American Sign Language K-12 Sequence - In.gov
INDIANA ACADEMIC STANDARDSWorld LanguagesAmerican Sign LanguageK-12 Sequence2019
Indiana Academic Standards for American Sign Language (ASL):Kindergarten to Grade 12What are the college and career ready Indiana Academic Standards? (Click here tobe taken directly to the standards in this document.)The standards are not Curriculum.The college and career ready Indiana Academic Standards for World Languages:ASL-Secondary are benchmark measures that define what students should know and be able todo at specified grade levels beginning in kindergarten and progressing through grade twelve.The standards are promulgated as state regulations. As such, they must be used as the basisfor curriculum and instruction in Indiana's accredited schools. Identifying the sequence ofinstruction in each grade—what will be taught and how long—requires concerted effort andattention at the district/school level. Academic standards do not prescribe any particularcurriculum. Curriculum tools are selected at the district/school level and adopted through thelocal school board. No student, by virtue of poverty, age, race, gender, cultural or ethnicbackground, disabilities, or family situation will ultimately be exempt from learning the requiredacademic standards, although it is acknowledged that individual students may learn in differentways and at different rates. Academic standards focus on what students will need to learn inorder to be college and career ready and to be competitive in the job market.The standards do not define how teachers should teach. The standards must be complementedby well-developed, aligned, and appropriate curricular materials, as well as robust and effectiveinstructional best practices. Additionally, the standards do not provide differentiation orintervention methods necessary to support the needs of students who are far below or far abovegrade level or proficiency levels. It is up to the district, schools, and educators to determine thebest and most-effective mechanisms of standards delivery for such students.World Languages IntroductionWith increased globalization in the 21st century, Indiana students will need to have a greaterawareness of cultures different from their own. Through the study of world languages, ourstudents have the opportunity to expand their knowledge and to appreciate more fully therichness of cultural difference, while finding links common to people from many cultures. Bybuilding linguistic proficiency in world languages and providing them greater cultural exposure,Indiana students will be better prepared for future educational pursuits and careers beyond theclassroom.Indiana’s World-Class StandardsIn order to maintain the highest quality academic standards for Indiana schools, Indiana reviewsand revises the World Language Standards once every six years. Indiana strives to producestandards that will be “world-class, clear, concise, jargon-free, and by grade level” (IndianaPublic Law 146-1999). The Indiana Department of Education (IDOE) formed a committee of12019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
teachers, content experts, and professors from higher education from around the State whocollaborated extensively to produce the 2019 Indiana Academic Standards for WorldLanguages.Purpose and General Description of World Language Standards in IndianaThe Indiana Academic Standards for World Languages were modeled after the standardsdeveloped by the American Council on the Teaching of Foreign Language (ACTFL). ACTFLcategorizes the standards into the five C’s of world language education: Communication,Cultures, Connections, Comparisons, and Communities. ACTFL provides the followingdescription of these goals: Communication, or communicating in languages other than English,is at the heart of second language study, whether the communication takes place face-to-face,in writing, or across centuries through the reading of literature. Through the study of otherlanguages, students gain a knowledge and understanding of the cultures that use thatlanguage; in fact, students cannot truly master the language until they have also mastered thecultural contexts in which the language occurs. Learning languages provides connections toadditional bodies of knowledge that are unavailable to monolingual English speakers. Throughcomparisons and contrasts with the language studied, students develop greater insight intotheir own language and culture and realize that multiple ways of viewing the world exist.Together, these elements enable the student of languages to participate in multilingualcommunities at home and around the world in a variety of contexts and in culturally appropriateways (Standards for Foreign Language Learning in the 21st Century, 2006, p. 31).Five Sets of Academic StandardsThe 2019 revision of Indiana’s Academic Standards for World Languages replaces thedocument published in 2013. The document includes four sets of academic standards:Classical Modern, East Asian, American Sign Language (ASL)-Secondary, American SignLanguage K-12 Sequence, as well as the latest revision of the Indiana Academic Standards forHeritage Language Learners. This approach allows for articulation of common standards thatare applicable to all languages, but also serves to distinguish the developmental differences (i.e.the increased time necessary to read and write in an East Asian language) that occur whenlearning these languages.While they are based on ACTFL’s Five C’s of Language Learning, the Indiana AcademicStandards include a greater instructional emphasis on the overarching standards ofcommunication as well as the importance of teaching within a cultural context. The following isa link is ACTFL’s Five C’s of Language rLearningLanguages.pdfWithin each of the standards of communication, cultures, connections, comparisons, andcommunities is a series of indicators and a proficiency benchmark. Within the framework ofinstruction, teachers will utilize the proficiency benchmarks to evaluate how a student mayperform in authentic situations outside of the classroom. There are indicators for assessment of22019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
students’ achievement within the classroom setting. The proficiency benchmarks indicatorsappear in student voice as “I can” statements.At the state level, academic standards allow schools and local communities to effectively andefficiently plan curricula. While this document is not meant to serve as the curriculum ordescribe how the content should be taught, it assists teachers in designing curricula as well asensure appropriate articulation, matriculation, consistency, and learning outcomes statewide.Many examples have been included to provide additional context and clarity, but they are notmeant to be specific to any given language or content area nor are they intended to prescribecurriculum.Proficiency Guideline, Targets, and Instructional HoursThe Foreign Service Institute (FSI) breaks languages into four categories based on the length oftime it takes for the average learner to acquire each language as well as the linguistic andcultural differences in the language as compared to English.Category 1Category 2Category 3Category 4FrenchGermanGreekASLItalianHebrewChinese (Mandarin)LatinRussianJapaneseSpanishKoreanThe level of proficiency we should expect from students depends on the category of the targetlanguage and the hours of instruction in that language. The number of instructional hours perlevel of a language varies widely across Indiana districts, so each chart is grouped by hours ofinstruction instead of level. Using the hours to find the appropriate proficiency target for eachmode, they can be used to determine which standards and indicators are appropriate for eachmode of communication in a language course. The ACTFL proficiency levels are described ontheir website and may be downloaded as a PDF from the link below:32019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
lic/ACTFLProficiencyGuidelines2012 FINAL.pdfModeMiddle School and High School Level 1 and Level 2 Category Languages135 - 150 270 405 – 450540 – te Intermediate Intermediate eadingNoviceMidNoviceHighIntermediate Intermediate Intermediate ional NoviceSpeakingLowNoviceMidNovice High Intermediate Intermediate ate IntermediateMidLowPresentational NoviceWritingMidNoviceHighIntermediate Intermediate Intermediate onalSpeakingNoviceMidNoviceHighIntermediate Intermediate Intermediate IntermediateMidHighHighLowAdvancedLow42019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Middle School and High School Level 3 and Level 4 Category LanguagesMode135 - 150 270 - 300 405 – 450 540 – diate Intermediate IntermediateLowLowMidIntermediateMidNovice Mid Novice High Intermediate IntermediateLowLowNoviceHighPresentational NoviceSpeakingLowNoviceMidNovice Mid Novice High Intermediate IntermediateLowLowNoviceHighPresentational NoviceWritingLowNoviceMidNovice Mid Novice High Intermediate oviceMidNoviceMidNoviceHighNoviceHighIntermediate Intermediate IntermediateLowLowMidIntermediateMid52019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
ModeInterpretiveReceptiveMiddle School and High School Visual Languages (ASL)135 270 - 300405 – 450540 – Novice Novice High Intermediate Intermediate Intermediate IntermediateMidLowMidHighHighNovice Intermediate ce Novice High Intermediate Intermediate Intermediate ational Novice Novice High Intermediate Intermediate Intermediate MidAdapted from Ohio Department of EducationIt is highly recommended that schools introduce language learning at the earliest age possible.The standards allow for common entry points for language learners and local conditions willdetermine how schools implement the standards. Additionally, due to a highly mobile studentpopulation, consideration should be given to providing options that allow all students to enter aprogram regardless of prior language learning experiences. World language departments canconsult IDOE to better ascertain which language sequence is the most appropriate fit for theirprograms.The Importance of Instruction in the Target LanguageIn order to provide students with as much connection to and practice with a new language,world language instructors should use the target language to the greatest extent possible wheninteracting with students both within and beyond the school setting (ACTFL). The exclusive useof the target language at all levels of language learning is possible in most learning contexts bythe use of cognates and by building upon what students already know. This practice betterprepares young learners to make a more seamless transition from secondary to post-secondarylanguage classrooms.World Languages and English as a Second LanguageIndiana’s Academic Standards for World Languages are designed to guide instruction in worldlanguages including commonly and less-commonly taught languages, heritage languages, andclassical languages. A separate set of WIDA English language development (ELD) standardsfor English learners exist to guide English language development for English learners, and62019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
these differ from the standards for world languages.Heritage Language Learner StandardsIndiana’s Academic Standards for Heritage Language are designed to allow heritage speakersto continue to develop their linguistic and cultural skills in order to become fully bilingual. Thereis a focus on academic language while building literacy skills in reading and writing as well asdrawing upon and enhancing their cultural knowledge.Multilingual CertificateThe Indiana Certificate of Multilingual Proficiency is an award made by a participating schoolcorporation, charter school, or accredited nonpublic high school designating on a student’stranscript that the student has attained a high level of proficiency, sufficient for meaningful use incollege and a career in one or more languages in addition to English.Guide to Understanding Standards CodingPlease use the following key to understand how the standards are coded. Coding provides aconsistent means of communication among educators. This is quickly evident in the formattingof the world languages standards on the following pages.72019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Example: Communication Standard – K.1C.1I.1KThis is the grade level. “K” is for kindergarten.1CCommunication is the Overarching Standard. The numeral “1” indicates thatthis is Communication or the first of ACTFL’s 5 Cs.1I“1I” signifies the Specialized Standard. “1I” refers to InterpersonalCommunication. Within the Communication Standard, there is also theInterpersonal Specialized Standard, thus the need for the “1I.”1The “1” is the specific indicator.How to Use the Indiana Academic Standards for American Sign Language: K-12SequenceThe Indiana Academic Standards for American Sign Language (ASL) K-12 are World LanguageStandards that are intended for student learning when students are learning ASL as a secondlanguage.82019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Important Note:Indiana recognizes the need for inclusivity andhas changed Indiana Article 7 wording toinclude Deaf and Hard of Hearing. Small "d"deaf refers to individuals who are notintegrated into Deaf culture and think ofhearing loss in medical terms. Individuals whoare deaf tend to identify themselves ashearing people and use spoken language tocommunicate. "Big D" Deaf people identifythemselves as culturally Deaf and have astrong Deaf identity. Individuals who are Deafoften attend schools and programs for theDeaf and use American Sign Language tocommunicate. The ASL language cannot beseparated from Deaf culture. Making thedistinction between big "D" Deaf and small "d"deaf is important in ensuring that Indiana doesnot produce academic standards that wouldbe offensive and to ensure politicalcorrectness.Excerpted from the American Sign LanguageTeacher AssociationAdditionally, see further explanation here(specifically on page National ASL Standards.pdfSupport for Teachers of Students Who Are Deaf or Hard of HearingThe Gallaudet University K-12 ASL Standards are intended to support teachers who plan forASL instruction for students who are deaf and hard of hearing. Please see this support fromGallaudet University.ReferencesNational Standards in Foreign Language Education Project (2006). Standards for ForeignLanguage Learning in the 21st Century (3rd Ed.). Lawrence, KS: Allen Press.ResourcesAmerican Council on the Teaching of Foreign Languages (ACTFL)http://www.actfl.org92019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Asia Society Partnership for Global Learning and National Mapping ingthenation.net/Gallaudet Universityhttps://www.gallaudet.eduIndiana Foreign Language Teachers Association (IFLTA)http://www.iflta.orgNational Council of State Supervisors of Foreign Languages (NCSSFL)http://ncssfl.orgOhio Department of -in-Ohio/Foreign-Language#Standards1U.S Department of State Foreign Service mAmerican Sign Language Teachers Associationhttps://aslta.org/AcknowledgementsThe College and Career Ready Indiana Academic Standards could not have been developedwithout the time, dedication, and expertise of Indiana’s K-12 educators, higher educationprofessors, and content experts. Additionally, the members of the public who took time toprovide public comments played a key role in contributing to the Indiana Academic Standards.Again, we thank you.Sarah KieferIndiana Center for Deaf andHard of Hearing EducationPeter LecceseIndiana School for the DeafJing WangIndiana University-PurdueUniversity at IndianapolisAmber ByrdAnderson Community SchoolCorporationAmanda RamirezAvon High SchoolAssociation of Indiana Teachersof Japanese, PresidentElizabeth BreidingerWhiteland High SchoolKimberly KauseIndiana School for the DeafMin WangShortridge High School, IPSSara HarrisonWawasee Community SchoolCorporation102019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Joseph WheelerCarmel High SchoolQiao XuGoshen Community SchoolsClaudia KinnairdEvansville-Vanderburgh SchoolCorporationDr. Cynthia SandersVincennes UniversityJanna McCardelICCCI Chinese SchoolDr. Mary Ilu Altman CorganLafayette Central Catholic HighSchoolCara BarnettIndiana School for the DeafChunmnei GuanLogansport Community SchoolCorporationAdam GaffCenter Grove High SchoolRoss HalvorsenJasper High SchoolErika TranMSD of Lawrence TownshipValerie PhillipsNoblesville High SchoolEvan WardIndiana Academy forMathematics, Science, andHumanitiesIsrael HerreraIndiana University,Indiana Foreign LanguagesTeachers Association,PresidentJill WoernerUniversity High School,ACTFL & CSCTFL BoardMemberDr. Heidi Herron-Johnson,Co-LeadIvy Tech UniversityDimitrieska VesnaIndiana UniversityMegan WorcesterUnion County High School,Indiana Foreign LanguagesTeachers AssociationRichar TorresLawrence Central High SchoolNicole LeachEnglish Learner and DualLanguage Immersion SpecialistIndiana Department ofEducationMigdalia LopezSouth Bend Community SchoolCorporationDr. Trish Morita-MullaneyPurdue UniversityMelissa BadgerNew Albany High SchoolStephanie CamargoWawasee Community SchoolCorporationJ. Matthew WalshCurriculum SpecialistIndiana Department ofEducation112019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Thank you to the following organizations for hosting world languages work groups: Brownsburg Community School CorporationIndiana Association for School PrincipalsWhiteland High SchoolCenter Grove Community School CorporationMetropolitan School District of Lawrence TownshipFor questions about the Indiana Academic Standards for World Languages, pleasecontact IDOE’s Office of Academics. For questions about the Multilingual Certificate,please contact IDOE’s Office for Title Grants and ask for the English learner specialists.122019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
American Sign Language (ASL)KindergartenCommunication (1C)Overarching Standard: Communicate effectively in more than one language in order to functionin a variety of situations and for multiple purposes.Specialized Standard - Interpersonal: Learners use American Sign Language to engage inconversation, provide information, express feelings and emotions, and exchange opinions.Communication - Interpersonal (1I)Proficiency Benchmark: I can communicate in conversations in ASL on both very familiarand everyday topics using a variety of practiced or memorized words, phrases, simplesentences, and questions.K.1C.1I.1 - I can recognize and express basic greetings and farewells. Examples: Hello,Good-byeK.1C.1l.2 - I can recognize and state basic personal information. Examples: Name, ageK.1C.1I.3 - I can recognize and express basic likes, dislikes, and feelings through singleword responses.K.1C.1l.4 - I can identify people, objects, and animals using ASL.K.1C.1I.5 - I can express conversational phrases with peers and adults. Examples: Please,thank you, excuse me.K.1C.1I.6 - I can sign the WH questions vocabulary. Examples: Who, where, when, why,what, and how?Communication (1C)Overarching Standard: Communicate effectively in more than one language in order to functionin a variety of situations and for multiple purposes.Specialized Standard - Interpretive: Learners comprehend and interpret live and recordedAmerican Sign Language on a variety of topics.132019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Communication - Interpretive (2I)Proficiency Benchmark: I can maintain signed conversation and discussion across timeframes on familiar as well as unfamiliar topics using simple sentences and simple questions.K.1C.2I.1 - I can comprehend and respond to simple commands and requests. Examples:Saying please and thank you; following the directions in an art activity; cleaning up classroommesses, rearranging seating, and lining up in a straight line when asked.K.1C.2I.2 - I can comprehend numbers of 1-20 in ASL.K.1C.2I.3 - I can identify the most commonly-used ASL handshapes (BASCO15).K.1C.2I.4 - I can recognize WH questions in ASL storytelling. Examples: who, what, where,when, why, how?Communication (1C)Overarching Standard: Communicate effectively in more than one language in order to functionin a variety of situations and for multiple purposes.Specialized Standard - Presentational: Students present information, concepts, and ideas to anaudience of viewers in American Sign Language.Communication - Presentational (P)Proficiency Benchmark: I can present information on both very familiar and everyday topicsusing a variety of practiced or memorized vocabulary, and simple phrases in ASL.K.1C.P.1 - I can recite developmentally appropriate rhymes and poetry of the culture. (up tothree lines)K.1C.P.2 - I can present simple prepared material with teacher guidance. Examples: Showand Tell, sharing photos or drawings.K.1C.P.3 - I can present a simple ASL rhyme poem.K.1C.P.4 - I can present a simple ASL rhyme poem. Examples: ASL rhymes, using mostcommon hand shapes (BASCO15) found on YouTube.K.1C.P.5 - I can describe familiar objects, places, and people. Examples: Shapes, colors,people, things, and places (home and school).142019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Cultures (2C)Overarching Standard: Interact with cultural competence and understanding.Specialized Standard - Relating to Cultural Practices through Interactions - Learnersprovide an explanation of the relationship between the practices and perspectives of AmericanDeaf culture.Culture - Relating to Cultural Practices through Interactions (RC)Proficiency Benchmark: I can interact at a survival level in some familiar everyday contexts.K.2C.RC.1 - I can explore daily activities of Deaf people. Examples: Practicing waking upusing visual alerts; determining whether there is adequate lighting in the room for visualcommunication; inviting a Deaf guest speaker to answer common questions about beingDeaf.K.2C.RC.2 - I can participate in grade level cultural activities. Examples: Celebrating Clercand Gallaudet week in December.K.2C.RC.3 - I can use various attention-getting strategies. Examples: Tap on the shoulder,stomp on the floor, and flick the lights on and off.K.2C.RC.4 - I can examine elements of Deaf art including hands, handshapes, and eyes.Examples: Playing with handshape blocks; using handshape cards; participating in the “WhatAm I Looking At?” game.Connections (3C)Overarching Standard: Connect with other disciplines and acquire information and diverseperspectives in order to use the language to function academic and career-related situations.Specialized Standard - Making Connections - Learners reinforce and further their knowledgeof other disciplines through American Sign Language.Connections - Making Connections (MC)Proficiency Benchmark: I can access and evaluate basic information and perspectives thatare available through ASL and its culture.K.3C.MC.1 - I can recite developmentally appropriate rhymes and poetry of the culture. (up tothree lines)152019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
K.3C.MC.2 - I can present simple prepared material with teacher guidance.Examples: Showand Tell, sharing photos or drawings.K.3C.MC.3 - I can present a simple ASL rhyme poem. Examples: ASL rhymes, usingcommon handshapes ( BASCO15).K.3C.MC.4 - I can describe familiar objects, places, and people. Examples: Shapes, colors,people, things, and places (home and school).Connections (3C)Overarching Standard: Connect with other disciplines and acquire information and diverseperspectives in order to use the language to function academic and career-related situations.Specialized Standard - Acquiring Information and Diverse Perspectives - Learners acquireinformation and recognize the distinctive viewpoints that are only available through AmericanSign Language and Deaf culture.Connections - Acquiring Information and Diverse Perspectives (IP)Proficiency Benchmark: I can access and evaluate basic information and perspectives thatare available in Deaf culture.K.3C.IP.1 - I can use simple signs and/or phrases to identify familiar objects and basicconcepts from other content areas. Examples: Showing signs for animals; describingweather; and identifying food items.K.3C.IP.2 - I can integrate ASL numbers when making observations about people and things.Examples: Counting objects; using the calendar; talking about the size of families.K.3C.IP.3 - I can identify family members and family relationships. Examples: Bringingpictures of family members to class; practicing fingerspelling the names of family members orshowing personal name signs, describing the relationships between family members.K.3C.IP.4 - I can identify community places, people and transportation. Examples: Identifyingcommunity locations, such as a church, school, home, and library; briefly describing theprimary duties of emergency service personnel; describing the types of transportation used inthe local community.K.3C.IP.5 - I can use spatial understanding to identify and outline shapes. Examples:Identifying the names of shapes; using index fingers to outline two- dimensional shapes;demonstrating tracing classifiers to outline specific three-dimensional shapes.162019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
Comparisons (4C)Overarching Standard: Develop insight into the nature of language and culture in order tointeract with cultural competence.Specialized Standard - Language Comparisons - Learners discuss the nature of languagethrough comparisons of American Sign Language and other languagesComparisons - Language (LC)Proficiency Benchmark: I can identify basic differences and similarities between AmericanDeaf culture, American Culture, and other signed languages - countries’ cultures.K.4C.LC.1 - I can use simple signs and/or phrases to identify familiar objects and basicconcepts from other content areas.K.4C.LC.2 - I can recognize the words /signs shared between ASL and English.K.4C.LC.3 - I can recognize and use authentic simple forms of address ineveryday situations.K.4C.LC.4 - I can compare the alphabet and numbers in English and handshapes in ASL.Examples: Playing games that include a variety of ASL handshapes; viewing animated ASLhandshapes on the computer; drawing in pictures of alphabet letters or numbers and makingASL handshapes out of dough.K.4C.LC.5 - I can experiment with forming age- and developmentally-appropriate facialexpressions and non-manual signals. Examples: Practicing facial expressions based onsimple emotions (happy, sad, surprised, etc.); observing topicalization when being askedquestions; interpreting the meaning of various facial expressions found in photos or othersources.Communities (5C)Overarching Standard: Communicate and interact with cultural competence in order toparticipate in multilingual communities at home and around the world.Specialized Standard - School and Global - Learners use American Sign Language within andbeyond the school setting.Communities - School and Global (SG)Proficiency Benchmark: I can use ASL both within and beyond the classroom to interactand learn in the Deaf community.172019 Indiana Academic Standards for American Sign Language K-12Indiana Department of Education
K.5C.SG.1 - I can share experiences from American Sign Language classrooms within theschool and/or community. Example: Use American Sign Language to teach basicvocabulary to friends and family.K.5C.SG.2 - I can recognize the use of American Sign Language in the learner’scommunity.K.5C.SG.3 - I can use simple signs and/or phrases to identify familiar objects and basicconcepts from other content areas. Examples: Showing signs for animals; describingweather; identifying food items.K.5C.SG.4 - I can integrate ASL numbers when making observations about people andthings. Examples: Counting objects; using the calendar; talking about the size of families.K.5C.SG.5 - I can identify family members and family relationships. Examples: Bringingpictures of family members to class; practicing fingerspelling the names of family members orshowing personal name signs; describing the relationships between family members.K.5C.SG.6 - I can identify community locations, personnel, and transportation. Examples:Identifying community locations, such as school, home, and library br
World Languages and English as a Second Language Indiana's Academic Standards for World Languages are designed to guide instruction in world languages including commonly and less-commonly taught languages, heritage languages, and classical languages. A separate set of WIDA English language development (ELD) standards
American Sign Language is offered and accepted as a foreign language to fulfill high school and post-secondary language requirements. New Hampshire American Sign Language as a foreign language has never been proposed to the state legislature. However, some high schools and colleges offer American Sign Language and give academic credit.
ple communicate among themselves using sign language but normal people find it difficult to understand their language. Extensive work has been done on American sign language recognition but Indian sign language differs significantly from American sign language.ISL uses two hands for communicating(20 out of 26) whereas ASL uses single hand .
LIST OF LANGUAGES AND LANGUAGE CODES. 1. SIGN LANGUAGES . Use the appropriate type of sign language, e.g., American Sign Language, Puerto Rican Sign Language, or Russian Sign Language.
Use American Sign Language to Participate in Communities at Home and Around the World Standard 5.1 Students use American Sign Language within and beyond the school setting. Standard 5.2 Students show evidence of becoming lifelong learners by using American Sign Language for personal enjoyment and enrichment. !!!!! Standards for Learning
Tin Sign: Allis Chalmers Farm Tractor Sign TD1134 MSRP 12.95 Tin Sign: 1956 John Deere sign TD670 MSRP 12.95 Tin Sign: Allis Chalmers farm tractor sign TD1133 MSRP 12.95 Tin Sign: IH Farm Tractor Sign TD1279 MSRP 12.95 Farm Tractor w/ Trailer (Asstd.) 321/4 MSRP 120.00 RC2 ERTL John D
Sign language translation, Gesture recognition system. Keywords Sign language translation, Gesture recognition system, American Sign Language, finger-spellings. 1. INTRODUCTION As known to many, Sign languages
1.1 The Growth of American Sign Language The acceptance of American Sign Language as a second or foreign language, and consequently the teaching of it as a second language, has been sharply on the rise in Canada and the U.S. for at least the past two decades (Rosen, 2010; Jacobowitz, 2005;
Sign languages, such as American Sign Language (ASL), are natural languages expressed via movements of the hands, face, and upper body. Automatic processing of sign languages would assist communication between deaf and hearing individuals, but involves a number of chal-lenges. There is no standard written form for sign lan-guages.
