Learn American Sign Language

Rocket American Sign Language Course

Believe it or not, learning sign language does NOT have to be an impossible dream! You do not have to wish you could learn sign language so that you can communicate with deaf loved ones or help people that are close to you. Learning sign language is very often frustrating and infuriating; it is not like learning any other language, because there is no speaking involved in it. It is a very new experience to those who have tried it before. However, with Rocket American Sign Language you will gain access to a full online course that gives you the education that you need in order to have a really great and useful time learning American Sign Language. You will be able to learn it in just a few minutes per day! You don't need to spend hours learning it; you will get a full education in just a few minutes per day!

Rocket American Sign Language Course Summary

Rating:

4.6 stars out of 11 votes

Contents: Online Course
Price: $49.95

My Rocket American Sign Language Course Review

Highly Recommended

Furthermore, if anyone else has purchased this product or similar products, please let me know about your experience with it.

I give this product my highest rating, 10/10 and personally recommend it.

Download Now

American Sign Language

American Sign Language (ASL) is a manual language that involves the use of hand configurations, facial gestures, body posture, range, direction, and movement in space to exchange meaning between people. This language is primarily used by persons who are deaf and do not use speech to communicate. Once thought of as only ''pictures in the air,'' ASL is recognized as a true language with elaborate linguistic rules. ASL is used with young children who are deaf as a means of facilitating the natural acquisition of language. When born into families that use sign language to communicate, deaf babies are know to ''babble'' with their hands in a similar manner as hearing children babble with early sounds. In the presence of fluent users of ASL, deaf children acquire sign as quickly and easily as hearing children acquire speech. English is typically taught as a second language to promote literacy.

Sign Language and the Brain

Two prominent issues concerning brain organization in deaf users of sign languages are whether deaf individuals show complementary hemispheric specialization for language and nonlanguage visuo-spatial skills, and whether classical language areas within the left hemisphere participate in sign-language processing. These questions are especially pertinent given that signed languages of the deaf make significant use of visuo-spatial mechanisms to convey linguistic information. Thus sign languages exhibit properties for which each of the cerebral hemispheres show specialization visuo-spatial processing and language processing. Three sources of evidence have commonly been used to investigate brain organization in signers behavioral studies using tachistoscopic visual half-field paradigms, studies of signers who have incurred focal brain damage, and, more recently, neural imaging studies of normal signing volunteers. Many of these studies have investigated American Sign Language (ASL), which...

Sign Language

Sign languages are the principal means of communication among members of deaf communities, with most countries having their own distinct sign language. In the United States, American Sign Language (ASL) is the language typically used by persons who have grown up deaf. Sign languages have gained considerable attention outside of deaf communities through the use of signs to foster communication in minimally verbal hearing persons (e.g., children with autism) and with nonhuman primates. For centuries, sign languages were viewed as primarily pantomimic not true languages at all. This belief helped support the oral approach to deaf education, a strategy that eschewed signing and focused on speech. Oralists advised parents of deaf children to shun all forms of manual communication and to promote spoken language acquisition through speech training, hearing amplification, speech reading, and writing. Sadly, many young people failed to attain sufficient speech mastery through this approach. As...

Sign Languages

Sign languages (alternatively, signed languages) are human languages whose forms consist of sequences of movements and configurations of the hands and arms, face, and upper torso. Typically, sign languages are perceived through the visual mode. Sign languages thus contrast, of course, with spoken languages, whose forms consist of sounds produced by sequences of movements and configurations of the mouth and vocal tract. More informally, then, sign languages are visual-gestural languages, whereas spoken languages are auditory-vocal languages. Most linguistic research has focused on spoken languages. indeed, for many years all human languages were mistakenly believed to be spoken languages signed languages (for example, those used by deaf people interacting with one another) were thought either to be pantomime or to be simple gestural codes representing the surrounding spoken language. However, recent linguistic work has shown these beliefs to be incorrect natural signed languages show...

Pre Symbolic Productions in Hearing and in Deaf Infants

Produced far more manual babbling than three matched hearing infants at similar ages. The deaf infants' hand babbling also revealed phonetic features of American Sign Language, suggesting that babbling reflects infants' innate ability to analyze phonetic and syllabic components of linguistic input.

Language Lateralization

Ferentially distributed (Mendelsohn 1988). In addition, language lateralization is not dependent on the vocal-auditory modality. Disturbances of sign language in deaf subjects are also consistently associated with left hemisphere damage, and signing deficits are typically analogous to the language deficits one observes in hearing subjects with the same lesion location (Bellugi, Poizner, and Klima 1989).

Language and Communication

Language and communication are often defined as the human ability to refer abstractly and with intent to influence the thinking and actions of other individuals. Language is thought of as the uniquely human part of a broader system of communication that shares features with other animal communication systems. In the twentieth century, language research has focused largely on those aspects of vocal communication (or their homologs in sign languages) that are organized as categorial oppositions (de Saussure (1916 1959) for example, categories of sound, grammar, and meaning. The domain of language research has been largely speech. In 1960, the linguist Charles Hockett advocated restricting the term human language to just those dimensions of communication that are vocal, syntactic, arbitrary in relation to their referents, abstractly referential (that is, meaning is determinable independently of the immediate context of utterance), and learned. The host of other patterned dimensions of...

How has FM affected your schooling your friendships your recreational activities

The college program I am in is difficult even for healthy students. I'm training to be a sign language interpreter, which means cognitive processes and physical movements are vital. I've failed several tests because I happened to be having a fibro-fog day with almost no short-term memory or was having language production problems. Also, when I'm sore and stiff, I can't sign as clearly or as long. Of course, fatigue and concentration problems can make homework a challenge. However, God has given me His strength to succeed, and overall I'm doing pretty well in school I certainly couldn't do it on my own Most of my teachers have been really understanding, too.

What are your own plans and hopes for the future How has FM contributed to those plans

I am also planning to be a sign language interpreter. I'm hoping to graduate and start part-time work in a few months. It's a little bit harder to see how my FM contributes positively to that, because the symptoms can interfere so much. But on the other hand, I know the empathy I've gained and my appreciation of having to struggle to do things the world calls normal will help me connect even more to my deaf clients.

Classroom Accommodationsand What Is a 504 Plan

At first, this law was interpreted as an obligation to provide physical access to education for people with disabilities (for example, curb cuts and elevators for students in wheelchairs, sign language interpreters for deaf students, and the like). More recently, however, the meaning of access to an appropriate education has been expanded. Section 504 has increasingly been used to secure services for children with disabilities who don't qualify for special education but still have educational needs (or, in the language of the law, limits in learning). All school districts have a designated 504 coordinator who helps put together services for children qualified under Section 504. In brief, a 504 Plan is a written document that lays out a variety of modifications that a child needs to be successful in a regular education environment. Usually these accommodations are somewhat less time-consuming and require less intensive intervention and fewer trained staff to implement them than those...

Articulation

With the exception of sign languages used by people who are deaf, speech is the primary means of communication in all human communities. Speech is therefore closely related to language (and to the auditory perception of language) and is often the only means by which a particular language can be studied, because the majority of the world's languages do not have a written form. Speech appears to be unique to humans (see animal communication). Because speech is harnessed to language, it is difficult or impossible to gain a deep understanding of speech apart from its linguistic service. As Fujimura (1990) observed, While speech signals convey information other than linguistic codes, and the boundary between linguistic and extra- or paralinguistic issues may not be clearcut, there is no question that the primary goal of speech research is to understand the relation of the units and organization of linguistic forms to the properties of speech signals uttered and perceived under varying...

Hearing Disorders

Hearing disorders may be caused by a wide variety of problems either at birth or any time thereafter. Profound hearing loss from birth or an early age makes the acquisition of spoken language very difficult. However, deaf infants and children all go through the same developmental speech stages in acquiring gestural language such as American Sign Language.

Language Acquisition

Language acquisition refers to the process of attaining a specific variant of human language, such as English, Navajo, American Sign Language, or Korean. The fundamental puzzle in understanding this process has to do with the open-ended nature of what is learned children appropriately use words acquired in one context to make reference in the next, and they construct novel sentences to make known their changing thoughts and desires. In light of the creative nature of this achievement, it is striking that close-to-adult proficiency is attained by the age of 4-5 years despite large differences in children's mentalities and motivations, the circumstances of their rearing, and the particular language to which they are exposed. Indeed, some linguists have argued that the theoretical goal of their discipline is to explain how children come to have knowledge of language through only limited and impoverished experience of it in the speech of adults (i.e., Plato's problem Chomsky 1986). For...

Further Readings

Meier. (1985). The acquisition of American Sign Language. In D.I. Slobin, Ed., The Cross-Linguistic Study of Language Acquisition. Hillsdale, NJ Erlbaum. Singleton, J. L., and E. L. Newport. (1994). When learners surpass their models The acquisition of American Sign Language from impoverished input. Unpublished manuscript, University of Illinois.

Primate Language

Language research with apes was revitalized in the 1960s as Beatrix and Allen Gardner (Gardner, Gardner, and cant-fort 1989) used a variation of American Sign Language to establish two-way communication with their chimpanzee, Washoe, and as David Premack (Premack and Premack 1983) used an artificial language system of plastic tokens with his chimpanzee, Sarah. In the 1970s, Sue Savage-Rumbaugh's group (1977) developed a computer-monitored keyboard of distinctive geometric patterns, called lexigrams, to foster studies of language capacity with Lana, a chimpanzee. Herbert Terrace's (1979) chimpanzee Project Nim, Lynn Miles's (1990) orangutan Project Chantek, and Roger and Deborah Fouts's (1989) project with Washoe and other chimpanzees obtained from the Gardners also started during the '70s.

Psycholinguistics

Speaking and listening have several levels. At the bottom are the perceptible sounds and gestures of language how speakers produce them, and how listeners hear, see, and identify them (see phonetics, phonology, sign languages). One level up are the words, gestural signals, and syntactic arrangement of what is uttered how speakers formulate utterances, and how listeners identify them (see sentence processing). At the next level up are communicative acts what speakers do with their utterances, and how listeners understand what they mean (see pragmatics). At the highest level is discourse, the joint activities people engage in as they use language. At each level, speakers and listeners have to coordinate their actions.

Motherese

Glish, Japanese, Hausa (a Nigerian language), and sign language. Infants prefer motherese to adult-directed speech, and they benefit from such interaction. For example, by enhancing attention, mo-therese promotes infants' processing of speech. Likewise, motherese helps infants to analyze the structure of speech by highlighting boundaries between important units, such as words and clauses. Research in the late 1990s suggested that motherese is actually part of a more general tendency to modify infant-directed interactions. For example, adults also modify at least some of their infant-directed bodily motions. Such ''motionese'' includes simplification and increased repetition of action. Thus motherese speech seems to be just one dimension of a whole constellation of infant-directed modifications.