184 Study Guide Practice Test

Current research finds that babies can learn sign language a. much earlier than they can learn spoken language b. at the same ages that they learn spoken language c. much later than they could learn spoken language d. but this will not affect their spoken language development

A: Research finds that babies can learn to communicate physically using sign language as early as 6-8 months, much earlier than they can communicate using speech. Research also finds that the language development of babies and young children who learn sign language is stronger than that of those who do not

Which statement most accurately represents the status of incorporating Deaf culture into mainstream education relative to the educational inclusion mandates of the IDEA? a. Mainstreaming Deaf students inadvertently caused a reciprocal inclusion of Deaf culture b. Mainstreaming Deaf students created an absence of and need for including Deaf culture c. Mainstreaming Deaf students has polarized Deaf and hearing cultures due to differences d. Mainstreaming Deaf students has not had any effect on Deaf culture's inclusion in school

A: As Rosen (2006, Columbia University, N.Y.) has pointed out, the intent of the IDEA was to include students with disabilities in regular education; however, its implementation unexpectedly also caused non-Deaf students and general education teachers to become interested in Deaf culture through exposure to mainstreamed Deaf students, and to want to learn ASL to communicate with them, so inclusion became reciprocal. Therefore inclusion did not create a vacuum with no knowledge of Deaf culture, but instead stimulated attainment of that knowledge. Mainstreaming thus has not further polarized the Deaf and hearing's differences, but encouraged communication. As such it has had a decided effect on the inclusion of Deaf culture in public schools

Which is the most accurate statement about culturally Deaf people in the USA? a. They give much more biographical and social information upon introductions b. They are less likely to greet one another by hugging than hearing people are c. They tend to take less time saying good-bye to each other than the hearing d. They usually prefer to socialize in the living room rather than in the kitchen

A: Culturally Deaf Americans are known to give much more extensive and detailed biographical and social information about themselves to other culturally Deaf people upon being introduced than the hearing do. They are more likely to hug each other in greeting than hearing people. They tend to take more time to say good-bye than the hearing. And they usually prefer to socialize around a kitchen table than in a living room, because the lighting is brighter in the kitchen, which is better for the visual communication of ASL. These are all common aspects of Deaf culture.

In the Notional-Functional approach to teaching second languages including ASL, which is true? a. General notions are used to express thoughts, ideas, and feelings b. General notions equate to contexts or situations such as education c. Specific notions include such things as quantity, quality, and space d. Specific notions are unrelated to things like names and addresses

A: In the Notional-Functional approach, general notions are abstract concepts such as time, space, quantity, quality, existence, et cetera, and are used to express thoughts, ideas, and feelings. Specific notions are equivalent to contexts or situations, like education, health, travel, shopping, leisure activities; and personal identifiers, such as names, addresses, and phone numbers.

Your 3-month-old baby smiles, coos, and cries differently to express hunger or pain, but does not babble. Your baby is which of the below? s. Developmentally normal b. Developmentally delayed c. Developmentally disabled d. Developmentally advanced

A: It is normal for babies to smile, coo, and differentiate their cries at 3 months old. The baby is not developmentally delayed as babies normally start to babble between 4 and 6 months old. The absence of vocal play at three months does not indicate hearing loss or other developmental disability. The baby is not developmentally advanced as s/he is not doing anything unusual for the age of three months, such as uttering first words or babbling.

Which is true about general principles for teaching American Sign Language (ASL)? a. The teaching of ASL should be oriented toward acquisition rather than learning b. Teachers should prohibit students from generating new combinations of signs c. Teachers of ASL should limit student creativity to build a strong sign foundation d. Which activities ASL teachers assign do not matter as long as they are using ASL

A: It is true among general principles for teaching ASL that instruction should be oriented to acquisition rather than learning. In this case, learning refers to the formal academic knowledge of a language, and acquisition to the natural, unconscious process of acquiring language through using it in actual conversation. Teachers should never prohibit students, even beginners, from forming new combinations of signs they have learned; they should encourage this as it facilitates both acquisition and fluency. Similarly, they should never limit student creativity in signing but should promote it. Which activities the teacher assigns do matter; they should be meaningful to the students for them to be engaged in acquiring and using the language most naturally.

What is true about using verb signs in American Sign Language (ASL)? a. Some verb signs can be modified to mean their opposites b. Only a different sign can express the opposite of any verb c. Any verb sign can mean the opposite by adding a negative d. There is a specific "opposite" sign for using with verb signs

A: It is true that some ASL verb signs can be modified, or inflected, to mean their opposites. For example, the verb "like," if signed with its orientation reversed, means "don't like." It is hence not true that the opposite of any verb can only be expressed with a separate sign. It is not true that any ASL verb can be reversed in meaning by "adding a negative." There is no specific sign for using with any ASL verb to indicate it's opposite

When attending to a Deaf person who is signing, you should focus most on the signer's a. face b. hands c. chest area d. All these at once

A: Most of your vision should be directed at the signer's face to see facial expressions. You can attend to the other body parts involved with your peripheral vision. Beginning ASL learners will need to focus on the signer's hands at times to see the details of certain signs, but should not constantly focus only on the hands. Especially in real life, eye contact is more important with signers. It is impossible to focus on all three areas at the same time, so the primary focus should be facial.

Of the following, whose theory most emphasizes social interaction ("nurture") in second language acquisition more than innate mechanisms ("nature")? a. Vygotsky b. Chomsky c. Krashen d. Terrell

A: Psychologist Lev Vygotsky subscribed to social constructivism, the theory that we actively create our own learning, knowledge, and worldviews. He formulated his social-interactionist theory that learners construct new learning, including language, through socially mediated interactions. Today's social interaction perspectives on language learning are based on Vygotsky's theory. Noam Chomsky's theory of language acquisition is a Nativist theory; Chomsky believes people are born with an internal Language Acquisition Device (LAD) enabling them to generate grammatical rules. Stephen Krashen who proposed the input hypothesis and Tracy Terrell with their Natural Approach are both considered Nativists, assuming natural intrinsic mechanisms for language acquisition. (Krashen, like Vygotsky, emphasizes the importance of interaction in second language acquisition. However, Krashen's belief in innate mechanisms classifies him as Nativist.)

In the SEE 2 signing method, what are the signs mainly based upon? a. The "2 of 3" rule b. English syllables c. Both of these d. Neither of these

A: SEE 2 is based upon the "2 of 3" rule: The "3" are spelling, pronunciation, and meaning. If two out of these three match across two concepts, the same sign is used for both; if at least two do not match, different signs are used. For example, the English word "wind" as in to wind a watch, a long winding road, or to wind up somewhere, versus as in a wind blowing, has the same spelling in each case, but the pronunciation and meaning are both different. Since 2 of 3 criteria do not match, two different signs are used in SEE 2 for these. The SEE 1 signing method is based mainly upon English syllables rather than the SEE 2 method.

Which is true about TDD and TTY? a. These terms differ in age and technology, but not in purpose b. These terms differ in that only one of them is used by the Deaf c. These terms are for different devices used for different reasons d. These terms are unlikely to be used interchangeably by the Deaf

A: TTY stands for Teletypewriter; this term reflects older technology, wherein an electromechanical device used telegraph or telephone wires to transmit message signals. TDD, or Telecommunications Device for the Deaf, reflects newer technology wherein the devices transmitting such signals are electronic. Both have been used for the same purpose: to enable Deaf people to communicate via telephone. Deaf Educators note that many Deaf people still refer to today's TDDs as TTYs out of habit as they have become accustomed to the older term.

Who founded the world's first school for the Deaf? a. Abbé de L'Epée in France b. Samuel Heinicke in Germany c. Thomas Hopkins Gallaudet in the United States of America d. Laurent Clerc in the United States of America

A: The Abbé Charles Michel de L'Epée founded the first free school for the deaf in Paris in 1755. He developed a sign system based on signs already used by deaf Parisians, and also created signs for spoken French. Samuel Heinicke founded the first governmentally recognized public school for the deaf in Leipzig in 1778. He did not use signs, but speechreading. Thomas Hopkins Gallaudet founded the first school for the deaf in America in Hartford, Connecticut in 1817. Gallaudet invited sign language teacher Laurent Clerc from France to become the first deaf sign language teacher in the United States.

In the PEPSI model of language development, the "EP" stands for "Early Production." This stage is characterized by which of the following? a. One- or two-word phrases b. Use of simple sentences c. Using complex sentences d. Excellent comprehension

A: The Early Production stage in the PEPSI model of language development is characterized expressively by the production of one- or two-word phrases. Simple sentences are not produced until the next stage; complex sentences are not used until two stages later. Excellent comprehension characterizes only a fully fluent stage of language development.

The SEE methods of signing, such as SEE 1 and SEE 2, are which of the below? a. Invented sign systems b. Natural sign systems c. The same as ASL d. None of these

A: The SEE signing methods are invented sign systems. They were invented to represent English through the hands. Hence they are not the same as ASL, which does not translate English into manual signs but is a separate language of its own which has developed and evolved rather than being invented. Being invented, the SEE signing methods are not natural systems. They were designed to help Deaf children learn English by showing it visually. Hearing students of ASL should be aware they may encounter these when people use completely different signs.

The concept of "Input + 1" refers to which answer below? a. Input slightly above the learner's level b. Input from one speaker plus one more c. Input via speech plus one more medium d. Input, plus one additional linguistic factor

A: The concept of "input + 1" (Krashen) refers to the optimum linguistic input for language acquisition, which is just slightly higher in level than the learner's present language level. It does not refer to input plus one more speakers, to speech plus one more medium, or to input plus one additional language variable. It relates to Vygotsky's Zone of Proximal Development, wherein optimal learning occurs with exposure to someone at a level just slightly higher than that of the learner

Which of these communicative registers would be hardest for someone who is not a native ASL user to understand when observing it among others? a. Intimate b. Casual c. Formal d. Frozen

A: The intimate register is used among people who are most familiar with one another. It uses the most "code," such as nicknames for people and expressions for actions/behaviors, the most contractions, and the least repetition, explanation, clarification, and planned organization. The casual register shares these characteristics, assuming much shared knowledge among participants. The intimate register assumes even more privately/idiosyncratically shared knowledge, such that outsiders would not understand many terms. The formal register typically is used when addressing large groups of people, by those in official offices, and with less familiar others. Communication is slower, more carefully articulated, more organized, and more one-way than two-way. The frozen register involves a script, as in religious services or when saying the Pledge of Allegiance to the American flag.

To design a program combining Special Education and Bilingual Education, which is NOT one of three factors the educator(s) must consider for each individual student? a. The student's level of adaptive behaviors b. The student's intellectual/cognitive ability c. The student's proficiency in both languages d. The student's individual degree of disability

A: The level(s) of an individual student's adaptive behaviors is one of many factors that should influence decisions in identifying placement for the student. For program design combining Special and Bilingual Education, three main factors to consider for each student are the student's intellectual or cognitive ability levels, the bilingual student's level of proficiency in each language, and the individual student's degree of disability

Of the following, which is NOT identified as a level or type of existing audism? a. Informational b. Institutional c. Ideological d. Individual

A: There is no identification of "informational" audism by experts in Deaf Education or in teaching ASL. Such experts define types of audism as existing at the institutional level, for example, school systems or universities having no accommodations available for DHH students. In addition to the cohesiveness of Deaf culture, the difficult of surmounting audism in such institutions is another reason schools for the Deaf have been popular. Ideological audism exists at the level of philosophies, beliefs, and values. Individual audism exists in any person who is biased against Deaf and toward hearing people and behaviors.

Which of the following laws dictates that private employers and state and local government employers may not practice employment discrimination against the deaf? a. Title I of the Americans with Disabilities Act (ADA) b. Title II of the Americans with Disabilities Act (ADA) c. Title V, Section 504 of the Rehabilitation Act of 1973 d. Title V, Section 501 of the Rehabilitation Act of 1973

A: Title I of the ADA provides that private employers and state and local government employers cannot discriminate against persons with disabilities, which by government definition includes the deaf and hard of hearing. Title II of the ADA provides that state and local governments must make their services, programs, and activities accessible to persons with disabilities, including the deaf and hard of hearing. Title V, Section 504 of the Rehabilitation Act of 1973 provides that any program or activity receiving federal funds, or conducted by any executive agency or the U.S. Postal Service, cannot deny participation in or benefit from such programs/activities to anyone otherwise qualified solely on the grounds of disability. Title V, Section 501 of the Rehabilitation Act of 1973 provides that the federal government must practice affirmative action in hiring and promoting employees with disabilities, including being deaf or hard of hearing, to make reasonable accommodations for them and to give them equal access to opportunities for training and promotion.

Which statement is correct regarding the instruction of bilingual exceptional students? a. Instruction should always be delivered in the student's more proficient language b. Instruction should be delivered in the student's weaker language to strengthen it c. Instruction should be delivered in both languages in order to achieve equal balance d. Instruction should be delivered regardless of the cultural context or its relevance

A: When instructing bilingual exceptional students, which includes ASL-using Deaf students, the instruction should always be given in the stronger of the student's two languages. For Deaf students raised using ASL to communicate, ASL is typically the stronger language. Instruction in the student's weaker language is not advisable because language is the primary medium for conveying teaching, including directions the student must understand to follow them and information the student must understand to learn it. Delivering instruction in both languages is more likely to achieve confusion than balance. Teachers must also deliver instruction in a cultural context relevant to the student for the student to understand the teacher's expectations.

Relative to Deaf culture, which is most true of an adult who has just lost his or her hearing? a. This person automatically becomes a member of the Deaf community via hearing loss b. This person is still a member of the Hearing World who has just become unable to hear c. This person is a member of a separate transitional community between hearing and Deaf d. This person will develop full Deaf identity and Deaf community membership by learning ASL

B: According to Deaf Education experts, when a hearing adult loses his or hearing, s/he does not automatically become a member of the Deaf community by virtue of hearing loss. This person would be considered a member of the Hearing World who now cannot hear. For example, people who are still "hearing" psychologically are depressed/angry about their hearing loss, have not learned ASL, do not have their TV's closed captions turned on, still belong to hearing churches/social clubs, have mostly/all hearing friends, do not subscribe to Deaf publications, have not memorized the number for the relay service (for telephony with no TDD/TTY on at least one end), and wish they could hear again. Joining Deaf culture involves an acculturation process, including reversals of the aforementioned characteristics. There is no "transitional" community. Those becoming Deaf as adults may or may not develop full Deaf identity and Deaf community membership, which will not depend solely on learning ASL.

. Which of the following is most accurate regarding sign languages for the deaf? a. American Sign Language is more like British Sign Language than like French Sign Language b. American Sign Language is significantly different from British and French Sign Languages c. American Sign Language is equally like French Sign Language as it is like British Sign Language d. American Sign Language is mutually understandable with British and French Sign Language

B: American Sign Language has significant differences not only from British and French Sign Languages, but from others as well. Sign languages, like spoken languages, vary among different geographical regions and countries. ASL shares considerably more vocabulary with FSL because of the influence of French sign-language teacher Laurent Clerc, who taught FSL to American students at the first American school for the deaf founded by Thomas Gallaudet when Gallaudet brought him to America in 1817. ASL was also influenced by early deaf Americans' natural signing. ASL, BSL, and FSL are not mutually comprehensible.

In the Notional-Functional approach to teaching second languages including ASL, what is correct about functions? a. The authors of this teaching approach identified seven functions of language b. Asking permission to do something and apologizing are examples of functions c. Identifying a person, place, or thing is considered a notion and not a function d. Reporting or denying actions, events, or statements is not a function example

B: Asking permission to do something and apologizing for something are two examples of functions in the Notional-Functional teaching approach. The authors of this approach, Van Ek and Alexander, have identified approximately 70 distinct functions of language, not seven. Identification of something is also a function, not a notion. Reporting or denying actions, events, or statements are also examples of functions, as are accepting or declining invitations to do something and complaining about something.

"A huge giant is stalking through a small village of wee people, who are scattering through the streets, trying to escape the ugly creature. The giant notices one particularly beautiful blonde woman scampering down the cobble-stoned street. He stretches out his clumsy arm and sweeps her up, then stares in wonder at the slight, shivering figure in his palm. "You are so beautiful," he exclaims. The young woman looks up in fear. "I would never hurt you," he signs, "I love you! We should get MARRIED." Producing the sign MARRY, he crushes her. The giant then laments, "See, oralism is better." (The Signs of Language, Klima and Bellugi 1988, excerpted in Vicars, 2006) What is NOT a reason this joke works when told in ASL? a. It is active visually b. It champions oralism c. It is funny linguistically d. It uses irony for humor

B: Championing oralism would not be well received by the culturally Deaf in any case and would not make this joke work in ASL. In fact, the giant's final statement does not literally praise oralism, but rather is a use of ironic humor: Deaf culture hates oralism, so the giant's assumption that oralism would have saved the young woman is ironic and hence funny. This joke works in ASL because the dramatization of the giant's, woman's, and townspeople's expressions by the signer can be done perfectly, and is visually active. It works in ASL also because of its linguistic humor: The sign for "MARRY" is produced such that the giant squashes the woman in his palm.

Your child often uses expressions like "Watch this!", "Heavy!", and "Mommy here?" This child is most likely between what ages? a. 7 and 12 months b. 1 and 2 years c. 2 and 3 years d. 3 and 4 years

B: Children between 1 and 2 years old typically develop the expressive ability to make twoword questions and statements. Children 7-12 months old begin speaking their first words, such as "mama," "da-da," "night-night," "bye-bye," "doggie," and "baby", but usually do not utter two-word constructions yet. Children between 2 and 3 years old commonly can make three-word utterances and develop noticeably larger vocabularies. Children between 3 and 4 years old typically can speak fluently and clearly in sentences of four or more words.

Normally developing babies will stop crying, turn to the speaker, and smile at familiar voices, stop activity and attend to unfamiliar voices, and respond to familiar or unfamiliar vocal tones at which age? a. At birth b. 0-3 months c. 4-6 months d. 7-12 months

B: Even tiny babies 3 months or younger will respond to familiar and unfamiliar voices in these ways. Newborns are aware of sounds and attend to them, waking, startling or crying at noises, quieting at new sounds, and listening to nearby speech. They do not start turning and smiling immediately at birth, but at some time between birth and three months. Developments beyond these are normal at 4-6 and 7-12 months.

Among phonological parameters in American Sign Language, which of the following words are differentiated in signing only by a different orientation of the palm? a. "onion" vs. "apple" b. "want" vs. "freeze" c. "mom" vs. "dad" d. "girl" vs. "remember"

B: In ASL, the difference between the signs for "want" and "freeze" are shown by using a different palm orientation with a sign that is otherwise the same. The words "onion" vs. "apple" are differentiated by signs with the same handshape but made in different locations. The signs for "mom" vs. "dad," and also for "girl" vs. "remember" use the same handshape but in different locations.

What is correct about psycholinguistic aspects of American Sign Language? a. Because ASL is seen and not heard, it is not subject to regional dialects b. The educated Deaf use more English forms in ASL than ASL structure c. In the Deaf community, SES is not considered an influence on signing d. The Deaf community disregards age, race, or gender as affecting ASL

B: It is correct that Deaf people with formal educations are found to sign using syntax (sentence structure) more similar to English due to their greater exposure to English, while non-educated Deaf people use more non-English, ASL structures in their signing. Though ASL is perceived visually and spatially rather than aurally, it is nonetheless subject to regional dialects. As with English, Northern Americans sign faster and Southerners more slowly, New Yorkers and Californians sign similarly, Texas-Mexico border town residents mix Spanish and American sign languages just as the hearing produce "Spanglish," et cetera. Socioeconomic status is widely perceived in the Deaf community as influencing ASL signing, as are age, race, and gender.

Which is true about general principles for teaching American Sign Language (ASL)? a. The teacher should focus on the vocabulary found in school textbooks b. It is important for ASL teachers to include cultural practices/behaviors c. Presenting dialogues to the class is not an effective way to teach ASL d. Initiating conversations has not been found effective for teaching ASL

B: It is important for ASL teachers to incorporate cultural practices and behaviors in their lessons because ASL is a primary way in which Deaf culture is transmitted. Teachers should focus not on vocabulary found in academic texts used in schools, but rather on vocabulary used in everyday situations, to facilitate students' learning to communicate in ASL. Presenting dialogues to the class, and initiating conversations wherein the students use ASL, are both effective practices for teaching ASL according to experts.

What is most accurate regarding when to use fingerspelling when communicating in ASL? a. All of the different kinds of flowers already have ASL signs and need no fingerspelling b. Place names of stores, restaurants, cities, and states commonly must be fingerspelled c. Persons and also pets have name signs, so it is unnecessary to fingerspell their names d. Name brands and titles are fingerspelled, but there are ASL signs for foods and animals

B: It is true that when communicating in ASL, people commonly have to use fingerspelling (manual alphabets) to indicate place names, such as of stores or restaurants, and even cities and states do not have signs and must be spelled. It is not true that all flowers have ASL signs already; there is only an ASL sign for "rose," but none for any other flower types. While some persons and pets (particularly Deaf, ASL-using persons and their pets) have name signs, not all do, and with those who do, you are not likely to know it immediately and would fingerspell it. While name brands and titles are fingerspelled, so are many foods and animals, of which there are thousands with no corresponding ASL signs.

Which of the following is true regarding the history and development of ASL? a. In 1867, no schools for the Deaf in America were teaching American Sign Language b. ASL became the primary way of educating Deaf American students during the 1990s c. By 1907 every single school for the Deaf in America was teaching students using ASL d. The Congress of Milan in 1880 prompted a change from teaching speech to signing

B: It was in the 1990s that ASL again became the dominant way to teach Deaf students in America. In 1867, every single school for the Deaf in America was actually teaching ASL. However, the Congress of Milan in 1880 issued a decision that speech instead of signing should be taught in Deaf schools. Consequently, by 1907, not one single American Deaf school was teaching ASL anymore. Meanwhile, the Total Communication approach developed. Many students abandoned learning in reaction to the difficulty of this method. The Commission on Education of the Deaf addressed the President and Congress in 1988 on the unsatisfactory status of American Deaf Education. Thereafter, signing returned, becoming the primary mode of teaching Deaf Americans by the 1990s.

The Cognitive Academic Language Learning Approach (CALLA) divides learning strategies into three categories. Which is NOT one of these three? a. Cognitive b. Academic c. Metacognitive d. Social-Affective

B: Learning strategies taught in the CALLA are not categorized as academic, because these strategies are taught within the academic subject areas themselves. Cognitive strategies include such things as note-taking, inferring, summarizing, and self- eflecting. Metacognitive strategies involve executive functions such as classifying, planning, and self-monitoring. Social- ffective strategies include such processes as asking questions, peer tutoring, and cooperative learning activities

Which of the following is the most accurate definition of linguicism? a. Emphasis on the importance of language whether spoken or signed b. A lack of equality between/among groups using different languages c. The practice of defining various social groups according to languages d. A philosophy of studying languages as a means for studying cultures

B: Linguicism is defined as: "Ideologies and structures which are used to legitimate, effectuate, and reproduce unequal division of power and resources (both material and non-material) between groups which are defined on the basis of language." (Skutnabb-Kangas, 1988) Linguicism describes biased systems producing inequity of linguistic groups. It is not an equal emphasis on the importance of any language, a way of defining social groups by languages, or a philosophy of using linguistics (the study of language) to study cultures.

Which of the following is true regarding deafness in families? a. Ninety percent of Deaf and hard-of-hearing children have Deaf parents b. Ninety percent of Deaf and hard-of-hearing children have hearing parents c. Fifty percent of DHH children have hearing parents and 50 percent Deaf parents d. Percentages of Deaf/hearing parents cannot be measured accurately

B: Ninety percent of children who are Deaf or Hard of Hearing (DHH) have hearing parents. Only 10 percent of hearing loss is caused by congenital conditions inherited from the parents; the rest is caused by environmental or developmental (including heritable but not congenitally apparent) conditions in the child before, during, or after birth. The majority of DHH children do not have Deaf parents, which has implications for education, socialization, and Deaf culture. The proportion is nowhere near half-and-half. It is not true that percentages cannot be measured accurately; the U.S. Census Bureau and various Deaf organizations have done so.

What is true of factors influencing program placement decisions for bilingual exceptional students? a. The student's age is less important than the age at the onset of disability b. Language used to test ability and achievement is as important as method c. The student's academic achievement matters more than cognitive ability d. Whether a student has one disability or multiple disabilities is not a factor

B: Placement decisions for bilingual exceptional students should be influenced equally by the language and the methodology used to assess the student's intellectual ability and academic achievement, as both affect the results. The student's current age is an equally important influence on placement decisions as the age of onset of the student's disability. The student's cognitive abilities and academic performance are also equally important influences. Additionally, educators should consider whether a student has one disability or multiple disabilities in deciding on program placement. (Note: Deaf students using ASL are automatically both exceptional and bilingual students.)

Of the following, which is an example of using the Frozen register in speech or sign? a. The President making a speech during a press conference b. A class reciting the Pledge of Allegiance to the flag of the USA c. A car salesman describing models' features to a customer d. The conversation in a small group of longtime close friends

B: Reciting the Pledge of Allegiance, singing the National Anthem, reciting the 12 Steps of Alcoholics Anonymous at a meeting, a Catholic priest and congregation reciting the Mass, et cetera are examples of frozen register in that the words or signs used are constant, unchanging across instances. The President making a speech during a press conference is an example of formal register. A car salesman describing the features of various models to a customer is an example of the consultative register. The conversation among longtime close friends in a small group is an example of the casual register.

30. What statement is most accurate regarding schools for the deaf versus mainstream education? a. Residential schools are irrelevant to transmission of Deaf culture b. Socialization enabling growth is facilitated by a common language c. Deaf residential students have more limited access to role models d. Deaf schools offer fewer opportunities to participate in activities

B: Socialization is a process necessary to a child's growth and development. Socialization is much easier when students share a common language. Residential schools for the deaf in America most often emphasize ASL. Some emphasize Total Communication, speechreading, or other methods, but at each school all the students are likely to use the same language, facilitating socialization. Residential schools are of crucial importance to transmitting Deaf culture and language. They provide Deaf students with Deaf role models, which they are much less likely to find in mainstream education. These schools also offer more opportunities to participate in sports activities, social and academic clubs, et cetera on an equal basis with their peers.

Which of the following best characterizes Deaf culture relative to hearing culture? a. Deaf culture is essentially the same as hearing culture with a few minor differences b. Deaf culture is a distinct culture incorporated in and influenced by the larger culture c. Deaf culture is completely separate from and is not affected by the hearing culture d. Deaf culture is a larger influence upon the hearing culture rather than the opposite

B: The Deaf community does have its own distinct culture; however, that culture is also contained within the larger hearing culture, which hence has some influence upon it. Deaf culture is not the same as hearing culture with only minor differences; communication modes alone constitute major differences. Since Deaf culture is a minority contained within the majority hearing culture, it is not unaffected by this. As a minority, Deaf culture does not have a greater influence upon hearing culture than vice versa.

Which statement is correct regarding Krashen and Terrell's Natural Approach to learning a second language including ASL? a. Students should be alert and vigilant, not relaxed, for the optimal learning b. Conversations, radio, and other everyday communications are important c. It is important to analyze a language first to understand it in this approach d. Students should be encouraged to use language even if they feel unready

B: The Natural Approach stresses the importance of using everyday communicative situations in learning a second language, including ASL, since these are the situations in which they will use the language the most. Based on theories of second language acquisition, Krashen stated that students should be as relaxed as possible for optimal learning. He placed emphasis on acquisition of the language as opposed to analysis of it. He also emphasized that students did not need to say anything in the second language until they felt ready to use it.

The SUP approach to language acquisition proposes that a. learning the first language facilitates learning a second b. acquisitions of first and second language are unrelated c. learning a second language improves the first language d. acquisitions of first and second languages have synergy

B: The SUP, or Separate Underlying Proficiency, approach posits that people learn their first language in a separate, unrelated process from learning a second language. This theory does not hold that learning one's first language facilitates learning a second one, or that learning a second language improves the first one. It finds that there is no synergy or relation between the acquisition of first and second languages.

What is the most correct statement about the culturally Deaf in America? a. Culturally Deaf Americans consider themselves to have a disability b. If they could become hearing, most culturally Deaf would refuse it c. Deafness is a problem to be solved to the culturally Deaf in the USA d. The culturally Deaf accept their deafness but do not think it is good

B: The great majority of culturally Deaf Americans, if it were possible to gain hearing, would refuse such an offer as they do not view hearing as a benefit the way hearing Americans do. The culturally Deaf in America do not consider their "deafhood" to be a disability. Deafness is part of their culture and they value it. They do not view being deaf as a problem needing a solution; they embrace it. They not only accept being deaf; moreover, they think "...it is fine to be Deaf." (Vicars, 2006)

Regarding the interrelations of culture and language, which statement is most correct? a. Passing social traditions to new generations typically relies upon written language b. A community's language usually reflects its most significant ideas and interactions c. Sharing the same language means community residents have similar moral beliefs d. Linguistic structures are preserved intact through a community's cultural traditions

B: The ideas and interactions a particular community finds most significant are likely to be reflected in that community's language. Social traditions are typically passed on to succeeding generations through behavior and oral more than written language. Speaking the same language does not dictate that residents of a community also hold the same moral beliefs. Linguistic structures inevitably evolve over time due to multiple influences and thus are not preserved unchanged by a community's cultural traditions.

What one calls "subject-verb agreement" in English grammar is which of the below in ASL? a. Subject-verb agreement is essentially the same b. Subject-verb agreement is actually not an issue c. Subject-verb agreement is indicated differently d. Subject-verb agreement is just "verb agreement"

B: There is actually no such thing in ASL as "subject-verb agreement" because verbs are not normally changed to show agreement between subject and verb. It is not the and therefore is not indicated at all. It is not the same as "verb agreement," which does exist in ASL, but ASL "verb agreement" refers to inflecting (changing) a verb to show that it is the subject, or the object, of the sentence. In ASL some verbs, called "agreement verbs," can be inflected to show this, while others cannot. For example, "hate" is an agreement verb while "love" and "like" are "plain [non-agreement] verbs."

What is true about deciding on program placements for bilingual exceptional students? a. It is not necessary to specify how long the instruction will last b. The culture in the student's home environment is significant c. Individual student's learning style does not impact placement d. Placements are decided regardless of the student's social maturity

B: When deciding on placing a bilingual exceptional student (which de facto includes deaf students using ASL) in an educational program, one factor to consider is the duration of the instruction to be provided. This should be specified as it will affect the placement and the delivery of instruction. Decision-makers should be informed about the culture in the student's home, which will affect the student's educational needs, abilities, interests, and preferences as well as the parents' wishes, which should also be considered. The student's learning style should be assessed to find its best match in instructional methods. Another important factor to influence program placement is the individual student's level of social maturity. Placement fitting this level can largely determine student success in a program.

To address embarrassment and self-consciousness of new ASL students who are reluctant to start signing, which teacher strategy would be most effective? a. Give the students lists of common vocabulary words to encourage them b. Disregard minor mistakes; allow gradual development of expressive skills c. Focus instruction on grammatical forms the students need to learn most d. Give drills in class, and have students memorize brief dialogues using ASL

B: When students display what Krashen (1982) called an "affective filter," an emotional component that can interfere with acquiring a language when it inhibits risking mistakes and/or humiliation, the most effective of the strategies listed would be to allow the student's time to develop their expressive ASL skills gradually, while not excessively correcting insignificant errors in grammar. This is the same approach advocated with young children developing their first/native languages. Academic practices like giving vocabulary lists, teaching grammatical forms, conducting drills, and/or assigning memorization of brief dialogues can be combined with (C), but used alone are less effective because they do not involve actually communicating in ASL and using it in conversations, which best promote ASL acquisition.

Which of the following is true about audism? a. Audism is a technique for enhancing residual hearing in the HOH b. Audism is a specific method for educating the Deaf and the HOH c. Audism is based on assuming that speech and hearing are better d. Audism is a belief system that tends to support Deaf culture/ASL

C: According to Audism Free America is correct. "Audism is attitudes and practices based on the assumption that behaving in the ways of those who speak and hear is desired and best. It produces a system of privilege, thus resulting in stigma, bias, discrimination, and prejudice—in overt or covert ways—against Deaf culture, American Sign Language, and Deaf people of all walks of life." Audism has nothing to do with enhancing residual hearing or educating the DHH. It is a bias in favor of the hearing and against the Deaf.

Which of these is a similarity rather than a difference between what Deaf culture and hearing cultures find important? a. People having achieved a mastery of ASL b. People having excellent storytelling skills c. Parents' instilling values in their children d. Thinking and speaking as hearing people

C: Both hearing people and deaf people wish to instill the same values in their children. Deaf culture finds ASL mastery important, but most hearing cultures generally do not. Excellent storytelling skills are prized more in Deaf culture, as they are a primary way to transmit the culture. Most literate hearing cultures rely more on written records, while developing societies with little or no writing systems use oral history. Thinking and speaking like hearing people is taken for granted in hearing cultures; in Deaf culture, it is viewed negatively.

Which of the following is true regarding contact signing? a. Contact signing is a distinct language, separate from ASL b. Contact signing differs from Pidgin Signed English (PSE) c. Contact signing is to help deaf and hearing communicate d. Contact signing is the language some signers use at home

C: Contact signing is designed to help bridge the communication gap between Deaf and hearing people. It is not considered a separate language by linguists. Contact signing is the current name for what was in the past called Pidgin Signed English (PSE). The name was changed in the interest of accuracy because according to linguists, contact signing differs from the usual definition and conventions of typical pidgin languages. Not only is contact signing not a language; it also is never used by signers at home. It is only used to facilitate communication between Deaf and hearing people when either or both do not know the other's language well enough.

Historically, Deaf people have encountered discrimination relative to being hired. What else is true about the history of workplace discrimination against the Deaf? a. Deaf people have been offered equal opportunities for job-related training b. When hired, Deaf people have had equal access to information on the job c. Deaf people have received fewer opportunities to advance their careers d. Deaf people have been promoted equally to management/supervision

C: Deaf people have historically encountered job discrimination in all of the following ways: They have been hired less. Employed Deaf people have been offered fewer opportunities for jobrelated training. They have had distinctly less access to information in the workplace via employers not providing alternate means to access it. They have received fewer opportunities to advance their careers. Deaf employees also have received fewer/less frequent promotions to managerial and/or supervisory positions

According to the Notional-Functional teaching approach, the student needs to express three different types of meanings. Which of the following is NOT one of these? a. Modal b. Functional c. Notional d. Conceptual

C: Notional is not one of the three types of meaning the student needs to express according to the Notional-Functional approach. Notions are defined as general, abstract concepts or specific contexts or situations. A syllabus may be designated "notional." The three types of meaning to be expressed in this approach are Modal, the degree of likelihood (examples of modal linking verbs are can, may, and should); Functional, such as an utterance's social purpose; and Conceptual, how forms within a sentence express relationships of meanings, or communicative function categories.

What is accurate regarding the selection, adaptation, and modification of instructional materials for Deaf ASL-using students and other exceptional bilingual students? a. It is best when modifying materials to adapt all of the materials simultaneously b. Trial-and-error of materials/adaptations is too "hit-or-miss" and to be avoided c. Consistency in evaluating materials and documenting effective ones is needed d. The way adaptations of materials are implemented does not affect instruction

C: Educators should adopt some constant format or set of rules for evaluating materials so that their judgments are consistent across materials. It is also vital that they document which adaptations, modifications, and/or materials were effective with students so they can use them again with other students having similar needs. When making modifications, teachers should only modify those materials specifically needing them. Experts warn against modifying too many things at once, which can become unmanageable for both teachers and students. Trial-and-error is not to be avoided and is the right choice. Teachers must experiment with various adaptations/materials until they find what works best for each student's education. Instruction is affected by the way adaptations of materials are implemented. Implementation should be strategic to provide for the smoothest transitions from old to new materials.

What statement is generally most true of terminology preferences relative to deafness? a. The hearing population tends to use "Deaf" more than "hearing-impaired" b. Deaf people generally are not offended at being called "hearing-impaired" c. People with hearing tend to think it's rude to describe somebody as "Deaf" d. Hearing people often find the term "hearing-impaired" politically incorrect

C: Experts in the Deaf community point out that in the "mainstream" hearing population, people have the idea that baldly identifying someone as "Deaf" is rude and politically incorrect. They prefer to make terminology, and reality, softer and less direct by using "hearing-impaired" (as also with "visually impaired," etc.). According to the National Association of the Deaf (NAD), the hearing mean well by this term, but the Deaf resent it and are often offended by it. They dislike its emphasis ("impaired") on what they cannot do. Taking pride in their Deaf culture, they do not necessarily view deafness as impairment.

Immersion methods for learning a second language are most similar to which of the below? a. Submersion methods b. One-way methods c. Two-way methods f. Direct methods

C: Immersion methods/programs for learning second languages are similar to two-way methods/programs in that both are bilingual education programs wherein all students receive instruction in both primary and secondary languages. Submersion methods are "sink-or-swim" approaches which place students speaking minority languages into classes with native speakers of the majority language, and they are expected to learn as much as possible. In one-way methods, students speaking minority languages are taught the majority language, but majority-language students are not taught the minority language, so these are not bilingual. Direct methods like Berlitz are non-communicative and exclusively use the second language being learned.

Among these ASL signs, which pair uses the same movement but a different handshape? a. "sit" vs. "train" b. "fingerspell" vs. "mom" c. "now" vs. "can" d. "remember" vs. "not"

C: In ASL, the signs meaning "now" and "can" use the same hand movement, but each has a different handshape. The signs for "sit" and "train" use different hand movements. "Fingerspell" is signed with the same handshape as both "mom" and "dad," but in a different location and with a different palm orientation. The sign for "remember" uses the same handshape as, but in a different location than, the signs for "not" and also for "girl."

In ASL, you show that a verb is either the subject or object of the sentence by a. changing the place where you make the sign b. changing the direction your palm is pointing c. doing either one or both of these things d. doing neither one of these things

C: In ASL, you inflect a sign for a verb to show it is the subject, or the object, of the sentence by making the sign in a different location than you usually do; or by changing the orientation of your palm, such as the direction in which it is pointing; or by making both of these changes in the sign at the same time

In terms of ASL syntax, which of the following is LEAST likely to be correctly signed to mean "I washed my car last week"? a. "Week-past car wash me" b. "Week-past me wash car" c. "Me wash car week-past" d. All are correct ASL syntax

C: It would not be correct ASL syntax to begin the sentence with "me." ASL does not begin sentences with what is identified as the grammatical subject in English, and does not use English's "Subject-Verb" syntax. ASL uses "Topic-Comment" syntax. Moreover, ASL uses "Time-TopicComment" order; for example when signing about the past or the future, the time is established at the beginning of the sentence, before stating the topic and the comment about the topic. Thus the signer could make either "me" or "car" the topic, and "wash car" or "wash me" the comment; but in either case, signing "week-past" would always come first.

Which of the following statements is correct regarding signing and interpreting? a. Signing and interpreting are interchangeable synonyms b. Anyone who can sign can also interpret sign languages c. Someone who can interpret signing can also use signing d. These mean different things but can never be separate

C: Most sign language interpreters do two-way work, i.e. they can translate spoken English into signs and can also translate signs into spoken or written English. Some interpreters may be better at reception than expression or vice versa, but they are generally bilingual in sign and English. Signing and interpreting are not interchangeable synonyms. Many Deaf people use signing as their first and/or only language but do not know how to interpret, a skill that requires training. While signing and interpreting do mean different things, it is not correct that they can never be separated. Interpreters can sign, but signers cannot necessarily interpret.

Which theorist posited the existence of an innate Language Acquisition Device? a. Krashen b. Terrell c. Chomsky d. Galyean

C: Noam Chomsky has theorized in his cognitive-Gestalt orientation that we are born with a Language Acquisition Device (LAD) enabling us to learn grammar unconsciously and generate rules from it. Krashen and Terrell are known for Language Acquisition Theory, positing that acquisition and learning are separate processes, that learning develops a monitor, and that language development progresses in a natural order. Both also subscribe to the Natural communicative approach. Galyean supports a Humanistic communicative approach treating the whole person, beginning with the individual, and extending to the group, and including physical activity, art, and music

Regarding pluralizing nouns in ASL, what is most accurate about several ways of direct pluralization without using numbers or quantifiers? a. Sweeping is an infrequently used method to pluralize personal pronouns b. Reduplication in the same place always turns processes into plural nouns c. Repositioning a classifier can indicate plural by indicating multiple objects d. An inflection to the standard sign movement does not represent a plural

C: One way to indicate pluralization is to reposition a classifier, for example the CL: 3 for vehicles to mean multiple cars, such that the repositioning shows the equivalent of "a car here, one here, and one here." Sweeping (the hand or fingers) directionally is a common method of pluralizing personal pronouns, such as from "she" to "they" or "it" to "those." Reduplication of a sign in the same location often, but NOT always, changes processes into plural nouns. For example, the process (in English, verb) "teach" becomes the plural noun "teachings" through reduplication, as the process "cancel" becomes "cancellations"; however, the sign for "adopt" is not reduplicated in ASL to mean "adoptions." An inflection, i.e. a change, to the standard sign's movement can indeed represent a plural, e.g. inflecting the sign for "person" makes it "people."

According to research, which is true about deaf children and American Sign Language (ASL)? a. Children must be taught correct grammar to use ASL with meaning b. Children never develop anything like ASL without direct instruction c. Children demonstrate inherent ability to generate grammar in ASL d. Children who learn manually encoded English have difficulty in ASL

C: Researchers have discovered that even when they see imperfect ASL use, which is common, children still produce ASL with perfect grammar. The researchers find this is evidence that children's brains contain inherent abilities for generating grammar. Other researchers have found that when children are exposed to manually encoded English, but not to ASL, they are likely to generate structures spontaneously that are very similar to ASL.

In signing, what does the acronym SEE stand for? a. Signing Exact English b. Seeing Essential English c. Both d. Neither

C: SEE can mean Signing Exact English or Seeing Essential English. Anecdotal evidence is that historically, many parents were uncomfortable with signing, so school administrators created a title without the word "signing." According to experts, while most of the Deaf community do not know or care about SEE 1 and SEE 2, Deaf Educators tend to use SEE 1 to mean Seeing Essential English and SEE 2 to mean Signing Exact English.

TDD and TTY represent devices that help Deaf people to use which of the below? a. Radios b. Televisions c. Telephones d. Computers

C: TDD and TTY are devices that help Deaf people to use telephones. Respectively they stand for Telecommunications Device for the Deaf (TDD) and Teletypewriter (TTY). These are not devices for helping Deaf people to use radios, televisions, or computers

Which is true about general principles for teaching American Sign Language (ASL)? a. Teachers and students should begin using slower rates than normal conversations b. Teachers should be more active while students should absorb as much as they can c. Teachers of ASL should check the students' comprehension and mastery regularly d. Teachers should permit students to use other non-ASL languages in the classroom

C: Teachers of ASL should be sure they regularly monitor how well their students understand the new language and the degree of mastery of it they are achieving. Teachers and students should not begin by using slower rates than normal conversations in ASL. Teachers should present material at normal rates, and students should be instructed to use signs at normal speeds and/or aim to attain these. Teachers should not be more active than students, nor should students be more passive in absorbing information. Rather, teachers should invite and require students' active participation for optimal learning. ASL teachers should also instruct students to leave other, nonASL languages outside of the ASL classroom.

Which organization first served to unite various groups concerned with DHH issues? a. National Association of the Deaf (NAD) b. American Society for Deaf Children (ASDC) c. The Consumer Action Network (CAN) d. American Sign Language Teachers Association (ASLTA)

C: The Consumer Action Network, founded in 1993, constituted a significant advance for various groups devoted to DHH issues because it formed the first coalition to represent multiple organizations, bringing them together when they had never been unified before. The NAD, founded in 1880, has worked with the United Nations to acknowledge the linguistic rights of Deaf people worldwide to have access to education and information in sign language and to professional signlanguage interpreters, and advocates for promoting the national and international cultural and linguistic identity of the Deaf community. The ASDC, founded in 1967, is a national organization to support, inform, and encourage families raising Deaf children. The ASLTA is a national organization devoted to improving and extending the teaching of Deaf Studies and ASL.

Which of the following is true about the Direct Method and Direct Experience Method (DEM) for teaching a second language including ASL? a. ASL is taught through using equal amounts of the native language and second language b. Grammar and pronunciation are less important than comprehension and communication c. DEM teaches both receptive and expressive skills and concrete and abstract vocabulary d. Teacher-student call-and-response interactions and rote repetition reflect DEM's design

C: The Direct Method was formulated by Charles Berlitz for teaching foreign languages and adapted by Rochester Institute of Technology, N.Y.'s National Technical Institute for the Deaf (NTID) as the Direct Experience Method. These methods teach both receptive and expressive language skills; uses objects, pictures, and demonstrations to teach concrete vocabulary; and teaches abstract vocabulary by associating concepts. Direct methods do not use equal amounts of the native and target second language; they use the target language exclusively. They stress the importance of grammar and pronunciation. DEM is designed around question-and-answer student-teacher interactions, not rote repetition.

Which is correct about a Home Language Survey giving information on a student's language background? a. This form is typically completed by a school social worker b. This form is typically completed by a language arts teacher c. This form is typically completed by the student's parents d. This form is typically completed optionally for all students

C: The Home Language Survey is a form given to a student's parents, which they fill out to provide information to the school about their child's language background. It is not typically completed by a school social worker or a language arts teacher. (Parents speaking a foreign/minority language might receive assistance from someone who can translate their responses into English on the form, or they might complete it in their language, to be translated into English.) This form is not optional for all students: It is required for every student identified as having Limited English Proficiency (LEP).

Which of the following is the best example of an ASL noun-verb pair that changes the meaning of the noun? a. "Sit - chair" b. "Teach - teacher" c. "Open - book" d. "Again - often"

C: The pairing of "open" and "book" is an example in ASL where adding the verb "open" changes the meaning of the noun "book." Adding the hand movement for the object noun "chair" changes the meaning of the verb "sit." (These are typically called "noun-verb pairs" in ASL, even though in this example the verb "open" comes first; it is a modifier changing the noun's meaning.) Adding either the ending meaning person, or the affix indicating agency, to the verb "teach" changes its meaning to that of the noun "teacher." "Again" is an adverb whose meaning is changed to that of the adverb "often" by adding a hand movement, signifying a concept like "again and again" or "again many times."

Which of the following represent(s) disadvantages of using the Vocabulary Method for teaching ASL? a. Students can too easily get the syntax of sentences in the wrong order b. Students can get "stuck" with using one sign for multiple word meanings c. These are both disadvantages of using the Vocabulary Method with ASL d. Neither of these is a disadvantage of using this method for teaching ASL

C: These are both disadvantages of using the Vocabulary Method to teach ASL. By relying overly on vocabulary and word meanings, students can miss the structural differences in ASL and create an ASL sentence with the subject, verb, and object in the wrong order. For example, an Englishspeaking, new ASL student might sign "car-hit-tree" (subject-verb-object), corresponding to English sentence syntax; but in ASL syntax it should be "tree, car CL: 3-crash-into" (object-subject [CL: 3 is a Classifier handshape including vehicles]-verb-preposition, or Topic-Comment as it is termed in ASL syntax). ASL is a unique language, not a signed transcription of English. Another disadvantage is that students may learn one sign for a word having multiple meanings. Even though the same English word is used for each meaning, in ASL it is crucial to teach different signs for different meanings.

At which age should you expect a normally developing child to understand two-step instructions? a. 7-12 months b. 3-4 years c. 1-2 years d. 5-6 years

C: Toddlers 1-2 years old can normally follow two-step instructions, for example, "Pick up the truck and put it in the toy box." Children aged 7-12 months should be able to follow one-step instructions, for example, "Push the truck," and answer simple questions, for example, "Where's the truck?". And 3-4-year-olds can understand simple questions with "Who...?", "What...?", and "Where...?". By 5-6 years old, children can normally answer simple questions about stories they hear.

Which is accurate regarding program placement considerations for deaf students using ASL? a. The student's language skills levels upon beginning school are irrelevant b. Language input the student receives at home is considered immaterial c. The degree of language involvement due to disability must be assessed d. The student's levels of adaptive behaviors should not affect placement

C: When deciding on program placement for exceptional, including deaf, students who are bilingual, including ASL, educators should consider how much the student's disability causes language involvement. They should also consider the levels of the student's language skills upon entry to school, which are relevant influences on placement. The type and amount of linguistic input the student receives at home is another important factor in placement decisions. The student's adaptive behavior levels will also affect placement decisions, as the program should not require many basic skills that an individual student lacks.

Basic Interpersonal Communication Skills (BICS) a. are cognitively demanding b. include new ideas and words c. are used in informal social talk d. apply to use in novel situations

C: because BICS are the skills used in informal social conversation. They are not cognitively demanding, involving such simple cognitions as naming things, expressing negatives, et cetera. They do not include new ideas and words, but rely on known concepts, vocabulary, and syntax. They do not apply to novel situations, but to daily routines, such as dressing, eating, playing, bathing, et cetera.

In ASL morphology, which type of morpheme changes the meaning related to the part of speech of the word to which it is attached? a. A free morpheme b. A bound morpheme c. An inflectional morpheme d. A derivational morpheme

D: A derivational morpheme in ASL changes the meaning of the part of speech played by the word to which the morpheme attaches. For example, if the derivational morpheme of an added hand movement indicating "chair" is attached to the sign for "sit," the verb becomes transitive (acting on an object) and the meaning changes from just "sit" to "sit [on a] chair." A free morpheme is a meaningful unit by itself which needs no attachments to mean something and cannot be broken down to smaller meaningful parts. A bound morpheme needs to attach to something to acquire meaning, e.g. the plural "s" ending attached to the sign "cat." An inflectional morpheme never makes a new word, but a different form of the same word, such as when "teach" becomes "teacher."

Which of the following would be considered a discourse marker among Deaf ASL users? a. Tapping on the table/floor to get somebody's attention b. Waving an arm/hand in the air to get people's attention c. Types of signaling, communication acts, methods/norms d. These are all considered to be discourse markers in ASL

D: A discourse marker is a term for things ASL users commonly do to get others' attention in discourse/conversations. Synonyms include types of signaling, communication acts, methods for getting attention, attention-getting behavior, and norms for getting attention. Varieties of discourse markers frequently used by Deaf ASL users include tapping on the table or on the floor to get others' attention, and waving an arm and/or hand in the air to get someone's attention.

Which is correct according to the Hold-Movement-Hold model or theory in ASL? a. The holds are considered phonemes and the movements are transitions between them b. The movements are considered phonemes and the holds are the punctuations between c. Neither the holds nor movements are considered phonemes; they are both morphemes d. The holds and the movements are both considered to be phonemes in this model/theory

D: According to the Hold-Movement-Hold Model or Theory, the most common form of expression in ASL is a sequence of a hold followed by a movement followed by another hold. Both the holds and the movements are considered to be phonemes (not morphemes) according to this model or theory. A few examples of signs using the HMH format include: "parents," "prince," "king," "queen," "lord," "Jesus," "discuss," "body," "regular," and "home."

Which of the following sports-related developments was influenced by deaf athletes? a. Baseball umpires' hand signals b. Football teams forming huddles c. Gestuno, now International Sign d. All were caused by deaf players

D: All of these developments were directly influenced by deaf athletes. The first deaf baseball player in the Major League, William "Dummy" Hoy, caused umpires to adopt hand signals for "strike," "safe," and "out." Gallaudet University's football team produced the innovation of the huddle to keep opposing teams from eavesdropping on the quarterback. At the first World Games for the Deaf, held in Paris, France in 1924, the international athletes developed Gestuno for use at the sports event, which has now been renamed International Sign and is still used today.

A teacher wants to assess her high school ASL II students' ability to use descriptive classifiers. Which of the following would be the best way to evaluate this? a. Observing video recordings of the students interviewing one another on leisure activities b. Assigning dialogues with descriptive classifiers for the students to memorize and present c. Giving students a printed test to identify rules for ASL descriptive classifiers, using English d. Having students view a video of people's interactions and then describe these using ASL

D: Classifiers in ASL are signs that indicate general classes or categories of things. Descriptive classifiers are one type of classifiers that specify sizes and shapes of objects and people. The teacher can best assess how well students use these by having them describe interactions they just viewed on video using ASL. Observing recordings of the students interviewing each other about leisure activities is not as effective an assessment because such records may or may not include much use of descriptive classifiers specifically. Assigning memorization and presentation of dialogues does not assess how the students spontaneously, conversationally, and independently use descriptive classifiers. Giving them a test they have to complete using English does not test how they use ASL.

Which of the following is NOT a variable to be reflected in program placement decisions for exceptional bilingual students? a. The language that will be used during instruction b. The type and nature of instruction to be offered c. The person who delivers the instruction d. These are all variables placements should reflect

D: Decisions regarding program placement for exceptional bilingual students should reflect what language will be used to instruct each student, the type of instruction to be given and the nature of the instruction, and who the specific teacher/educator will be to deliver this instruction.

If you are a hearing person communicating with a Deaf person using a live ASL interpreter, at whom should you look during the conversation? a. You should always look only at the Deaf person b. You should always look only at the ASL interpreter c. You should divide your gaze equally between the two d. You should mainly look at the Deaf person, but not 100 percent

D: Experts advise that you should remember that you are communicating with the Deaf person through the interpreter and look mainly at the person you are communicating with as you would in any conversation. You should not "stare" at the Deaf person 100 percent of the time as this would be perceived as "sort of freaky" (Vicars) since the interpreter is another person involved in the interaction. Thus it is expected and more normal to look at the interpreter at times, but mainly to look at and speak directly to the Deaf individual.

When a hearing person meets a deaf person, which of these is correct? a. The hearing person should give as much background information as the deaf do b. The hearing person should give more background information than the deaf do c. The hearing person should identify the school s/he attended as it is Deaf custom d. The hearing person should identify any deaf relatives as motivation to learn ASL

D: If a hearing person is motivated to learn ASL because of having a Deaf relative(s), s/he should identify them when meeting a Deaf person simply because s/he might know the relative. The Deaf give more background information during introductions because it is highly likely they share common acquaintances due to the smaller size and cohesive identification of the Deaf community. Deaf people recognize they will not share the same commonalities with hearing people, so they do not expect as much background information on meeting them. While there are many thousands of Hearing schools, there are only a few dozen (residential) Schools for the Deaf, so identifying the Deaf school one attended is significant, but Hearing schools need not be identified as the Deaf would be less likely to recognize them.

Which of the following is true about conversation maintenance techniques when communicating in ASL? a. There is a special sign to ask signers to slow down, separate from the general sign for "slow" b. Asking a native ASL signer to slow down while signing is considered insulting by Deaf people c. If you don't understand a sign, wait for additional signs/information before you sign "HEY" d. You should use the sign for "HEY" immediately if you don't recognize a sign someone uses

D: If you do not recognize or understand a sign used by a Deaf person, you should immediately stop him/her by using the "HEY" sign to alert them to your need for clarification. You should NOT wait for additional signs or other information, because if you let the signer continue when you have already missed something, you will likely become lost as to what follows, and the signer is just wasting time and energy rather than communicating. If you are just learning ASL and a Deaf person signs too fast for you to follow, you should ask the person to slow down. This does not involve a special or separate sign; it is the same sign that generally means "slow" in ASL. Degrees of slowness can be indicated by the distance and speed of the hand/arm movements. Asking someone to slow down is not considered insulting by Deaf people, especially when asked by those not fluent in ASL, as it facilitates communication.

If two signers having a conversation are in your path, which should you do? a. Wait until they finish or pause before walking in between them b. Walk between them in a crouch so as not to block their signing c. Find a way to walk around them, or go in a different direction d. Do not be afraid to walk between them, but at normal speed

D: In Deaf culture, it is acceptable to walk at normal speed in between signers having a conversation. Standing still or moving very slowly between them might be considered rude, but it is understood in Deaf culture that sometimes people have to walk through a signed conversation. People are not expected to wait until the conversation ends or pauses. People are not expected to do unnatural things like crouching or taking unnecessary detours. If the person walking maintains a steady, normal pace, the signers can track this and shift a bit to adjust for it momentarily as s/he walks through, such that their conversation is not even interrupted or made slower.

In the PEPSI model of language development, what does the final "I" represent? a. Individual b. Intelligent c. Independent d. Intermediate

D: In this model, the "I" in PEPSI represents "Intermediate" in the Intermediate Fluency Stage, wherein comprehension improves, and both sentences produced and errors made are more complex than before. This model and this initial in the acronym do not refer to anything individualized, to the learner's intelligence, or to the learner's independence of language production

What is true about Deaf college student preferences in communicating with English-speaking hearing persons? a. Most Deaf college students prefer using live interpreters over real-time captioning typists b. Real-time caption stenographers are generally not as accurate as sign language interpreters c. Deaf college students who use sign language are unlikely to have good command of English d. There are many Deaf, signing college students who prefer real-time caption stenographers

D: Many college students who are Deaf and primarily sign to communicate still prefer using real-time captioning stenographers rather than sign language interpreters. This is because interpreters working live make many mistakes, while stenographers can type more precise visual representations of a student's message. While many Deaf have lower reading levels because their language development lacked the benefit of auditory input and feedback, there are also many Deaf Ph.Ds. Many Deaf students who primarily sign have excellent command of English as well.

Historically, who was the first to propose that Deaf people could learn language via signs? a. Spaniard Juan Pablo de Bonet (in 1620) b. Spanish Pedro Ponce de Leon (1520-84) c. Ancient Greek Aristotle (384-322 BCE) d. Italian Geronimo Cardano (1501-1575)

D: Physician Geronimo Cardano of Padua, Italy, proposed in the 16th century that deaf people could learn language by using signs. In the 17th century (1620), Juan Pablo de Bonet, a Spanish priest and deaf education pioneer, published the first book on teaching deaf people sign language, including a manual alphabet. (It should also be noted that deaf people had previously developed signing systems naturally.) Pedro Ponce de Leon, a Spanish Benedictine monk, formulated signs based on the Spanish alphabet in the 16th century. Ancient Greek philosopher Aristotle believed that people could not learn without hearing

Research has found that abilities to generate, maintain, and transform visual and visual-spatial images are best in which of the following? a. Only hearing people who do not know or use any ASL b. Only hearing people who are fluent in the use of ASL c. Only deaf people who communicate by the use of ASL d. Hearing and deaf people who are both fluent with ASL

D: Researchers such as Emmorey (1993) have found that people who were fluent in ASL performed better on visual and visual-spatial imagery tasks. They also concluded that this enhanced imaging ability was not limited to deaf ASL signers and was not due to hearing loss, because hearing people who had deaf parents and were fluent in ASL also performed better on these tasks. The researchers observed a relationship between the requirements of ASL and enhanced visual-spatial imagery abilities.

Among the following language evaluation methods, which would offer the advantage of normative comparisons? a. Self-evaluation b. Peer evaluation c. Teacher-made d. Standardized

D: Standardized tests develop national standards according to the average scores of a sample group of students. Individual students' scores can then be compared to these norms to see how they performed relative to the average normal performance. Self-evaluation promotes objectivity, reflectiveness, and analytical skills in the student, but no normative comparisons. Peer evaluations benefit students with their classmates' feedback and develop objectivity and analysis in the evaluators, but have no norms. Teacher-made evaluations can be individualized for particular students and lessons but are not normative.

The Deaf President Now (DPN) event in Washington, D.C. in 1988 was a. a movement to allow a Deaf candidate to become President of the USA b. a movement to find a Deaf candidate for President of Gallaudet University c. a protest against the policies for electing University presidents in the USA d. a protest against selection from three finalists of the one hearing candidate

D: The Deaf President Now (DPN) protest in Washington, D.C. in 1988 was a reaction against the trustees' choice of the only hearing candidate out of three finalists to become the seventh President of Gallaudet University. The other two candidates were equally well qualified and were both Deaf. Gallaudet students and other members of the Deaf community protested, resulting in the Hearing candidate's resignation, the Board of Trustees agreeing to Deaf people comprising a 51 percent majority, and the appointment of the first Deaf President of the University. DPN did not involve the office of POTUS, general electoral policies at all American universities, or looking for a Deaf candidate for Gallaudet's President as there were already qualified candidates.

Among methods used for teaching ASL, which was developed the latest? a. The Grammar-Translation Method b. The Notional-Functional Approach c. The Audio-Lingual/Army Method d. The Direct Experience Method

D: The Direct Experience Method was the 1980s adaptation by the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology (RIT), N.Y. of Berlitz' (1878) Direct Method for teaching foreign languages. The Grammar-Translation Method, a traditional approach, was originally used in the 19th century to teach "dead" languages like Latin, so listening comprehension and spoken communication were not emphasized. The Audio-Lingual or Army Method began after World War II, consisting of intensive language courses using listening to dialogue sentences, memorizing phrases, and repeated drills. Used for many aurally-based foreign languages, it was applied to ASL as well. The Notional-Functional Approach, developed by Van Ek and Alexander in 1975, was adopted by the Council of Europe.

Deaf culture is typically transmitted to succeeding generations by which idea below? a. Communications among members of deaf families b. Saving and handing down photos and other visuals c. Maintaining and passing down written documents d. Communications among members of communities

D: The typical way deaf culture is passed from one generation to the next is through the inperson/face-to-face communication among community members. Family communications are vitally important, but the whole Deaf culture would not be as effectively transmitted only within families as throughout communities. Deaf communication is as interactional as hearing communication, the only general difference being that it does not use hearing; thus deaf people transmit culture by communicating rather than using pictures. Culture is transmitted more through interpersonal communication than written records, by both hearing and deaf people.

Which is true about the clinical/pathological or medical model of deafness? a. People who subscribe to this view feel that deafness involves culture and language b. People who subscribe to this view see deafness as a difference, but not a disability c. People who subscribe to this view and are also Deaf are likely to be "culturally Deaf" d. People who subscribe to this view and are also Deaf are likely not to be fluent in ASL

D: There are Deaf people in America who subscribe to the clinical/pathological or medical model of deafness, but according to experts, they are most likely not fluent in ASL. They are also not considered "culturally Deaf" as they take a pathological view of deafness and hence are usually not members of the "cultural deaf community." The culturally Deaf take a cultural view of deafness, seeing it as involving culture and language rather than seeing it as a disability as the medical model does

In American Sign Language (ASL) syntax, if you translated the signs into English, which English translation represents correct signing to say "I am a student"? a. "I student" b. "Student I" c. "I student I" d. All of these

D: These English translations all represent correct ways to sign "I am a student" in ASL. (Pointing or touching an index finger to the chest signs "I.") Note that each version differs from English in that ASL does not use "to be"/verbs indicating states of being or articles, and that there is more flexibility of choice in sign orders using the same signs. In English, using the same words, there are only two acceptable word orders: "I am a student" or "A student am I," less often used and likely to sound strange, if not literary or dramatic. Any other English syntax would require different words.

A native French speaker visiting America says, "I hope my change of plan did not derange you." An American listener wonders why she thinks a plan change would make one crazy (deranged). What is this an example of? a. Interference b. Interlanguage c. Fossilization d. A and B only

D: This is an example of both interference, when one's native language (especially in vocabulary) interferes with the use of a second language; and of an interlanguage, a transition stage wherein a second-language learner develops a personal language which is somewhere between the native and second languages, but is not either one. In English, "deranged" commonly denotes insanity, but the French cognate "déranger" commonly means to inconvenience someone. Fossilization is a process wherein a second-language learner gets "stuck" repeating certain errors in the second language despite many years of instruction, advanced proficiency, and few other errors.

Which is true about general principles for teaching American Sign Language (ASL)? a. Students should not be required to use ASL until they have learned enough b. Teachers should use sequential order, but not cumulative or spiral orders c. Students should be taught expressive skills before learning receptive skills d. The structures and emphases used for teaching should be conversational

D: When teaching ASL to students, teachers should use the same structures and emphases in the ASL they use as are normally used during ASL conversations. Students should be encouraged to begin using ASL right away to learn by doing and for practice. Teachers should use all three orders (sequential, cumulative, and spiral) in teaching ASL. (Sequential is linear, cumulative builds new learning upon prior learning, and spiral is recursive, beginning with simple concepts and periodically revisiting to expand on them.) Students should always learn receptive skills first before expressive skills. This is the way hearing children learn language. Without reception there is no comprehension, limiting expression.

In American Sign Language (ASL), a "predicate" best relates to which of the following? a. A verb b. A topic c. A time d. A comment

D: While "predicate" is associated with "verb" in English, in ASL it has a different meaning. ASL tends to follow a "Time-Topic-Comment" format. The time, which relates to verb tense in English, is established before the sentence is uttered in ASL. The topic in ASL is the counterpart of the sentence subject in English, and the ASL predicate is the comment about the topic.

In the PEPSI model of language development, what does the "S" stand for? a. Silent b. Short c. Simple d. Speech

In the PEPSI model, the "S" stands for "Speech" in the Speech Emergence Stage, wherein simple sentences are produced, and comprehension is better than in the previous stage. "Silent" is part of PEPSI's first, Pre-Production stage, also called the Silent Period. "Short" is not a term used in PEPSI's stage names. However, the one- and two-word utterances produced in the second stage are shorter than the simple sentences produced in the third stage. "Simple" relates to the simple sentences produced in the Speech Emergence Stage, but the "S" represents "Speech" rather than "Simple."

In language acquisition theory, which is true about the "affective filter"? a. Having a high affective filter promotes the best learning b. Having a low affective filter facilitates optimum learning c. Having an affective filter distorts the meanings of words d. Having an affective filter promotes social language uses

Language is learned best when the affective filter is low. The affective filter is a "screen of emotion" most related to embarrassment or self-consciousness, which can prevent the learner from communicative risk-taking and thus inhibit language acquisition. Having a high affective filter would interfere with learning. The affective filter does not distort word meanings; it influences one's attitudes toward learning language. It does not promote using language socially, but can impede this if it is excessive.

In the PEPSI model of language development, the first "P" stands for which of the below? a. Pre-production b. Productive use c. Proficient usage d. Prior to fluency

The initial "P" in PEPSI stands for the "Pre-Production Stage" of language development, also called the "Silent Period" wherein there is no language production and minimal receptive language comprehension. This stage does not include productive or proficient use of language. It is a stage that exists prior to fluent language use, but the "P" does not stand for "Prior to Fluency."

According to Cummins' Additive Model of language acquisition, which is correct? a. Experience with a second language does not promote first-language proficiency b. Experience with the first language does not promote second-language proficiency c. Experience with either the first or second language promotes proficiency in both d. Experience with the first language only promotes proficiency in a second language

c. because Cummins proposed that experience with learning one's first language, and/or with learning a second language, promotes underlying proficiency in both languages. Therefore experience with a second language does promote first-language proficiency, and experience with the first language does promote second-language proficiency. It is not true that only experience with the first language promotes second-language proficiency.