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From:
Ingvild Roald Date: Mon Sep 11, 2000 6:38 pm Subject: Re: cued speech and SW flash-cards | ||||||||||||||||||||||||
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Wow Stephan, this was great! Both your account of what is going on in the classroom, thqt was really interesting, and I admire your guts. And for us here in Norway, your choiche of face symbols for the German sounds. As you may (or may not) know, Norwegian is related to German, and our sounds are not that much different. We have been putting off the job of finding the best symbols to use use with pronouncing Norwgian, even if it is more important to us in the use of Sw than I presume it is to most of you.. You see, in Norwegian sign language, a lot of mouthing of Norwegian words (especially nouns) goes on along with the hands and eybrows and shoulders doing their things. Actually, NSL has borrowed from the majority language in this way, while ASL has borrowed through fingerspelling. The focus of a Norwegian deaf person 'listening' to a signer is actually mostly on the mouth of the signer. So, with you permission, we will use your work as a basis when we get around to making the same sort of thing here. Thank you, and good luck! Ingvild >From: Stefan Woehrmann >Reply-To: SignWriting List >To: SignWriting List >Subject: cued speech and SW flash-cards >Date: Sat, 9 Sep 2000 22:15:16 +0100 > >Dear Valerie and List Members, > >Here is my classroom-report number xyz ;-) > > > >school has started 2 weeks ago. Iīm soooooooo busy to get SW materials >prepared. Our first grade students are now second grade but our learning >group has changed. Four other little students are with us together now - >first grade. So now we try to get along with 8 students - (first grade and >second grade) in one class-room. >Without the support of SW I wouldnīt have any idea how to get things done. >But now - the experienced students can learn on their own - translating SW- >sentences into German, learning vocabularies , typing at the >computer --teaching the new students what they have to learn first - >comunication. > >Three of them a wearing a CI which meant to them no exposure to SL before - >whatsoever ? Of course they have hat some eclectic kind of family - signs >- >but they donīt understand whatīs going on. They are unable to inform us. >They are unable to answer questions. They are unable to ask anything!! > >They are unable to speak --- hmmm - For how long would people, parents, >teachers ...the children themselves accept this state of lack of >communicative skills in order to "wait for auditory nerves to grow " >Of course - deaf children are in a special position after CI surgery. > >What do they hear ? Who can tell us ? Well they realize the music is on or >off - but were unable to learn a couple of German words. ... > >When the parents were informed that there child will be in contact with >Irina and her classmates - they were confronted with the issue of Sign >Language. >They havenīt had any contact with signing children before.The CI was >expected to be the big blessing that would cure this disability. > >And now - they entered our classroom wich is packed with SW - >exercise-sheets all over the place. These strange circles, arrows ... this >compicated, meaningless "Chinese" ---- > >Well - I explained my point of view and stressed that their children will >have to learn Sign Language in order to become competent partners within >our >group. I told them that SW will become a very important tool. I explained >this new system - Sign Writing. You may imagine that they looked pretty >much >skeptical - > >Hmmm. And then - little Irina started to translate - reading out loud the >SW-sentences from the screen. Afterwards she went to the blackboard and >wrote 2 little German sentences ( without any mistake) . Danny started to >type on the computer and wrote a German sentence in SW and pointed at the >SW- spellings while he translated in perfect German! >Hannan started to count from 1 - 20 - She went to the blackboard and wrote >" >Pause" both in SW and in German - Linda took an excercise - sheet and >signed >the sentences - > >Wow - this kind of demonstration is much more convincing than a thousand >word lecture! > >The parents accepted to wait for the first experiences with this completely >new orientation. So we started as before - reading and writing SW - >numbers. >Hi Valerie - the new Sutton Fonts in Windows are a tremndous help for this >! >Thank you soooo much ! > >Contrary to the time a year ago - I feel much more secure about using SW >during my lessons. The second day at school - on Friday the new students - >who had never seen the sign for cat, blue or red, for Irina or Danny were >really able ( !!!!!!!!!!!) to read and understand the first SW - signs for >the numbers - 1- 5 (o.k - no problem) , colours, names -- believe it or >not but they were able to use their heads for learning the first symbols so >quickly. >Irina and Danny are excellent teachers. Especially Irina - but more about >that later. > > >Now Iīm in the beginning of a very very exciting experience. I am on my way >to develop a list of flashcards which should support my little friends to >get as quickly as possible informed about the relationship between the >letter in the German Alphabet and the sound (Phonem) the children are >supposed to perform- while looking at this letter. > >I am so fascinated that this system (SW) is such a wonderfull highway to >the >brain. > >So my question is if any of you teachers in the literacy-project have >already written "cued-speech" flash-cards. >German is a very difficult language - even for the hearing. The letters are >pronounced pretty much differently depending on the context - that is the >reason that so many hearing students have great trouble to write German >without too many mistakes. >But the Deaf - wow - well you probably know what Iīm talking about starting >the articulation - courses with my little friends. >Please have a look at my gif. This is not the end but the second stage of >development. The list isnīt complete and I have still to put the signs in a >special order. These signs arenīt any "official" cued speech signs but are >helpfull to support the children in articulating what they are asked for -- >(more or less ;-) ) Iīm interested in your feedback concerning my writing. >In order to help you to get an idea of the pronouniciation that is >associated with the written sign I looked for english words and underlined >that letter that should be represented .. (excuse my English ;-) ) > > >All the best > >Stefan ;-) > >P.S SignWriting is so wonderfull ><< ArtikulationshilenSWunterstrichen.gif >> | ||||||||||||||||||||||||
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