think of all the fingerspelling as a single unit. That unit is a word or phrase. The Signer will usually mouth the word s/he is spelling, although it will not be over-exaggerated or completely similar to what a native English speaker might mouth.

Native ASL users, when fingerspelling, will always hold the first letter for an extra beat/millisecond and always hold the last letter slightly longer than other letters. Additionally, they may even support their FS hand with their non-dominant hand, or they will point at their FS hand. They may also look directly at their FS, to emphasize the concept and to draw the viewer’s attention to that word/phrase.

So, just like Wheel of Fortune or Hangman, our brains can figure out words even if the words are missing parts! For example:

BOY-FRIEND NAME D-VE.

Most likely you thought his name was DAVE. The simple reason being that our vast knowledge of English (spoken and written), as well as American culture, allows DAVE as the only possible consideration. DEVE, DIVE, DOVE, and DUVE are not typical American male names. Our brains know that. So let your brains cycle through all the possibilities as you watch fingerspellers.

We have to learn to see past only single units of information, especially SIGN…SIGN…SIGN…LETTER…LETTER…LETTER…LETTER. Or

BOY-FRIEND NAME D - A - V - E.

We have to learn to “chunk” visual information into useful packets. Don’t allow your brain to freeze or balk. Instead, focus on what letters you got and relax, letting your brain make the necessary connections and intuitive jumps.

P.S. Oddly enough, longer words are easier to catch than shorter words. Your brain has more time to put the pieces together and other alternatives quickly remove themselves the longer the word continues.

1. Always use the hand you write with. (In rare cases, your writing hand may not be your dominant hand. If this is true for you, discuss this with your teacher first!)

2. Keep your hand (palm out, towards the viewer, as letters allow) in front of your shoulder, using the shoulder as background.

3. Do not pull the hand in close to your shoulder; it should be between 8"-12" away from your shoulder; comfortable but not fully extended.

4. Except for the letters G, H, J, M, N, P, Q, and Z, all the other letters should be produced with your palm facing the viewer. G’s palm faces to your non-dominant side; H’s palm faces you; J has the palm starting off facing the viewer, but ends up facing upwards; M, N, P, Q, and Z’s palm orientations are downwards.

5. Work at improving the clarity of the handshape first. If you keep your letters at strict angles (i.e. L is produced with a 90° angle between the index finger and thumb), your letter clarity will be greatly improved.

6. Study each letter (both printed on the paper and as you fingerspell it). Don’t force your hand. Teach your hand that that shape is natural and relaxed.

7. Look at the handshape from all directions as you produce it. Use a mirror. Practice with a videocamera, smart phone recording, or a partner (who knows sign or doesn't know sign!). Use your eyes to compare what you are producing with what’s printed in the book/computer screen, in videos, or what you see from other signers.

8. Close your eyes and feel the muscle movements in your hands as you fingerspell. Notice the overall movements of your fingers, thumb, and hand. How does each letter feel? How does the transition feel between different letters? (Use your own name to start!)

9. Keep a regular rhythm when fingerspelling and divide your words by syllable. Spell each syllable clearly, and adequately mouth that syllable. DO NOT MOUTH EACH LETTER AS YOU FINGERSPELL! (i.e. My name is JAY-AY-ESS-OH-EN. = JASON) NO! This will really throw off the viewer, and create really bad habits you'll have to break later on.

10. Finally work on speed. NEVER RUSH! Once your hands and muscles are used to doing the movements, speed will come. Don’t force it—you’ll just sign sloppily, no one will understand you, and you will probably be forced to FS the word/phrase again. (Don’t be overly slow, either! )

(Compare this to speaking: If you speak a word or sentence quickly, you’re not showing off your amazing English skills. On the contrary, you’ve probably confused the listener whose ears couldn’t keep up with you. But if you enunciate each word and give it the proper emphasis due to it as part of the sentence, you are more clear, better understood, and there is less of a chance for miscommunication or misinterpretation.)

Finally–Don't sweat it if you're not perfect for your first, second, or third class! It may take you 1-2 years of continuous, daily practice to fluidly fingerspell small words. This is not a race or a competition. Speed isn't your goal… yet!

Please read through the following websites/blogs/resources!

American Deaf Culture - Tom Holcomb [website]

American Deaf Culture - Sign Media, Inc. [website]

American Deaf Culture - Coursera (free course, starting January 16th, 2021) [Class]

"Introduction to American Deaf Culture" - Tom Holcomb, 2013. [Book]

QUESTION: Is there such a thing as "American Deaf Culture"?

ANSWER: If we look at the definition of "culture" according to Merriam Webster:

1. Customary beliefs, social forms, and material traits of a racial, religious, or social group

   • also : the characteristic features of everyday existence (such as diversions or a way of life) shared by people in a place or time

2. The set of shared attitudes, values, goals, and practices that characterizes an institution or organization

3. The set of values, conventions, or social practices associated with a particular field, activity, or societal characteristic

4. The integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations.

All of the bold characteristics above apply to Deaf Americans*! They have certain beliefs about their place in their communities, how the world works (both for and against them), and concepts about themselves as Deaf Americans, which are quite different than that of hearing Americans. Deaf Americans follow certain social forms (that is both inherent in ASL, as well as protocol and etiquette for holding social interactions in ASL). And as for material forms, there's no doubt that technology molds and shapes all of us, but much so for those Deaf/Hard of Hearing who wear hearing aids, use microphones/receivers, have cochlear implants, and other daily tech-use that provides access and connection to the world around them!

Deaf Americans also have predominant shared attitudes, values, goals, and practices that distinguish them from hearing Americans. Growing up deaf (unable to hear) shaped their communication practices and goals amongst hearing people. They may value visual art, manual (hand-made) endeavors, as well as their other senses, instead of putting so much priority on musicality, the "sound of things", or the fact that sound is important.

Social practices for Deaf Americans is more collectivist and group-oriented than typical hearing American individualistic tendencies and approaches. Similar to African-American, Asian-American, Latinx-American, and Native-American/Indigenous cultures, looking out for the family, the group, is more important and required, so that continuity and future generations may benefit and flourish.

As such, Deaf American human knowledge and being able to transmit that knowledge to future generations is valued and cherished, since the wisdom and experiences of the elders and previous generations cannot be found elsewhere, except in ASL storytelling, fables, folklore, jokes, and anecdotes. With the advent of cheap and plentiful video-recording, being able to archive and save elders' stories is now more feasible.

(If all of this seems very familiar to you, it's because many minority groups and marginalized communities that are accepted as "cultures" also display these characteristics. Deaf do as well, earning them the right to be seen as an American minority cultural group.)

*Note that "Deaf" is capitalized when it refers to the cultural minority of those who live in America, primarily value ASL as their native/fluent language, adhere to ASL and Deaf norms, pass down such cultural values and beliefs to future generations, and take pride in their wholeness/humanity/self-reliance as Deaf individuals making their way through a majority hearing world. This is similar to the convention of capitalizing "African-American" or "Italian-American" or "Chinese-American", as proper nouns for distinct cultural groups.

Indicating specific numbers in ASL is quite different than the use of numbers in English! You will still fingerspell with the hand with which you write. Righties, Fingerspell numbers with your right hand! Lefties, Fingerspell numbers with your left hand!

Question: Why not use both hands to indicate numbers in ASL?

Answer: Economy of energy and exertion! Being able to sign most numbers with just one hand frees up the other hand to point to someone/something, actually nearby or in your signing space where you have already established the noun. (Using your signing space/token space is a more intermediate level of signing, but you're doing so great, I'm sure you can learn these techniques and use them consistently and correctly!)

Question: I noticed that there are certain conventions and regularities in Fingerspelling numbers in ASL. Am I right? Are there Romance Language similarities?

Answer: Yes! Just like Spanish breaks down 16 - 19 into their component parts (10 + 6,10 + 7, 10 +8, and 10 + 9), ASL similarly follows this. (Since ASL is partially influenced by French Sign Language, and spoken French is related to spoken Spanish via Latin, it stands to reason that there will be occasional similarities between ASL and Romance Languages, or ASL and signed languages from Romance Language-influenced countries!)

Question: Why does the hand keep flopping back and forth (palm in, palm out)?

Answer: Traditionally, counting numbers (also called "cardinal numbers") have palms IN for #s 1-5. Then palms switch out for 6-9 (so you can see the point of contact between the thumbtip and fingertip more easily!). 10 has the obligatory slight twisty-shake of the thumb, side-to-side. 11-15 can have a more formal double-flick of the base # (1, 2, 3, 4, and 5). 16-19 follow Spanish - 10 + ones unit place (6, 7, 8, and 9). 20 is a little trickier.

If you remember your elementary school math, we have the Ones place, Tens place, Hundreds place, etc. For the example "105", the "1" is in the Hundreds unit place, the "0" is in the Tens unit place, and the "5" is in the Ones unit place.

Signing the number 20 in ASL comes directly from the way you sign the number 20 in French Sign Language (LSF)! In LSF, when counting 1, 2, 3,... the thumb = "1"; thumb and Index finger = "2"; thumb, index finger, and middle finger = "3", etc.

In LSF, "20", with a 2 (in the tens unit place) is signed with what we would see as an "L", then you'd move your hand slightly away from your body and change to a "0" (actually a thin 0 where the thumb tip touches the index fingertip"). Confusing, right? Well, if you signed "L" + , you'd actually be signing the number "20"! (See below.)

This technique/method has been passed down for generations in both LSF and ASL, and kept in Modern ASL!

Here's the good part - Area Codes are so predictable as the first three numbers of all phone numbers, you can usually guess correctly the second someone starts to Fingerspell their full phone number to you! ...at least you can easily guess the area code.

• 213

• 310

• 323

• 562

• 626

• 714

• 818

These are all common Area Codes for people living in the Southern CA/Los Angeles metropolitan area. Occasionally you'll see weird Area Codes—like "513"!—where does that strange Bob think his phone number belongs??? Cincinnati, OHIO? Unpredictable and odd!!!

The next bit is a little tougher: You know you'll see a series of three numbers, then four numbers. So if you can just survive those last 7 digits, you should be able to correctly decipher and remember someone's Fingerspelled phone number!

Question: I always confuse 7 and 8. How do I produce them and "see" them correctly?

Answers: Practice, practice, practice! Focus on calmly, clearly, and accurately making the 7 and 8 handshapes, getting a feel for the muscle movement of your fingers. Some instructors will tell you to look for the "gap" above the knuckle (is the gap closer to the signer's index finger? Then it's an 8. Or is the gap closer to the signer's pinky? Number 7!

Whatever tip or trick you use to memorize and recognize the numbers/letters you see, make it work for you. And that takes PRACTICE! Producing and receiving ("seeing") Fingerspelled letters and numbers takes practice and focus at first. Eventually it becomes easier...but only if you practice as often as possible, and with different signers. So practice with each other, then double-check.

Even though you might want to follow "hearing" norms in how you chunk your numbers, it doesn't always work that way in ASL.

Phone Numbers in ASL

You might say your phone number in English: "My phone number is two one three, four oh seven, twenty-five, thirty-five." = (213) 407-2535.

This makes sense to you to say zero as "oh" and to chunk 2-5 as twenty-five.

But phone numbers in ASL should be the expected 3-digits for Area Code, 3 digit exchange, then 4 digits (all as separate numbers.

ASL Fingerspelling of the phone number: (213) 407-2535 = two, one, three <slight pause> four, zero, seven <slight pause> two, five, three, five. Ten distinct numbers.

Using Phone Numbers you know (or creating practice numbers), sign it to a "study buddy" and swap numbers. (Try chunking weirdly to confuse each other. See how it's unpredictable to chunk unnecessarily!)

Addresses in ASL

Similarly, you'll want to provide the individual numbers in ASL, one by one. Then pause slightly before fingerspelling the name of the street, city, state, and ZIP Code.

Choose the address of a place you like to eat. Or a family/friend's address. Practice fingerspelling it to a classmate or study group. Make sure everyone writes down what you fingerspelled, so they can show it to you. Then swap and they fingerspell, while you watch and write. Always verify. (You can even have them fingerspell it back to you.)

It's important to learn to fingerspell whole words and syllabically, voice off! Don't even try to whisper or quietly voice while you fingerspell/sign. Voice is unnecessary to ASL.

Social Security Numbers in ASL

Depending on where you encounter Deaf people who sign, either asking for their SSN/Medical Record Numbers or other HIPAA-protected Personal Identifying Information, it would be good to at least practice and expect the form xxx-xx-xxxx (chunk of 3, chunk of 3, chunk of 4).

Create a fake SSN and practice with a partner or study group. You fingerspell your SSN to them, in its entirety, and see if they can fingerspell it back to you correctly. Go in a circle or "popcorn" random style to practice both producing fingerspelling and receiving/"seeing" it. Be kind to yourself and have fun!

Tips for Fingerspelling Numbers (same as for letters)

1. Keep using the hand you write with. (In rare cases, your writing hand may not be your dominant hand. If this is true for you, discuss this with your teacher first!)

2. Keep your hand (palm out, towards the viewer for 0-9, 16-20, 23-and-on; towards yourself for 10-15) in front of your shoulder, using the shoulder as background. (21 is a special case.)

3. Do not pull the hand in close to your shoulder; it should be between 8"-12" away from your shoulder; comfortable but not fully extended.

4. Produce single, individual numbers. Don't unnecessarily "chunk" things, as that will be confusing. (Ex. My phone number is (562)

5. Work at improving the clarity of the handshape first. If you keep your number handshapes at clear, obvious angles (i.e. 1 is produced with an index finger pointing straight up, with the thumb wrapped around the other fingers), your number clarity will be greatly improved.

6. Study each number (both printed on the paper and as you fingerspell it). Don’t force your hand. Teach your hand that that shape is natural and relaxed and easily formed.

7. Close your eyes and feel the muscle movements in your hands as you fingerspell. Notice the overall movements of your fingers, thumb, and hand. How does each number feel? How does the transition feel between different numbers? (Use your own phone number or SSN to start!)

8. Keep a regular rhythm when fingerspelling and divide your numbers by "chunks". Form each chunk clearly, and lightly mouth the numbers in the chunk. (i.e. My phone number 562 320 4550) DO NOT OVER-MOUTH OR EXAGGERATE EACH NUMBER! This will really throw off the viewer, and create really bad habits you'll have to break later on.

9. Finally work on speed. NEVER RUSH! Once your hands and muscles are used to doing the movements, speed will come. Don’t force it—you’ll just sign sloppily, no one will understand you, and you will probably be forced to FS the word/phrase again. (Don’t be overly slow, either!)

Finally–Don't sweat it if you're not perfect for your first, second, or third class! It may take you 1-2 years of continuous, daily practice to fluidly fingerspell small words. This is not a race or a competition. Speed isn't your goal… yet!

Please read through the following websites/blogs/resources!

Wikipedia - Manually Coded English Systems [website]

S.E.E. Center - Sign Skills Evaluation for Educational Interpreters [website]

"Signing: Signed English" - Bornstein, 1988 [Book]

"Signing Exact English" (SEE2) - Gerilee Gustason, 1993. [Book]

"The Comprehensive Signed English Dictionary" - Bornstein, 1988 [Book]

QUESTION: If "American Sign Language" is the actual language of the American Deaf Community, why do I see things like "Signed English", "S.E.E. Sign", "Pidgin Signed English", or even "Baby Sign Language"?

ANSWER: Yes, ASL is the bona fide language of American Deaf signers, those who are proud of having a natural, native, and growing/changing language. These people use ASL as their primary language. This type of ASL flourishes:

• in Residential Schools for the Deaf (of which, most states have at least 1; California had 3 at one time!),

• in areas with large communities of signing Deaf people, and

• at certain schools or businesses that employ many Deaf people.

Still, ASL is not native for most hearing people, especially Deaf people's hearing parents, siblings, other family members, and friends/co-workers. For them, learning a whole new language can be difficult and time-consuming. Instead, they might want a "quick fix" of some sort of easy-to-learn code or system. They may turn to "Manually Coded English" (MCEs) Systems (click on the links if you want more information):

1. S.E.E.1 - Seeing Essential English

2. S.E.E.2 - Signing Exact English

3. L.O.V.E. - Linguistics of Visual English (obsolete, but similar to S.E.E.1)

4. Signed English

5. Contact Sign (Pidgin Signed English)

All of these MCEs were devised to "simplify" ASL and follow English word order. (If that were done to any other language—Spanglish or Franglish—those native users would be up in arms and completely unaccepting of such linguist mish-mash!) Although hearing people think they're able to communicate to Deaf people via these systems, because English is usually their 2nd language, signing in English word order is still inaccessible to many Deaf ASL users. It's NOT about you, the hearing person; it's about what the Deaf person understands and prefers!

English is a language. ASL is a language. The above Manually Coded English Systems are not language because they don't have native users, nor a cultural group that uses them as their daily means of communication.

Deaf Americans are the rightful holders and heirs of ASL. Usually in small communities across America (and now, social media platforms), Deaf may upload videos to discussion boards, Facebook groups, Snapchat groups, Instagram, etc., and begin to dissect and analyze their own language. They are deciding amongst themselves—voting by consensus—which signs work/are acceptable, which concepts can be borrowed from other signed languages, and which concepts or proper names need signs.

ASL is growing and changing everyday!

Please read through the following websites/blogs/resources!

Deaf President Now - Gallaudet University [website]

Deaf President Now - Wikipedia [website]

"Deaf Mosaic - DPN - Gallaudet, 1988 [video, 27:07 mins]

Gallaudet Protest 1988 [video, 18:15 mins]

Deaf Unity 2006 - Jane Fernandes GU President Elect [video, 01:18 mins]

The InterpretersFriend.org - Deaf Unity 2006 (DPN #2) [website, day-by-day break-down]

"At University for Deaf, Protesters Press Broader Demands" - NY Times [website]

QUESTION: Why is it so important for Deaf People to care about who their university's President is?

ANSWER: No matter what culture or group, everyone wants to feel like they're represented, supported, and seen/heard/felt. The same goes for Deaf people, who are part of the "invisible disability"— you'd never notice them walking around in public, unless you tried to directly communicate with them. (You could be surrounded by d/Deaf people and never know it!) They wanted Deaf representation in Gallaudet University's administration.

Historically speaking, Deaf have never had representation "at the table" when and where it mattered. There have been no major Deaf (ASL-using) governmental representatives, no huge famous Deaf heroes in history who have been known for their achievements in spite of their deafness (maybe Hellen Keller), and very few Deaf bosses or managers at most Deaf peoples' places of employment. So the chance at fighting for a Deaf President of Gallaudet University in 1988 was a landslide moment and a promise long in coming.

March 6-13, 1988, the four main students: Greg Hlibok, Tim Rarus, Bridgetta Bourne, and Jerry Covell were "Deaf of Deaf" (some going back several generations). They were seen as "core members" of the ASL Deaf Community and had been trained and supported by their parents, Gallaudet graduates. This multi-generational approach was able to bring the student body, interpreters, teachers, staff, and other administrators together to close down the school before Spring Break in 1988. They blocked the school gates. They rallied and protested. They marched to the Capitol. They got wide TV coverage. And in the end, got their demands met:

1. Elizabeth Zinser (hearing, non-signer) must resign and a deaf president be selected.

2. Jane Spilman (hearing, Chair of the Board of Trustees, allegedly stated: "Deaf people are not able to function in a hearing world.") must resign from the Board.

3. The percentage of deaf members on the Board of Trustees must be increased to at least 51%.

4. There must be no reprisals against any of the protesters.

…Dr. I. King Jordan was named eighth president -and first deaf president- of Gallaudet University.

QUESTION: What about DPN #2, the "Unity for Gallaudet" Protest in 2006?

ANSWER: 18 years after DPN (1988), again, the position of President at Gallaudet University was about to be decided. Even though I. King Jordan had been the president since DPN, he was ready to retire and move on. The Gallaudet University Board of Trustees chose "Jane Fernandes, a woman who protestors felt was "not deaf enough," because despite being born deaf, she did not learn American Sign Language until adulthood. However, many of the protesters objected to Fernandes by claiming that she was not in touch with the faculty's students and ill-liked."

Yet again, the students, faculty, and staff felt as if their wishes (and representation) were not being heeded. A rally and protest were called for again! September 20, 2006, the Student Congress passed a resolution stating that they did not recognize Jane Fernandes as President. Afterwards, a huge Tent City of protestors (current students, faculty, staff, alumni, etc.) popped up on campus. They staged their protests until "Black Friday" October 13, 2006, when the DC Police were called in by I. King Jordan (retiring President) to arrest the Tent City occupants.

Tim Rarus, one of the four major organizers and alumnus was one of the first to be arrested. He shouted as he was taken away: "I helped put you in office, now you're arresting me!" (Washington Post article). The arrests were witnessed by thousands of students, alumni, faculty, staff, and others, both in person and on the internet.

October 16, 2006, the National Association of the Deaf (NAD) spoke out against Fernandes as President.

October 19, 2006, the Washington Post published an article stating that of the 20 Board of Trustees (3 were members of Congress), perhaps 7 didn't agree with Fernandes' appointment.

October 21, 2006, over 4,000 Protestors from around the nation marched to the Capitol Building, demanding Fernandes' resignation.

October 29. 2006, the Gallaudet Board of Trustees withdrew its appointment of Jane Fernandes as President, without naming an alternate.

QUESTION: So what was the point of both protests/rallies?

ANSWER: Deaf people in America "found their voices" and realized that they would no longer be treated as second class citizens. Living in D.C. and being so close to the seat of government, Deaf students and employees at Gallaudet University were in the perfect place to assert their humanity, their power, and their opinions/desires (even through sign language and interpreters!). Deaf people are empowering themselves and expecting accessibility, equality, and a seat at the table.

Please read through the following websites/blogs/resources!

HISTORICAL

Helen Keller, DeafBlind Educator, Presenter, Author

Helen Keller Services for the Blind

Dummy Hoy, Deaf Baseball Player

Douglas Tilden, Deaf Sculptor

Laura Redden-Searing, Deaf Poet/Journalist

Beethoven, Late-Deafened Musician/Composer

EDUCATORS / INVENTORS / SCIENCE

Laurent Clerc, Deaf Educator

Laurent Clerc (PDF bio)

I. King Jordan, Deaf Educator

Andrew Foster, Black Deaf Educator

CELEBRITY

Marlee Matlin, Deaf Actor (Children of a Lesser God, Switched at Birth), Producer, Spokesperson

Marlee Matlin (IMDb Page)

Nyle DiMarco, Deaf Actor, Model, Social Media Influencer

Nyle DiMarco (IMDb Page)

Nyle DiMarco Foundation (philanthropic non-profit)

Sean Forbes, Deaf Rapper

Sean Forbes (Deaf And Loud website)

Warren "Wawa" Snipe, Deaf Actor/Performer (Superbowl LV [55] Performance)

Linda Bove, Deaf Actor (Sesame Street), Certified Deaf Interpreter

CJ Jones, Deaf Actor/Comedian/Performer

CJ Jones (IMDb Page)

Chuck Baird (PDF Bio), Deaf Painter/Artist

Chuck Baird (DeafArt - Interview and Samples)

QUESTION: Why haven't I learned about these "Movers and Shakers" in our world in school?

ANSWER: Deafness is an "invisible disability". Walking down the street, you wouldn't know someone is Deaf or uses sign language as their primary language UNLESS you yourself were signing and they noticed you, stopped, and held a conversation (tried! :-) with you. You typically just don't see Deaf people out in public in most places, nor in schools, churches, businesses, or other locations.

At least, you didn't in the past. Now that that you're learning more conversational phrases and you're watching videos, your eyes are becoming more attuned and used to seeing hand movements/gestures, facial expressions, and body language that might have communicative value!

Additionally, since you probably didn't have d/Deaf teachers growing up, your regular teachers didn't even consider Famous Deaf People as a lesson plan topic or a "Flavor of the Month" to celebrate in the classroom!

Finally, some didn't let their deafness define them (and were most likely not sign language users), so weren't remembered or documented as "Deaf", instead being known more as "hard of hearing" or having a "hearing impairment". Culturally, they didn't use ASL or join their local Deaf Communities, so they wouldn't have been members of such a minority group.

Please read through the following websites/blogs/resources!

asl sentence structure

ASL is a bona fide language used by a wide variety of people across America (in parts of Canada), and travelers around the world. Linguists are conducting study upon study on ASL and its usage, comprehension, vocabulary, and grammar. More and more Deaf ASL users are connecting via digital means too–the Internet! And ASL has become more standardized as native users share, comment, research, and discuss their own language via social media.

In general, you probably remember learning about English sentence structure - Subject, Verb, Object:

• "I threw the ball."

• "The car is blue."

• "I like chocolate."

English usually sticks to SVO, but can switch to VSO in the case of Y/N questions:

• "Are you Bob?"

• "Is ASL Class on Zoom?"

• "Is she the teacher?"

For ASL, complex sentences (and questions!) will take on a Topic-Comment sentence structure. The topic of the sentence is signed first (along with other set-up grammatical features), and then there is a comment about that topic. During the topic portion, the eyebrows typically arch upwards, and then the eyebrows/face relaxes with the signing of the Comment.

English: "On Friday, we will have two teachers from CSUN join us in our Zoom class!"

ASL: HAPPEN FRIDAY, OUR ZOOM CLASS, #CSUN 2 TEACHERS JOIN-to-here WILL.

"Our Zoom Class" (in blue) is the topic of the sentence. The comment (in brick red) about it is that "2 CSUN teachers will join us" (JOIN-to-here). So all during the signing of the opening time frame AND the Topic, the eyebrows will arch upwards. And when you sign "JOIN-to-here WILL", the eyebrows will relax. You can further support the Comment by affirming (nodding your head) while you sign the Topic. (To negate the Topic, you would ensure the sign choices have a negative meaning/use a negation sign AND you would slowly shake your head NO.)

*Note how the time frame is signed first.

These are the basics for now. More ASL Sentence Grammar will be included later.

Lifeprint - ASL Grammar (web)

ASL Deafined.com (web)

QUESTION: Why isn't ASL just "English on the hands"?

ANSWER: Why isn't French, "Egyptian but with French words"? Or why isn't German, "Chinese in German word order"? Because they're not. We don't try to compare/contrast spoken languages, and we should try to force ASL into some box that is painted "English" on the outside.

Languages grow with users who typically live in close proximity, work and live with each other, and must interact (families, villages, towns, cities, countries!). They also borrow from neighboring languages/dialects, change, and can even die out.

Similarly, ASL arose from the Americans who settled and populated the expansive corners of America, but was spotty and isolated due to the sheer size of our slowly growing country, from the 1500s to the 1800s! As we saw in Week 1 with the history of ASL in America, Laurent Clerc (Deaf French Educator!), attempted to teach and share LSF with the gathered American Deaf children at the first School for the Deaf in Hartford, CT, in 1817.

But the children preferred certain sign order, sentence structure, mouthing, and even signs(!) that worked for them. Plus, there were many created and unique signs in use from the kids who may have grown up with no one else to sign to in their family or area. The American School for the Deaf students vetted, discussed, and ultimately decided which signs stayed, which were "not proper", and which just didn't work with the communication framework they all instinctively accepted and liked.

Hearing people know when a common phrase or concept "sounds" right. These American Deaf students knew what looked and felt right when they signed it. They recognized with trial and error (and a lot of borrowing from those who came from Deaf-of-Deaf-of-Deaf... families and established, thriving communities of Deaf sign language users) what types of sentences, signs, mouth movements, facial expressions, emotional content, and repetitions should be part of their new language.

QUESTION: Wait, there were "thriving communities of Deaf sign language users"? Where???

ANSWER: One large community was Martha's Vineyard, an isolated island community off the coast of Massachusetts! Since there was an abundance of Deaf people, and you never knew whom you'd run into out and about doing errands, most family members learned to sign! Thus, it was more common to just sign in public, so that everyone had access. Once you got to know regulars and neighbors, you knew who could hear and who needed sign language. But in common areas, signing was accessible to everyone, so many people on the island opted for general accessibility! (Some linguists are now trying to research and re-create a dictionary of MVSL, Martha's Vineyard Sign Language, signs, since many of the native users have moved away or passed away.)

QUESTION: Why are you capitalizing words in the ASL examples?

ANSWER: This is called "Glossing"; it's a way of documenting the basic sign concepts you would use IF you signed in ASL. English has both spoken and written forms. ASL has historically not had a written form, as it's a 4-dimensional, moving language (and cannot be contained clearly and fully on paper). With the advent of movies and now digital recordings, more and more ASL stories, folklore, jokes, and other historical concepts and sign choices can be archived and reviewed!

Until the widespread availability of a recording camera in your pocket, many linguists used a variety of notation systems (pen/paper or some computer-documented/word-processed) to keep track of all of the signs, facial expressions, movements, placements, etc. of the signs. Even up until 10 years ago, creating a notation system to preserve what was seen (to study, research, and pass on to future generations) was done by hand.

Glossing chooses the generally accepted meaning and connects it to an ASL sign. So BOY would be written down, but you would know to grab the "bill" of a baseball cap 2x, if you wanted to sign BOY.

Creating a Glossing system for yourself is a good way to retain and remember ASL vocabulary, along with working with fluent signers/Deaf people regularly. Learning ONLY from a Glossing/written-down system is not the best way to attain ASL fluency, as it lacks an interactive fluent user to provide feedback, evaluation, and support.

If you choose to Gloss (create a glossary), make sure you also include the "5 Parameters" of signs, to ensure that you're remembering/documenting your vocabulary correctly!

1. Handshape (HS) - basic shape that the hand(s) form, typically called "Classifiers" (a special name for Handshapes that represent categories of objects)–Index-CL, 5-CL, O-CL, C-CL, etc.

2. Palm Orientation (PO) - direction that the palm faces– outwards toward the viewer, inward to the signer, to the Dominant or Non-Dominant sides, etc.

3. Location (Loc) - where the sign is created in your signing space–neutral signing space, near shoulder, near chin, near temple, etc.

4. Movement (Mvmt) - start point and end point of signs, directionality (towards Dominant/Non-Dominant sides), etc.

5. Non-Manual Morpheme (NMMs) - All other non-hand-related information. When you're signing MAD, you should look "mad"/"angry" on your face to support and clarify the sign. If you smile while signing MAD, you're giving off mixed signals. The viewer/receiver won't know if you're being funny, sarcastic, or honest! Always attempt to match your internal emotional feeling about what you want to sign with the look and expression on your face, your overall body language, and your nod/head shake.

Meeting Deaf Signers and being able to adequately converse in ASL takes a lot of practice. The good thing is that Deaf people have worked at communicating with hearing people almost all of their lives.

Deaf people are used to gesturing, acting/miming, drawing, describing, and providing multiple methods at getting their ideas across and understanding you. But think about how much time and energy it takes them to cross that "comprehension bridge" over and over again!

Now that you're learning ASL, it's time to be the bigger person and make your way into their signing world, regardless of your frustrations, misunderstandings, and seeming incomprehensibilities. (Remember your privilege—you can stop signing and still make use of your hearing, spoken languages, and other senses. You have the option to not sign, yet still understand your environment.)

Deaf will generally start off by asking you:

• What is your name?

• Are you Deaf or hearing?

• Where are you learning sign language?

• Who is your sign language teacher?

• Why do you want to learn sign language?

(If you have a familial or friend-connection to the Deaf Community, mention that person. See if the Deaf person knows your family member or friend!)

They are not being nosy. They are trying to identify common ground, as well as make sure you have innocent and respectful reasons for learning their native language. Deaf people are the gatekeepers to their own language, community, and culture. You are the outsider/visitor who is being granted access and a peek into their private lives. Treat their world as a respectful visitor should: with the utmost respect, wonder, and humility!

You should feel free to ask them similar questions - What's their name, Are they Hard of Hearing, Hearing, or Deaf? Where did they learn ASL? How long have they been signing? Why are they attending this event? etc.

QUESTION: Why are they asking such direct and personal questions?

ANSWER: American Deaf Culture is collectivist, by nature. Even though America espouses "individuality", "personal success stories", and "pulling yourself up by the bootstraps", Deaf Americans prioritize the "good of the community" first (similar to other immigrant/minority cultures). They have learned to rely on each other first and foremost, as they have been oppressed, taken advantage of, and lost countless opportunities at the hands of hearing people all their lives (even family members!).

They value "those who put the community first", "those who have overcome language and cultural barriers, and have made headway for all Deaf members", and especially they value those who are Deaf of Deaf... (people whose parents were Deaf and fluent in ASL, even going back several generations). These fluent ASL users are the keepers of Deaf American History, folklore, jokes, ASL poetry, etc.

Since ASL is a visual-gestural language, and Deaf also treasure their hands and eyes, what they see is what they sign/communicate about. They ask direct and frank questions about you to ensure that you're learning from someone whom they approve and respect (whether hearing, hard of hearing, or Deaf). They want to ensure that you have the best of intentions in learning ASL and engaging with Deaf Culture members.

QUESTION: If Deaf people can't hear, why are they so loud?

ANSWER: Exactly because they can't always gauge HOW loud they actually are, nor do they necessarily know that certain things "make noise". In fact, Deaf people have some amazing insights and stories into how/when they first learned that environmental items "made noise"!

The crinkling up of a piece of paper, the leaky faucet, the toilet running/leaking, a sneeze, a fart, a burp, or even someone yelling through a closed door. All of these are hearing-based experiences to which Deaf usually have no access. And when they are told that certain things they do (shuffling of feet, tapping/clicking of pen, chewing loudly) make audible noise that distracts or is recognized by hearing people, their world opens up even more.

QUESTION: Is it OK to ask them personal questions about their deafness or signing vocabulary/mode/system?

ANSWER: It's OK to ask them how they became Deaf and when they learned to sign. It's NOT OK to assume that their version of signing is "right" or "wrong". Many Deaf students in mainstream public schools usually learned Signed English (or another similar English-based signing system), and then possibly learned ASL later in life. Deaf students at "Schools for the Deaf" were most likely exposed to fluent ASL users (teachers, staff, older students) at a younger age, and thus obtained linguistic fluency in ASL and more developed social skills.

The point is that you sign, they sign, and everyone is understanding each other. Different modes might be new to you, but you can learn some of them and then be more able to communicate with a broader range of Deaf and fluent ASL/Signed English users!

QUESTION: What should I do if they sign to me and I have no idea what they mean???

ANSWER: Be honest! If you don't know, you'd better learn how to sign I-DON'T-UNDERSTAND and AGAIN, SLOW PLEASE. Deaf people (and fluent signers) are excellent readers of body language. They spend their entire lives surrounded by a majority of hearing people and must figure out strategies and tactics to communicate and navigate amongst them. This means they'll know when you're fibbing!

Being humble about learning a new language (and thoroughly enjoying making mistakes and learning from them) is a positive and entertaining approach for mastering ASL. Deaf ASL users appreciate it when you don't take yourself too seriously, have fun, and you show that your goal is friendly conversation, learning about them and yourself, and just enjoying the process.

So get creative and consider alternatives to signing and Fingerspelling if you don't know all of the concepts you want to "sign". Act things out, draw pictures, point, provide examples of similar concepts, etc. Just don't speak or expect them to read your lips!

QUESTION: What are some other things to expect?

ANSWER: Eye contact is paramount in ASL. What you're looking at, who you're looking at, and where you're focusing your attention will be observed by the Deaf and fluent signers around you.

At first, you will be visually overwhelmed when surrounded by many signers, all having their own conversations near you. If a Deaf person/fluent signer is signing to you, do your best to make more-than-normal eye contact (from a hearing perspective!) with them. Don't just watch their signs and fingerspelling. Attempt to focus on their face and mouth/chin. You might be able to lipread some mouthing as they sign and fingerspell. Try not to be distracted by your cell phone, your friends, or other environmental noises. In fact, turn your phones to silent or vibrate, so as not to be tempted by them!

Stand/sit in a well-lit area so that your face, hands, and signing space are well-lit. Avoid windows or bright lights directly behind you, as they will blind anyone trying to communicate with you, and they won't be able to see your face or hands.

Wear clothing that is preferably a solid color, with few-to-no designs, bling, rips/tears, or other visually-distracting features. Your clothing becomes the background for your signs. Watching a solid-colored background is easier on the eyes in the long-run than bright, neon, "loud" clothing backgrounds.

Tapping a Deaf person/signer to get their attention is OK in certain non-invasive locations: shoulders/upper arms, forearms (if sitting next to each other), and possibly thigh/knee (again, if sitting next to each other and one person is also blind or has visual challenges). NEVER tap on the head, the chest, the stomach, or areas "below the belt". Middle of the back is also not appropriate for most situations.

Another way to get attention is by flashing the lights in a room (one or two times). Do not attempt to "strobe" the lights multiple times, as that's considered rude and over the top. This is best for getting an entire room's attention for a general announcement or to start an event. When the lights flash, Deaf people and fluent signers know to focus on the person near the light switches OR the stage/front of the room where the presenter will usually be.

If you see people signing, don't just ogle and stare. Go up to them and introduce yourself. Sign that you're learning ASL and tell them your name. Staring (without identifying that you know ASL) causes discomfort and even paranoia. It takes effort, but if it's a general social event, you should be meeting new people. IF they're in a small restaurant or private location, you may want to just move on.

*Never throw something at or near a Deaf person/fluent signer, since you might hit them or jeopardize their eyes/eyesight. For a Deaf person, their eyes are beyond precious and valued. Eye injury, blindness, or some other trauma to their vision can be a real fear for Deaf people. (Just as you couldn't imagine life without all 5 of your senses, a well-adjusted Deaf person is fine with 4 senses. But the risk of losing another sense due to accidental flying objects or "horseplay"/kidding around isn't a joke.)

Deaf Cultural Norms (web)

Cudoo.com Blog - Deaf DOs and DON'Ts (web)

General FAQ (NAD.org) (web)

Gallaudet University - Snapshot of deaf, hard of hearing (web)

Now that you're learning ASL and American Deaf Culture, undoubtedly someone will ask you if YOU ARE now qualified to interpret in business, community, or other specialized settings. The quick and definite answer is NO! Just like starting to learn any foreign language (Spanish, Russian, French, Japanese, etc.), would you try to run out and interpret between that language and English after a few weeks of classes? NO!

What about learning all of the "Baby Signing" books and videos? Still NO! "Baby signs" would be considered just vocabulary and foundational concepts. (Compare it to reading "Golden Books" and Dr. Seuss Books...learning their vocabulary and content wouldn't make you competent enough or skilled enough to interpret!)

You shouldn't be guilted into thinking that you can interpret at this stage in your learning. (You can do a lot more damage when you're non-fluent/dysfluent, but think you have more skill than you really do.) Part of learning another language, and about another culture, is recognizing your boundaries and limitations: what you know, and how much you still have left to learn!

In that case, you should contract out for qualified and professional ASL-English Interpreters:

• Who have gone through extensive higher-education learning/courses (preferably a degree in ASL-English Interpretation)

• Who have achieved national-level certification,

• Who have verification of continued/on-going education in their interpreting career, and

• Who continue solid connections and relationships with ASL-using Deaf Community members.

The Registry of Interpreters for the Deaf (RID) has published several white papers/Standard Practice Papers regarding the hiring and securing of qualified ASL-English Interpreters. The basic first paper you should read is about "Professional Sign Language Interpreting" (PDF).

Qualified and Professional ASL-English Interpreters will also adhere to a Code of Professional Conduct, which states:

RID CPC Tenets

1. Interpreters adhere to standards of confidential communication.

2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

6. Interpreters maintain ethical business practices.

7. Interpreters engage in professional development.

Question: So who were the first (O.G.) Interpreters?

Answer: Usually immediate family members, close friends, teachers of the Deaf, and even clergy! Family members make sense because they needed to come up with ways to communicate (and support the Deaf family member in communicating with others outside of the family). Sadly, there are many times where family members can be unconsciously oppressive because they don't have time or energy to interpret/sign EVERYTHING to the Deaf family member. This usually led to the Deaf family member feeling like a stranger in his/her/their own household!

Children Of Deaf Adults (CODAs) were also some of the original "interpreters" for their parent(s). While this seems a boon for the family, imagine all of the inappropriate and unprepared situations in which children (some as young as 3-4 years old!) might be subjected to "interpret" for their parents...not knowing the situation, the people, the content. There are some horror stories where CODAs have had to tell their parent that the "doctor said you have cancer and it's all over; you have 1-2 months left". Or "someone on the phone says we haven't paid the electric bill again...they're shutting off our electrici...". Or "the teacher says I'm a good student and never gets in trouble and always helps out!" (when actually the child has been a hellion causing trouble everywhere he goes!).

Sometimes Interpreters who don't have a familial connection to the Deaf Community will call themselves a NERDA - Not Even Related to a Deaf Adult!

Question: How do I become an ASL-English Interpreter in America?

Answer: First, become fluent in ASL. And brush up on your English vocabulary, grammar, idiomatic phrases, and a wide area of topics and fields of study. Then consider enrolling in an ASL-English Interpreting Program (Community College to start with, but a B.A./B.S. or higher is required to sit for national certification tests) and regularly using ASL with native users. Keep connected to the Deaf Community you want to eventually want to serve! Attend their events, join their clubs and organizations, and also start hanging around interpreters (plus their organizations and events too!).

Ask Deaf Community members if they think you're ready to interpret. See if they'll allow you to accompany them to appointments, events, or just create situations where you have to practice interpreting (low-stakes situations where no one will get injured or die!). Maybe you can help your friend order something at a restaurant. Or you can go with them as they shop (grocery store, mall, etc.). It's important you pick situations where you're not taking away potential work from professional interpreters! (Don't offer to interpret in a school setting, K-20. Or for business meetings, club meetings, or weddings/funerals. Family gatherings/reunions are safe, though filled with impossible-to-spell extended family names and nicknames! Church meetings or services are sometimes safe places for interpreters to start off too.)

Ultimately, you can know everything about Deaf Culture, Deaf people, ASL, comparative linguistics, and even the history of Deaf people in America. But if you can't sign fluently, can't understand Deaf children through adults (of all walks of life, ethnicities, nationalities, and identities), and your English is poor, maybe interpreting is not for you. It takes language skills, mental gymnastics, flexibility, and a strong ethical/moral foundation. It also requires that you have people skills (soft skills), business acumen, and an approach that is trustworthy and genuine.

Question: Is it expensive to be an interpreter (join the field)?

Answer: To be a nationally certified interpreter in America, a BA/BS is necessary to qualify to sit for the certification test. After passing that, an interpreter would need to consider:

• Marketing and Promotion costs

• Professional Attire and clothing

• (During COVID) Technology, Internet, Videocameras, Audio, Lighting, etc.

• Automobile and Insurance

• Health Insurance (self-pay)

• Professional Errors and Omissions Insurance

• Disability and Workers Compensation Insurance

• Business License

• Office and Business costs

• Professional Training and Continuing Education costs (workshops, coursework, additional degrees/certifications/licenses/etc.)

• Plus the other basic needs (rent/mortgage, food, utilities, cell phone bill, entertainment, etc.)

Costs add up quickly! (But it's still cheaper than the amount invested for other professions: welding, plumbing, auto maintenance, doctor, lawyer, psychologist, etc.) It depends on if you want to invest in yourself to be properly positioned as a bona fide and professional business, as a private practice interpreter, and as an ethical/upstanding hearing/sighted person who straddles the bridge between (at least!) 2 worlds, with a focus on excellence, consummate skill, savvy business practices, and a width and breadth of world knowledge!

Question: What are some qualities and characteristics of effective and qualified interpreters?

Answer: ASL-English Interpreters should definitely be fluent in both languages and willing to realize that they'll never be truly masters in any language! They're "visitors" in their 2nd (and other) languages, and allowed to share in those cultures because of their relationships to native speakers/signers.

They should also be friendly, trustworth, responsible, dependable, and flexible. They should know what they know, but most importantly "know what they don't know"! This conscious acknowledgement that there is still an infinite amount of information to stumble upon, dig into, and revel in is the sign of a life-long learner. An ASL-English Interpreter should be such!

Finally, a qualified and effective interpreter should understand boundaries—physical, mental, emotional, spiritual. Interpreters aren't there to solve everyone's problems. Nor are they there to be punching bags or victims to be blamed for people's problems.

They are there as culture and language specialists who know quite a little about everything, and a lot about just a few areas. Yet they're experts in the cultures/languages of hearing Americans (English-speaking) and signing Deaf Americans, communicating concepts that are dynamically equivalent within each language. Sometimes the ideas are approximated, sometimes they're almost exactly equivalent. It's a juggling act on a bicycle, on a high wire, and the wire is on fire!

As an interpreter, you get the luxury and privilege to go places, hear things, see things, and experience wonders you might never see in other office or mundane jobs. At the same time, you only get those luxuries and privileges BECAUSE the Deaf consumer needs access to them. You're along for the ride. Keeping your ego in check, remembering why you're really there (language, communication, understanding!), and being humble and thankful for the infinite opportunities is the amazing career called "ASL-English Interpreter"!

If you are in need of a Professional ASL-English Interpreter, please reach out to me to discuss your needs, dates/times, and specifics about the event or meeting. I can contract with you, or recommend trusted contractors with whom I typically work.

As a last resort, you can always inquire with local ASL-English Interpreter Referral Agencies too.

Registry of Interpreters for the Deaf (RID)

NAD.org - ADA25 (25th Anniversary of the ADA, 2015)

Board of Evaluation of Interpreters (BEI, TX)

Question: What are Deaf Clubs?

Answer: The local “Deaf Club” was the hub of American Deaf Communities all over the country. Most major cities had one, if not more, active and regular weekly or monthly Deaf Club meetings. Each Deaf person/family paid for a membership (annual or lifetime) which supported the rent for the location, utilities, and usually even a bar/alcohol license and "supplies"! It was also important that the Deaf Club have a stage or raised area for announcements and performances, ample lighting to see people across the room, sometimes a sound system, and additional meetings rooms/offices.

Families with Deaf parents and their kids (hearing and Deaf) would spend Friday or Saturday nights at the local Deaf Club. Silent Movies, Deaf-themed movies, or other presenters and entertainment would be provided, paid for with the Club's membership funds and/or donated from the local and extended community. (Sometimes visitors from out of town would get up on the stage and regale the audience with folklore, Deaf jokes/riddles, Deaf poetry, and even the current "gossip" and news from their neck of the woods.)

Card games and other activities would be held weekly or monthly, partially to raise funds, mostly to provide a consistent and regular social time for Deaf across the city/region to come together and catch up with each other. Considering that most had hearing parents and siblings (usually 90%* of Deaf people came from hearing families...the percentage is now closer to 93%-95%!), and hearing co-workers, they had very little outlet to use their native visual language ASL with others during the week/month.

(*National Institutes of Health, NIDCD, "90% statistic")

Question: Why was there a need for Deaf Clubs?

Answer: How would you like being surrounded by people who spoke a different language all the time, and you only got to speak English once a week for a few hours (or once a month!)? You'd be frustrated, pent-up, anxious, and in need of "comfortable" socialization, right? Deaf Club was where they went to get their hit, their warm fuzzies, their "belongingness" and emotional/linguistic anchor!

Question: Where are some Deaf Clubs?

Answer: Major cities like LA, Riverside, Seattle, Baton Rouge, Cincinnati, Chicago, NYC, Washington, D.C., and even Hartford, CT, had bustling, busy, and active Deaf Clubs for their local members to join. The Deaf Clubs might even create intramural softball teams or bowling leagues, even across the country.

Question: What else happened at Deaf Club?

Answer: Other activities/events at Deaf Club:

• Fundraising, fun, and socialization

• Baseball/sports teams or leagues

• Folklore, storytelling, jokes, passing on ASL and history

• Calling in presenters to discuss ADA Laws,

• Local Laws that might affect the Deaf Community,

• New trends in research and technology for Deaf people,

• And issues regarding interpreters, educational programs

• for the Deaf, etc.

Question: And are Deaf Clubs closing/dying out?

Answer: Yes. Now, with iPhones/smart phones and the internet, many Deaf can catch up with video calls to each other. There are also VPs, Video Phones, which allow hearing people to call them, through a provided interpreter who has a headset and a computer screen/webcam. The interpreter can see the Deaf person and hear you speaking, and then interpret via the internet—no cost to you (or them). Nowadays, most Deaf have VPs or apps that work like Skype/Zoom/etc.

The Video Relay Service [VRS] companies actually give VPs and equipment to verified Deaf people so that they can use the VRS companies' proprietary platform/hardware/software. The VRS companies keep track of how many billable minutes—when the interpreter is connected to a hearing person on a phone line and a Deaf person on an internet video line—and then submit those to the FCC monthly for reimbursement. The entire VRS system is mostly supported by Government funds, which everyone with a cell phone pays into: an FCC Fee "CA Teleconnect Fund Surcharge", $0.01 to $0.03 cents/month.

Question: What are some other Deaf Organizations we should know about?

Answer: National Association of the Deaf (NAD), was founded in 1880, Cincinnati, OH, but is currently headquartered in Silver Spring, MD. It’s a non-profit organization “of, by, and for the Deaf”. At the national level, they provide lobbying services to Legislators regarding up-coming laws and bills. They are also a clearinghouse/distribution service for Deaf and ASL-related news content and research.

They host a biennial conference (every 2 years). And their Affiliate/State Chapters can host annual or biennial conferences (opposite years from National conferences). It's during these conferences that Deaf professionals and community members from all walks of life meet, catch up with old friends, present about issues occurring in their areas/regions, attend educational/research-based workshops and presentations about technology, cultural/linguistic issues, and other pressing needs.

It's during these conferences where new signs are "coined"—introduced, discussed, compared, researched, and accepted! (International Deaf may also attend, bringing their local country interpreters with them, as will DeafBlind participants register and may request interpreters for access to the events and programming.)

Question: And what about locally, here in California?

Answer: California has CAD (website below), which was founded in 1906. CAD is also a non-profit subsidiary of NAD (though some states' affiliate chapters are separate entities. Their goal is to support state and local representation of Deaf needs and agendas, which then get passed up to the national level.

CAD was a major proponent of a recent bill to the California Legislature named "LEAD-K", Language Equality & Acquisition for Deaf Kids. Their goal is:

"The main objective of this project is to increase the number of families with deaf or hard of hearing babies to be identified and receive early intervention and support services that ensure age appropriate language development. A secondary objective is to increase the number of health professionals and service providers receiving training, focusing on understanding development and early language acquisition.

This annual award of $235, 000 beginning April 1, 2020, for 4 years will allocate funds for the statewide services related to ParentLinks support and the Individual Family Service Plan (IFSP), specifically Deaf Coach Deaf Instructor services for families. Under the new grant, the program will continue to collaborate with the California Department of Education (CDE), The State Schools for the Deaf; The Health Services Coordination Centers, The Hearing Coordination Centers; Social Services, The Deaf Access Program; Development Services, and Regional Programs. Other partners include the California Academy of Pediatrics, California Educators For The Deaf, the Center for Early Intervention on Deafness, and Children’s Choice for Hearing and Talking (CCHAT)."

LEAD-KFamilyServices.org

Question: Any other organizations we should know about?

Answer: National Fraternal Society of the Deaf (NFSD) - Founded in 1901 to help Deaf members acquire insurance policies (life insurance, driving insurance, burial benefits, accidental coverage, etc.). Sadly they shut down in 2010, since there wasn't a need for such specialized insurance policies.

American Association of the Deaf-Blind (AADB) - Founded in 1937 as The American League for the Deaf-blind, it's a non-profit consumer membership organization of, by and for people with combined vision and hearing loss. (The local chapter is SCADB - Southern California Association of the Deaf-Blind, which has been shuttered since COVID hit in March 2020. They have predominantly been a social and event-hosting group.)

Deaflympics - Founded in 1924 and known as the CISS (Comité International des Sports des Sourds), the ICSD is now approaching the century mark of being the organization behind the building, evolving and fortifying the tradition of inviting deaf/hard of hearing elite athletes from all of the world to come together not only to compete in their respective sports, but to also develop comradeships between their countries.

There are many local, state, regional, national, and international organizations that serve the American (and International!) Deaf Community. You think of it, there is most likely a chapter or group somewhere of like-minded Deaf/ASL-using individuals!

Decline of Deaf Clubs, Carol Padden (PDF)

"Why Deaf Clubs Are Important", DeafUnity.org

World Deaf Directory, Deaf Clubs - DeafConnect.com

NAD.org (National Association of the Deaf)

CAD1906.org (California Association of the Deaf)

LEAD-K Family Services

National Fraternal Society of the Deaf

American Association of the Deafblind

Deaflympics

ADA wasn't the first law to address disparities and inequalities in the way certain groups of Americans were treated (by governmental agencies, by organizations/businesses, and by fellow Americans). The start of Disability Law is rooted in the centuries of Civil Rights unrest and fights for equality! After all, Deaf Americans are also "of color"/minorities, females/other-genders, and of lower socio-economic status (read: "POOR"!).

The first Federal law to address the communication/interpreting needs of Deaf people in America was the Vocational Rehabilitation Act of 1965 (Public Law 89-333). This provided funding to state Departments of Vocational Rehabilitation ("DVR", but in CA, Department Of Rehab, or "DOR") to support the costs of interpreters with Deaf DOR Clients. More and more Deaf DVR clients wanted interpreters, and DOR had money to pay for them! This created a need for more ASL-English interpreters who were qualified and competent!

A specific Section (Section 504) of the Rehabilitation Act of 1973 (PL 93-112) expanded the 1965 act by adding all agencies and organizations that received Federal funding had to provide accommodations and accessibility services, namely interpreters! In the past, only Deaf and Hard of Hearing students who were receiving DOR services to go to college/university were covered. With this extension, any DHH student in college/university had the right to request ASL-English interpreters—and the schools had to pay for such services.

Then 1990 happened!

Question: What's this ADA thing?

Answer: A Federal law, passed in 1990 (and enacted in 1991) under George H.W. Bush. It has 5 "Titles", or sections:

Equal Employment Opportunity for Individuals with Disabilities - Title I

This title is designed to help people with disabilities access the same employment opportunities and benefits available to people without disabilities. Employers must provide reasonable accommodations to qualified applicants or employees. A reasonable accommodation is any modification or adjustment to a job or the work environment that will enable an applicant or employee with a disability to participate in the application process or to perform essential job functions.

This portion of the law is regulated and enforced by the U.S. Equal Employment Opportunity Commission. Employers with 15 or more employees must comply with this law. The regulations for Title I define disability, establish guidelines for the reasonable accommodation process, address medical examinations and inquiries, and define “direct threat” when there is significant risk of substantial harm to the health or safety of the individual employee with a disability or others.

Nondiscrimination on the Basis of Disability in State and Local Government Services - Title II

Title II of the ADA prohibits discrimination against qualified individuals with disabilities in all programs, activities, and services of public entities. It applies to all state and local governments, their departments and agencies, and any other instrumentalities or special purpose districts of state or local governments. It clarifies the requirements of section 504 of the Rehabilitation Act of 1973, as amended, for public transportation systems that receive federal financial assistance, and extends coverage to all public entities that provide public transportation, whether or not they receive federal financial assistance. It establishes detailed standards for the operation of public transit systems, including commuter and intercity rail (e.g., AMTRAK).

This title outlines the administrative processes to be followed, including requirements for self-evaluation and planning; requirements for making reasonable modifications to policies, practices, and procedures where necessary to avoid discrimination; architectural barriers to be identified; and the need for effective communication with people with hearing, vision and speech disabilities. This title is regulated and enforced by the U.S. Department of Justice.

Nondiscrimination on the Basis of Disability by Public Accommodations and in Commercial Facilities - Title III

This title prohibits private places of public accommodation from discriminating against individuals with disabilities. Examples of public accommodations include privately-owned, leased or operated facilities like hotels, restaurants, retail merchants, doctor’s offices, golf courses, private schools, day care centers, health clubs, sports stadiums, movie theaters, and so on. This title sets the minimum standards for accessibility for alterations and new construction of facilities. It also requires public accommodations to remove barriers in existing buildings where it is easy to do so without much difficulty or expense. This title directs businesses to make "reasonable modifications" to their usual ways of doing things when serving people with disabilities. It also requires that they take steps necessary to communicate effectively with customers with vision, hearing, and speech disabilities. This title is regulated and enforced by the U.S. Department of Justice.

Telecommunications - Title IV

This title requires telephone and Internet companies to provide a nationwide system of interstate and intrastate telecommunications relay services that allows individuals with hearing and speech disabilities to communicate over the telephone. This title also requires closed captioning of federally funded public service announcements. This title is regulated by the Federal Communication Commission.

Miscellaneous Provisions - Title V

The final title contains a variety of provisions relating to the ADA as a whole, including its relationship to other laws, state immunity, its impact on insurance providers and benefits, prohibition against retaliation and coercion, illegal use of drugs, and attorney’s fees. This title also provides a list of certain conditions that are not to be considered as disabilities. ADA National Network

Question: Where do ASL-English interpreters fall in the ADA?

Answer: The ADA considers ASL-English interpreters as "auxiliary aids" for someone with a disability (including deafness) to request, in order to access businesses, organizations, facilities, etc. (public accommodations). Interpreters are one form of access, although Deaf and Hard of Hearing people may have different ideas of what "access" looks like for them. Maybe it's preferential seating (better visibility or better sound). Maybe they need captioning by a live captionists/writer (CART - Computer-Aided Real-Time Captioning). Maybe they need audio description of an event or movie (blind consumers). Or maybe they need alternative print menus (blind or low-vision consumers in restaurants) or scripts (a museum tour).

The first incarnation of the ADA wasn't as robust or clear in some senses, as the years passed and situations arose that weren't clearly addressed. In 2010, President Obama passed "Section 1557 of the Patient Protection and Affordable Care Act" which strengthened the requirement of "qualified interpreters" as auxiliary aids in medical/healthcare settings. Additionally, guidance documents for Section 1557 stated that the hospital/service provider (Covered Entity) was to work WITH the recipient of accommodations services (Deaf/HH patient), allowing the patient to "give primary consideration when fulfilling the request". This meant that Deaf people could request specific interpreters whom they deemed most qualified and effective for their healthcare interpretation needs!

Question: Which one of those Titles applies to me at my job (or out in public)?

Answer: Title I discusses employment (hiring, firing, promoting, etc.). If you're in management, then this Title might apply to your business practices and policies. HR usually understands the company's obligations under Federal, state, and local laws regarding non-discrimination and will guide you.

Title II applies to you if you work in a state or Federal governmental agency. ADA applies to all of these agencies and they cannot discriminate against Deaf/HH applicants, employees, or former employees based on their hearing status, communication needs, etc.

Title III applies to "public accommodations" or regular businesses. This means customers of those businesses AND employees of those businesses are covered under the ADA.

Titles IV and V most likely will not apply to you at GoodRx.

Question: Wait, who's paying for interpreters? That's got to be expensive!

Answer: The business (store, theater, organization, club, group, school, doctor, dentist, hospital, or other "public accommodation") is responsible to provide access to the public, including those with disabilities—like Deaf or blind individuals. The Americans with Disabilities Act (1990, 2000, 2010) requires that accessibility is paramount for Americans with Disabilities. It also puts the onus of paying for such access on federal, state, and municipal agencies/departments, as well as on the private business (called "public accommodations" in the law.

No one with a disability can be billed for the price of access (just as you wouldn't bill people in wheelchairs for building ramps, bill blind people for Brailling all signage and notifications, or bill the Deaf person for hiring an ASL-English Interpreter). To deny them services because of their disability (or "extra cost") is discrimination and if proven by the person with a disability, the business would be liable and could be sued.

This applies to Deaf teachers (who need ASL-English Interpreters for weekly/monthly/regular staff meetings, evaluations, in-service trainings, after-school meetings, etc.)—the cost of the interpreter cannot be "taken out of the Deaf employee's regular pay", nor can their wages be garnished to pay for "emergency requests" or other fees/charges/docking of perks.

The spirit of the ADA Law is to level the playing (employment) field and make up for centuries of oppression, ignorance, neglect, and discrimination. And to then have business owners, managers, co-workers (and customers!) try to defend their paltry position "We can't afford an interpreter for this event!" by denying the request for access ("Uhhh, we don't have anyone on staff who can sign, so sorry!"), lying about their fiscal health ("Our current budget doesn't have any money for interpreters."), or pretending that getting a volunteer with little-to-no ASL fluency is good enough ("One of our employees' daughter learned her ABCs in Girl Scouts...she can sign for you during the meeting.") is illegal and breaking the law.

Question: What if we're a non-profit (or religious) organization and really don't have the funds??

Answer: Non-Profits aren't "no profit" businesses. They make money, they plan, they have budgets. It's a simple forward-thinking choice to start saving up funds for potential future access needs. Saving up before the request comes in means that the business is truly focused on people, on effective communication, and on inclusion. Reaching out to potential Deaf clientele also matches the spirit of the ADA Law and most organizations' mission/vision statements!

Religious entities and organizations are not required to follow the ADA Law (and can choose NOT to provide access). I like to think that when a religious entity tells you who they are, what they believe in, and who they think belongs—just believe them. And go in the opposite direction!

Businesses can declare "undue hardship", meaning they cannot fiscally afford the cost of providing Interpreters/access. Even for sole proprietors, it can be difficult to prove to a court that you couldn't afford $100 - $500 (in a single fiscal year) to provide interpreters/access. You would probably have to prove that your business was so tiny, you earned only $500-$1,000 that year. So it would be "undue hardship" to use 1/10th to 1/2 of your profits, and potentially damage your business.

But the worst offenders are usually the ones who should know better (Lawyers), those who have more than their fair share of access to income (Doctors/Dentists/Medical Providers), and even those whose job it is to provide education and learning (colleges and universities)! As is usual with American Laws, until someone is maimed, dies, or can prove significant oppression/injury to their well-being and potential future, the law usually has no teeth. And the ADA Law requires that Deaf people sue for discrimination under the law...with proof of discrimination.

How does the Deaf person know the office staff were talking to each other and planning to NOT call for an interpreter? Do Deaf people have access to emails and voice mails where supervisors and managers are discussing NOT hiring them because of the added costs for interpreters, captioning, extra devices/technology for the Deaf person's work space, etc.? There are many situations where Deaf people know they've been discriminated against, but can't prove it. Death by 1,000 paper cuts. :-(

*Businesses can receive deductions on their taxes for providing accommodations and accessibility, every tax year! Prior amounts were up to $10K, though that amount may have changed. You should discuss the possibility of writing-off your business' payments for accessibility services!

ADA.gov Homepage

What is the ADA? - ADA National Network

U.S. Dept of Health and Human Services - FAQ Sheet "Effective Communication for Persons who are Deaf/HH"

Your Legal Disability Rights - USA.gov

NAD.org - ADA25 (25th Anniversary of the ADA, 2015)