problem solving in sign language

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XI/XII – ASL – Problem Solving Tasks

ASL – Problem Solving Tasks

Prompt – 1:  One of your close friends performed poorly in the exam. As a result his mother does not grant him permission to go on a school trip. With your partner, discuss how you would advise your friend to convince his mother and gain permission to go on the trip.

Prompt – 2:  Some school children use the community park instead of the school playground to play cricket and football. This makes it impossible f or toddlers and the elderly to use the swings and the walking track. With your partner, discuss how you would persuade these children to shift their sporting activities to the playground.

Prompt – 3:  You find that your friend copies your assignments, activities and project ideas and submits them to the teacher as his/her own contribution. With your partner, discuss this problem and what you should do in this situation.

Prompt – 4: The Canteen Manager has complained to your Class Teacher about the undisciplined behaviour of some of your classmates. Your class teacher has asked you, as Class Monitors, to think of suitable measures to solve the problem. With your partner, discuss what your suggestions.

Prompt – 5: A student of your school recently met with an accident while riding a motorbike. Many students of your school who are actually minors ride two wheelers without wearing a helmet. With your partner, discuss this problem and what you can do to encourage them to follow road safety rules.

Prompt – 6: Most of the students in your class spend a lot of time indoors playing with gadgets. They don’t want to play outdoor games. With your partner, discuss what should be done to encourage students to play outdoor games and lead a healthy lifestyle.

Prompt – 7: Your school plans a celebration on Children’s Day and wants students to participate by displaying craft material and other decorative pieces made by them. No one has volunteered so far. With your partner, discuss how you can persuade other students to join in.

Prompt – 8: One of your classmates often uses unfair means during class tests. With your partner, discuss this problem and what can be done.

Prompt – 9: Your friend has been using his father’s two-wheeler without his permission. He is only 15 and has just offered to take you for a joyride too. With your partner, discuss how you can talk your friend out of this unsafe habit.

Prompt – 10: A builder is trying to convert a park in your area into a shopping complex. It is the only open space in the area where children play. With your partner, discuss how you would mobilise support to stop the construction.

Prompt- 11: Your friend has fallen into bad company. He is spending more and more time with his new friends and drifting away from studies. With your partner, discuss the problem and decide how you could help your friend.

—————xxXxx————–

Related posts:

• XI/XII – Sample Listening Test Paper – English Core – CBSE
• XI/XII – ASL – Topics for Speaking Test
• XI/XII – ASL – Frequently Asked Questions
• XI/XII – ASL – Listening Test Administration for students and Teachers
• XI/XII – ASL – Speaking Test Administration for Students and Teachers
• XI/XII – ASL – Speaking Test
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31 thoughts on “XI/XII – ASL – Problem Solving Tasks”

Dear sir/madam, Can I get the solutions for every problems stated above.

Yes please🙏🙏

Please send me the solution of prompt 7

Can i get sol of prompt 1

Plzzz fast give me the answer for prompt 1

You can try advising your friends parent that the exam wasn’t easy for all .

You can promise her to make sure you see to it that your friend studies well here after.

Make her understand the importance of recreation to clear one’s mind after exams.

And u can also highlight to her the dangerous symptoms of depression and stress in children due to lack of mental peace.

Can i get the solution of all Prompt

Can i get solution of prompt 7th

Please prompt 5

Can i get solution for prompt 3

can i get solution of prompt 5?

Can i get the solution of prompt 6

Can i get solution for 4 prompt plz

Can I get solutions of prompt 1 as fast as possible

Can i get Solution of all prompt

Can i get solution for prompt 1

Can I get solutions prompt 8

Can I get solution of prompt 5 ? Plz fast

Can I get solution prompt-1

Can i get the solution of prompt 3 please

Can i get the solutions of all the prompts

I want an answer prompt 6 and 9

Please give me the solution of prompt 5 . Plzz give me fast

I Will just ask his mother that he would surely do better next times…pls forgive him this time…i will too help in studying ..

I need solution for prompt10

Sir can you send me prompt 6

I need solution for prompt 10

Can I get the solutions plszzz

Can i get answer of prompt no. 2

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Problem Solving

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Skills for Success defines Problem Solving as the ability to identify, analyze, propose solutions, and make decisions. Problem solving helps you to address issues, monitor success, and learn from the experience.

Discover the language in Problem Solving         

Problem Solving requires communicating with others in a way that conveys a willingness and ability to find solutions to challenges and unexpected situations. It involves receptive, expressive, reading and writing, often in combination; for example:

• Watching and reading carefully and posing questions to understand the challenges posed by a situation.
• Locating, interpreting and analyzing relevant information to identify reasons for a problem, its effects and possible solutions.
• Expressing or presenting possible solutions, including a rationale.
• Discussing options while conveying respect for others’ ideas, and recognition of one’s own biases.
• Understanding and following instructions related to problem-solving tasks.
• Interpreting feedback on a solution that has been implemented.

Explore work-related examples at each CLB stage         

The Canadian Language Benchmarks (CLB) describe communicative ability in English as a Second Language (ESL). The CLB organize 12 benchmarks into three stages of ability: Stage I (Basic), Stage II (Intermediate) and Stage III (Advanced).

Learners may already possess Problem Solving skills but lack the English and the sign language to demonstrate them. For this reason, there is no direct correspondence between Problem Solving and CLB levels.

The examples below show the language involved in demonstrating Problem Solving.

Demonstrating Problem Solving at CLB Stage I

Point out a hazard to a supervisor using gestures, signed words or ASL signs and simple phrases.

Watch and understand the description of a supervisor about what to do when a customer is upset; indicate understanding or non-understanding; ask for repetition or rephrasing as required.

Tell a co-worker that there is a problem with a routine work process; watch and read their advice on how to solve it.

Tell a supervisor that the company’s cell phone policy presents a problem for your family; ask for permission to carry your cell phone.

Read simple step-by-step instructions accompanied by diagrams to troubleshoot a piece of equipment that has stopped working.

Write a brief note to a supervisor to inform them of a shortage of supplies.

Demonstrating Problem Solving at CLB Stage II

Discuss the possible causes of a problem with co-workers; propose a solution.

Express strengths and limitations for two different solutions to a straightforward problem; suggest a compromise.

Read a customer email containing a complaint; respond by expressing empathy, summarizing the problem, identifying the cause and suggesting a possible solution.

Read an employee policy handbook to determine how to address a perceived policy breach; follow the steps and write a message to notify your supervisor.

Write an email to a supervisor to point out a dangerous working condition; explain the condition and possible consequences.

Demonstrating Problem Solving at CLB Stage III

Lead a discussion to explore solutions to a complex workplace problem; pose questions to help others expand on, justify and clarify their ideas; summarize and link ideas to facilitate consensus.

Interact effectively with a key client to identify a complaint and negotiate a mutually beneficial outcome.

Express the main issue to be resolved in a complex problem; identify key aspects to consider, and possible causes.

Read a proposal to evaluate whether the objectives, timelines, work activities and possible challenges will address a given problem.

Read and understand employment standards to determine if an employee complaint is justified.

Write a detailed report to address a workplace problem; include an analysis of the problem, its causes, and possible solutions.

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How Using a Little Sign Language Can Improve Online Classes

Nonverbal communication such as American Sign Language can help students and educators in every grade feel more connected.

We all have felt it. Disconnected. We have been “present” in a synchronous (live) online meeting or class but not really present. We may have been distracted, felt separated, or lacked a connection to others. Despite the desire for emotional closeness during this time of physical separation, “Zoom fatigue” sets in and live meetings lose their effectiveness.

But we can’t lose hope. At the heart of live meetings is the goal of connection and sharing. Incorporating proven nonverbal communication practices from early childhood education and American Sign Language (ASL) can benefit all of us by changing the way we host, participate, and connect for the better in online meetings.

Nonverbal Communication and Attention

One reason for the fatigue caused by online meetings is that these meetings often take more focus and attention than face-to-face conversations. In addition, the lag in response time (think unmuting microphones or waiting for answers in the chat) has been shown to decrease personal connection and interest.

However, as executive coach Jeff Wolf writes in SmartBrief , consciously attending to nonverbal communication in online meetings can improve the experience of both teachers and learners. A variety of studies over the years have shown that more than half of our communication is nonverbal. Yet we largely tend not to think about our nonverbal communication, especially in the online environment. Though body language speaks louder than words, and we typically believe what we see more than what we hear, we “often ignore visual communication,” according to Emma Kreiner, ASL instructor and program coordinator at the University of Cincinnati.

In the spring, Jessica Hughes, a K–6 STEAM Lab teacher at the Hyde Park School in the Cincinnati Public School District (CPS), quickly realized the connection between nonverbal signals and student engagement in her online meetings. By the end of the year, teachers across her building used agreed-upon signs, successfully making messages clearer and attention easier and more meaningful. Now, Hughes plans to shift to using ASL signs for “Thank you,” silent cheer, “Stop,” and “Happy” as learners continue to engage in an online environment.

ASL provides Hughes’ students a common language and emphasis on delivery practices, such as strong, clear facial expressions that communicate or reinforce the intended meaning of a sign. This intentionality in visual online communication can support activities that require high-energy delivery to maintain attention and focus, including read-alouds, problem-solving steps, and other instruction. In ASL, facial expressions can significantly affect the meaning of a sign and need to be attended to. This intentionality in our expressions helps us and sends the right message of support, encouragement, confusion, or agreement to our students and encourages the same from them.

Nonverbal Communication and Connection

One of us (Rosemary), a CPS administrator and technology leader and former self-contained first-grade teacher, used nonverbal communication to engage students and solidify procedures and routines. Even in a classroom full of happy, engaged student chatter and active-learning noise, nonverbal signals were a way to interact with the teacher and peers.

In our virtual world, the happy chatter of students engaged in their own worlds of learning isn’t happening the way it once did—but nonverbal signals and communication continue to support procedures and build community. When Jaton Kershaw, a CPS elementary intervention specialist, taught in person, her students routinely used ASL for procedures: stop, line up, sit, stand, and to ask a question or permission. They also used signals to build community, such as silent cheers when working with a partner or groups, or encouraging one another to tell more about their ideas.

ASL signs like “ again ” and “ slow ” can help a learner feel that their needs are being heard and also help a teacher read the room to know more quickly when learners need support. A favorite of my students and colleagues is “ same .” This can be used when students share an idea, opinion, experience, or feeling. “Same” implies deeper connection and listening and holds more meaning than a simple head nod or thumbs-up. ASL provides more relational communication and reinforces the self-determination theory for e-learning that “students experience relatedness when they perceive others listening and responding to them,” which, in turn, improves engagement and motivation.

Value of ASL

Using an established language, like ASL, versus creating hand signals has a range of benefits, from greater cultural awareness and comfort with difference to using a common language that is more universal. ASL also can reinforce and extend the nonverbal commands (hand raise, thumbs-up, emojis, etc.) already built into tools like Zoom, Google Meet, and Webex.

Benefits of using ASL include:

• Improved focus
• Enhanced social and emotional connection between teachers and students
• Introduction of a total physical response, which supports attention and memory
• Universal meaning (versus classroom or program-specific meaning)
• Increased support and inclusion of diverse learners
• Improved use of facial expressions
• Increased student willingness to turn on webcams
• Improved expectations for participation

According to Kershaw, consistently using ASL signs for nonverbal responses gets straight to the students’ needs, saving time, improving focus, and ensuring that students feel seen and heard from a distance. Reaching every student must include actively building a supportive community, starting with acknowledging one another.

How to Use ASL in Live Meetings

ASL for nonverbal communication in live meetings works well for small groups where webcams are turned on and for larger meetings where you are able to use a tile layout and see all of your students. Start with one sign per meeting or class to introduce the concept. Practice using the sign as a group. “ Applause ” and “ understand ” are other useful signs you may want to share with your students or team.

Discuss with students why and how signs will be used during meetings, and have students help pick the signs that will be norms for class meetings. This cocreation will encourage community, regular use, and understanding among students.

You can learn more helpful signs for live meetings here from University of Cincinnati ASL instructor Emma Kreiner , who contributed to this article.

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• OBSOLETE (as in "no longer useful")

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Learning strategies in sign language classroom

ASL instructors give their best shot to teach you well. In most cases, Deaf instructors are passionate about their own language and teaching. But, it's only a half way. The other half way is students' learning responsibilities.

Everyone has some different learning experiences and strategies that work for them. Find some learning tips below to attain your learning process and signing skills.

Not everyone, who wants to learn sign language, has the opportunity or convenience to language learning immersion in a Deaf community of the target language (e.g. American Sign Language). Language learning in a classroom is another common option.

Be an im-perfectionist

Language anxiety is common in language learning. Relax and make mistakes. Learning a new language guarantees mistakes, because you're making efforts, trying new sentence constructions with new vocabulary. It's safer to make experiments and mistakes in classes before you do your best on tests. Learning a new language is more about to be able to communicate than to make a perfect sentence.

If you know you make a mistake, simply self-correct it. It's more relaxing than trying to make a perfect sentence at once, which is more anxious. Once you feel comfortable with the skill of correcting yourself, you'd feel more relaxed and confident (then less mistakes follow).

Think in the target language

Instructors teach in the target language (ASL) through contextualized tasks and activities. Take the opportunities to interact with your ASL instructor who can offer you corrective feedback with your sign production ("pronunciation"), grammatical structure and more.

Think in concepts. Focus on the meaning of a word rather than word-for-word translation. Avoid word-for-word translation or English in your mind when signing ASL.

One of the students' strategies is to look at the sentence-level meaning first before scrutinizing the smaller components (word-level meanings) in the sentence.

Another student's tip is "When switching back to English for clarification is probably the worst. Stay immersed in ASL and learn those problem solving skills in ASL. Remain immersed in ASL because 1) you allow yourself to learn more, and 2) it is pretty hard to switch back and forth when you are learning."

Maximize your time to practice ASL in class. "Try my best to maintain a signing environment in and around class and on breaks." If you are in ASL 101, start practicing the habit now: think in ASL (or at least in concepts) from the start on.

Signing practice

Absorb whole information from signed words to grammar and non-manual grammar, and nuances and subtleties. Take notes of syntactic grammar, non-manual grammar, inflections, tones and variations from native ASL signers in various contexts.

Generally focus on signer's face, not hands. Develop your peripheral vision. Use a mirror to look at yourself when signing. Check your non-manual grammar, such as furrowed eyebrows for wh-questions and raised eyebrows for topicalization and yes/no questions.

Videotape yourself and look at your signing from a different perspective in time that you wouldn't be able to assess the same way with the mirror. The cool thing about this is that you can document your progress and compare your skills months later or even years later.

Commitment and attendance

Like for any second language courses (whether signed or spoken), regular attendance is crucial to learning language. Missing classes for the lessons' contextualized learning and human-to-human interactions would be a big loss.

Learning a set of vocabulary from the dictionary or online materials doesn't bring the same benefits as much as the environmental type of immersion. ASL classes are your best opportunities of building and developing the foundation of language in a formal setting. They teach you grammar, structure, contextual meanings, tips, ideas, and live feedback. So, commit to your attendance.

Reguarly practice signing by yourself or with your buddy team. You cannot crash-study ASL (same true for any language) for a test or exam.

Attendance is truly counted if listening is active and so is learning. You benefit from feedback that the instructor gives to other students in every class.

Ask a question. Ask for clarification if you don't understand the content or a new word. Or, ask to repeat if you miss a fingerspelled word. Negotiate meanings.

If you feel timid in class, you can ask questions during the signing exercises in pairs or groups. For broader questions, ask questions during the break, or after or before the class.

If you have a number of words to review, first try the ASL dictionary during your homework. When in doubt or for clarification, check with the instructor in your next class.

Note-taking

What I've observed over the years was that there is a strong correlation between learning results (marks) and students diligently writing notes. Notetaking is one of some active learning methods that helps keep your learning active.

Students may find note-taking in ASL classes a little challenge. So, how can you take notes and maintain paying your attention to the instructor? Find some strategies and the right time to write down notes.

Some instructors may provide prepared notes for you. Check your class's online materials reguarly for any handouts to download or print out before your next class. Bring the handouts to classes either in print or on your tablet or laptop. It's your responsibility to add any new information that your instructor provides in classes.

Do your homework the day before your next class so you know which is new information to write down and what is already in the textbook and/or eclass. If you have any questions, bring the notes to next class and ask the instructor your questions.

After your teacher's instructions and demos, write down the notes during the practice or exercise in pairs or trios. It's also a good time to ask the teacher questions, practice signing, etc.

If you must jot down while watching the teacher signing, quickly write a single word or brief notes and wait until a practice session starts and you can return to the notes to expand.

If you can type like a pro without looking at the keys, it's your advantage. You can type notes. But, make sure you do at the right time as the brain doesn't fully pay attention to two tasks at the time.

Extra practices

Outside classes, find the right resources and materials (developed by Deaf instructors) to learn more. Sign language materials including books, videos, and online materials can be also a useful resource.

Try practicing sign language with a classmate via webcam or phone.

Or participate in a sign language club if offered at your post-secondary institution. If not available, create an informal club with your classmates to practice outside classes once a week, once a month, or on a need basis.

Do some fun activities and games with your study buddies. Try a race of fingerspelling the manual alphabet against a partner. Or, if a family plays the pictionary, use it as "gestionary" instead (manual gesture instead of drawing).

More ideas from the students: "To encourage my family to participate in my learning process." "Signing with your family members or friends/roommates even if they don't know the language." "Practice signing by teaching your boyfriend/girlfriend at home."

Do Homework

Not only you do homework what the instructor assigns, but also review what you've learned in the last class and make notes what you are unsure of or don't recall. That way, you have an opportunity to ask questions in the next class.

Your instructor may provide you a list of vocabulary. You can make notes to help you remember how words are signed. Or, simply check some ASL dictionaries online to help you recall immediately after class. Although, not all instructors provide a handout of the list of vocabulary, it's your responsibility to keep a note of the signs and their meanings and do your homework (e.g. watching the DVD videos, checking the dictionary, and so on).

Not lastly, it's the foremost important of all. Respect the instructors, students, and ASL/Deaf community. Respect the Deaf people's signed language which is their innermost cultural identity.

You may miss many classes, daydream in classes, or ignore homework -- all these things may make you a lousy student. But, a lousy attitude of the best student is a worse one, especially for a Deaf ASL instructor.

Maintain positive attitude that you can apply to any other cultures and people of all backgrounds -- growing compassion, expanding your horizon of perspectives, building cultural relativism (lessening ethnocentrism), personal growth and all. These things are more than merely learning a language. We live in the world of diversity.

Have fun and be fearless

Ligthen up if you're afraid of making mistakes in ASL classes. Toss fear away and be brave to communicate and learn. Laugh when you make a naive silly mistake.

Don't worry about mistakes, which are a normal part of the learning process. You will learn more and quicker by doing it. Usually, more often than not, fluent Deaf signers will be delighted to see you talking with them in their language.

Related posts

Develop your communicative strategies using meaning negotiation .

Also see: How to learn sign language the best way

You may also be interested in signing tips for video assignments.

Video criteria tips for assignments or projects.

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Search a topic in the filter/browse box or pick a tab for other categories of topics -- Beginners, Boosters, Literary Arts, Kid Signing.

New to sign language? "Where do I start?" or "How do I start learning sign language?" This ASL Rookie guide lists some selected links to the tutorials for ASL beginners to get started and keep rolling. It may be a useful review for intermediate-level learners and ASL students as well.

Some tutorial pages are a mix of free and premium versions. Access to premium content and links below are available in the PatronPlus subscription. More links/posts will be added from time to time.

Jump-starting

• How to fingerspell ABCs
• What is and what is not sign language?

Getting started

• Benefits of learning sign language
• Awareness quiz and Reflections
• Basic transcription symbols (glosses)
• Benefits of bilingualism and bimodalism?
• Is sign language universal?

Language/Culture Fundamentals

• What is American Sign Language?
• Understanding variations
• Introducing audism
• Cultural appropriation

Learning first words

• Expressing greetings
• Introducing oneself and others
• Fingerspelling exercise
• Expressing goodbyes
• Personal Pronouns
• Possessive Pronouns
• WH-questions
• Yes/no questions
• SVO sentence structure
• Numbers 1-10+
• Basic time: future, present, past

ASL Basics II

• Asking what the sign is for a word
• Spatial referencing
• Verb inflections
• Contrastive structure
• Listing and Ranking
• OSV sentence structure
• Classifier basics

Describing shapes

• Describing shapes + perspective
• Describing shapes + locations
• Describing shapes + sizes

Identifying a person

• Basic vocabulary: people
• Vocabulary: Colors

Expressing needs and wants

• Basic food and drinks
• Making commands or requests

Talking about family

• Talking about family and pet
• Telling age
• Telling date
• Vocabulary: relationships
• Vocabulary: pets

Making basic plans

• Review basic tenses
• Calendar: DAYS
• Calendar: MONTHS
• Transportation: basics
• Telling prices in dollars and cents
• Making an order

Talking about activities

• Frequency of time: how often?

Talking about studies

• Majors or areas of studies
• Vocabulary (e.g. TEACHER, COLLEGE, etc.)

Talking about work

Talking about home.

• Vocabulary: types of home

Talking about hobbies and interests

Are you able to carry everyday conversations in ASL? Are you a student in the intermediate levels and beyond, who wishes to boost up your signing skills? You've come to the selected tutorial series.

Language and communication

• Negotiating meanings

Sentence types

• Review sentence OSV structure: the triangle
• Rhetorical sentence
• Conditional sentence

Non-manual signals

• Mouth morphemes: distances
• Mouth morphemes: sizes
• Review time basics
• Temporal aspects: frequency and duration
• Review numbers 1-100
• Learn numbers 100-1000+
• Practice numbers 100-1000+
• Numbers mi/billion
• Phone numbers
• Classifiers

Classifier classes

• Review an introduction
• Classifier handshapes
• Identify different classes
• Semantic classifiers
• Descriptive classifiers
• Body classifier
• Body Part classifier
• Instrumental classifier
• Locative classifier
• Elemental classifier
• Describing objects
• Describing tables
• Describing lamps
• Describing a room
• How to make a BLT sandwich

Stories, poems, performance arts, etc. in sign language.

The ASL Originals

The originals by Jolanta Lapiak in order from the

• The Star Arrow: a poem
• The Deer and the Leaf
• Moon in my Bedroom
• Deaf or Dead: a true story
• The Tooth Tale
• Synchronicity: a true story
• Bear and Two Travelers, The
• Lion and the Mouse, The
• Rabbit and the Turtle, The
• Wind and the Sun, The
• Raven and the Swan, The
• Rooster and the Fox, The
• Old Lion and the Fox, The
• Cock and the Diamond, The
• Crow and the Pitcher, The
• Fox and the Grapes, The
• Peacock and the Crane, The
• The Cracked Pot
• Deer and His Reflection, The
• Farmer and his Sons, The
• Frog and Boiled Water, The
• Goat and the Bridge, The

Poem Translations

• Blending with the Window
• Blossoms and Children
• Eternity into an Hour
• People as Monkeys
• Snow (Mary Mapes Dodge)
• Annabel Lee
• The Eclipse
• Time and Again
• Spring Dawn
• The Little Match Girl
• Birds on the Telephone Lines
• The Hitchhiker
• The King Kong and the Lady
• Zap stories
• More is Not Enough
• Overflowing Cup
• The Sound of Silence
• Moving Mind
• The Moon Cannot be Stolen

Performance and video arts

• Solipsistic Solitude (Knowing Fish)
• Deconstruct W.O.R.D.
• Speak in ASL: a candid video
• Barbwire and Bloodstain of Word
• Crack the Audism
• De-hearingization
• Gallaudet Bison
• Liberated from Signoclasm
• Unleashed from Phonocentrism

Techniques and Devices

• Literary devices and elements
• Number story
• Rhyme and rhythm
• Alliteration poetics
• Cinematic devices: an introduction
• Cinematic vocabulary
• Blink: a grammatical feature

This documentation project follows a child's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL as a first language (L1), from newborn to age five in a natural native-ASL environment and visual culture.

Language development

• Language acquisition in signing
• Language acquisition milestones
• Phonological acquisition
• Language development: Age 1 to 1.5
• Language development: Age 1.5 to 2
• Baby sign language: myths debunked

Baby Signing

• Eye contact with baby from birth
• Cooing in sign language
• Eye tracking and gazing
• Eye-hand coordination
• Gestural pointing and communicative gesture
• Marginal babbling
• Babbling in sign language
• Gesturel pointing for words
• Understanding words
• Baby's first words
• Expressing manners and appreciation
• Literacy: peekaboo
• Literacy: nursery rhymes
• Identity and sense of self
• Parentese or motherese

Toddler Signing

• One-word stage
• Recognizing and naming ABCs
• Recognizing and naming colors
• Two-word stage
• Pronouns and reversal errors
• Prepositions
• Indicating verbs
• Expressing concepts of time
• Phonological acquisition: a case study

Preschooler and Kinder

• Conditional statements
• Conjunctions
• Other pronouns
• Literacy: writing

From baby to preschooler

• Proximalization
• Fingerspelling development
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The Benefits of Sign Language for Preschoolers

• March 10, 2022

Did you know American Sign Language (ASL) is one of the most commonly used languages in the United States? It’s estimated that ASL is “spoken” by  250,000-500,000 Americans across all ages — but not all of those users are classified as deaf.

In fact, a growing number of early childhood programs have begun implementing sign language into their curricula, largely because  research has shown it can have a myriad of benefits for both hearing and hard-of-hearing preschoolers.

At ChildCare Education Institute, we’re dedicated to helping educators like you stay atop the latest industry trends and easily implement them into your classroom.

That’s why we’re sharing this guide on the benefits of sign language for preschoolers, along with a host of language activities for preschoolers that can help with retention.

What are the potential benefits of sign language for preschoolers?

Exposing students to sign language early on can have a number of benefits on their growth and development including:

Increased Communication Skills

If you’re looking for a way to help your students fast-track their speech skills, look no further. It’s been shown that exposure to sign language can help students better understand spoken words, while also making it easier for them to understand sentence structure and form longer sentences later on in life. Additionally, because sign language requires students to use multiple senses, it can help with vocabulary retention — and give them a larger bank of vocabulary words to use.

Lower Levels of Frustration

Most toddler tantrums occur when a child cannot effectively communicate what they’re thinking or feeling. With sign language, students will have the ability to better share what they’re experiencing with adults around them. This will not only help lower the frustration levels of students but also their teachers and parents. Being able to clearly communicate can also help strengthen the bond you have with your kids.

Improved Literacy

Because most letters in sign language resemble their written counterparts, teaching preschoolers to sign can help them better recognize and write their ABCs. The improved letter recognition can also help them with their reading and comprehension skills. In fact, studies have shown that students who know how to sign  begin reading at an earlier age than those who don’t.

Enhanced Cognitive Skills

Bilingualism, whether with a signed or spoken language, has been shown to bolster kids’ cognitive skills, including creative thinking, problem-solving and more. In the case of ASL, children who know how to sign score an  average of 17% higher than other students on early childhood standardized tests. It’s also been linked to potential IQ increases of up to 12 points on average .

Improved Attention One of the core skills needed to master sign language is the ability to focus on what the other person is signing. As a result, teaching sign language to toddlers can help them improve their ability to focus and observe the world around them. This can also translate into better listening skills.

Increased Cultural Awareness

When you promote sign language for preschoolers, you’re also giving them the ability to communicate with non-verbal and non-hearing students. This can be a great time to teach your students that, despite individual differences, there are a lot of commonalities between them. It’s also a perfect segway into conversations about how our differences make us unique and should be celebrated.

How can I teach my students sign language?

The easiest way to begin teaching your preschoolers to sign is by incorporating regular instruction time into your weekly schedule. For example, you can set aside 20 minutes each Tuesday to introduce new signs and work with your students to reinforce previous ones.

When teaching your students new signs, we recommend starting with no more than five key words or phrases — all of which should be easily linked to objects and basic needs. While demonstrating the movements, be sure to have them repeat the word aloud with you to help with retention. If possible, also provide them with a visual printout of the movements associated with the sign.

Once you’ve introduced new signs, spend the next few sessions reinforcing them through activities and other related games. Then, when you’re confident your students have mastered the phrases, introduce another batch of sign language for preschoolers to learn.

If you can, keep parents informed as to which signs their child is learning so they can continue to practice the signs with them at home.

What are some easy sign language activities for preschoolers?

Students learn best when they’re actively engaged in the material, so be sure to pack some fun and engaging language activities for preschoolers into your lesson plans when possible. Some of our favorite language activities for preschoolers include:

Flashcard Fun

To play this game, create large index cards with images representing some of the words/phrases your children have learned. Then, pick a card at random and show it to the class. Have them sign the image and then work together to spell the word using signed letters. If you want to make the game into a competition, offer a prize for the first student to correctly sign the item on the flashcard.

Picture Bingo

Your students will love this fun take on a classic game! First, make bingo cards with pictures representing some of the signs your children have learned (including food, colors, animals, etc.). Be sure each student’s card contains a different set-up so you only have one winner. Then, pull a sign out of a basket and perform it in front of your classroom. It’ll be up to your students to recognize the sign and mark off the corresponding square on their sheet. Once someone calls bingo, have them come up and perform the signs they’ve marked off to win.

Sign Language Songs for Toddlers

Chances are you already utilize songs in your classroom to help reinforce learning concepts — so why not use them for sign language, too? There are a number of sign language songs for toddlers that can help your kids master the language, including:

• ABC Song by MyGo! Sign Language for Kids
• Sign the Colors by Jack Hartmann
• Please and Thank You by Miss Patty
• Baby Shark by Learn How to Sign
• Talkin’ Bout the Weather by Laura Berg Life

Want to learn more about important classroom topics like language activities for preschoolers, building an inclusive environment and creating active learning experiences? Our online classes can help!  Click here to explore our 150+ courses in English and Spanish.

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