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s you may already have known, I’m a History Major at Chapman University right now.  I’m allowed to do my Senior Thesis on any historical topic that I want (best news ever, by the way), so I have chosen to become a Deaf Historian for the next year-and-a-half!  I’m studying the National Association of the Deaf films that were made between 1910 and 1920 in an effort to preserve sign language.  So far, it’s been fascinating.  I haven’t been able to get my hands on all the films yet, but I’m hopeful that I’ll be able to soon.  They’re all at the Gallaudet University archives, along with all the correspondence of NAD President George Veditz.  It also looks like a school-sponsored trip to the Gallaudet archives might be in the cards for me.  Super exciting!

So, as part of my task to get rolling on this subject, I had to create an essay on how others have studied that topic in the past.  It’s ten pages long, and heavily footnoted (Yikes!).  I’ve included the intro down below, because I think it really gives a lot of info on the background of the films that’s fun, and also super interesting.  I always say to take my stuff with a grain of salt, because it’s not particularly well-researched, but you can take this one as well-researched fact.  I’ll paste the footnotes at the bottom.  I’ll also post the whole essay at some point, but I want to make it easy for those who don’t want to wade through a ten page essay on historic theory to skip.  🙂  Here it is!

George Veditz and the National Association for the Deaf Films

            In 1880 in Milan, Italy, the International Congress on Education for the Deaf voted to ban the use of sign language in Deaf[1] schools. [2]  Spurred by the rhetoric of Alexander Graham Bell, known to most Americans as the inventor of the telephone, American Deaf schools flocked to comply with the Milan Conference’s decision.  In return, a movement was spawned by Deaf community leaders advocating sign language instruction, fiercely hanging onto the culture they had fought so hard to create.  Still, it looked as if the Deaf were losing this fight as Alexander Graham Bell, a follower of eugenics, tried to convince everyone that the Deaf were forming their own separate race.  Even those who didn’t subscribe to eugenics “demanded the elimination of sign language, believing that it undermined English language acquisition and promoted deaf separatism.” [3]  In the end, deaf people would have to live in a hearing world, they argued, and they should have the skills to deal with that fact. Science has since proved what Deaf people knew all along, that this theory does not work in practicality.  Keeping sign language away from deaf people keeps all language away from deaf people, and can be harmful to cognitive development.[4]  Still, it looked as if sign might become extinct in the near future.

This is the climate in which the National Association of the Deaf, under President George Veditz, decided to make several films for the preservation of Sign Language.  “The N.A.D… has collected a fund of $5,000, called the Moving Picture Fund.” Veditz wrote, “…I am sorry that it is not $20,000.”[5]  With such a limited budget, Veditz and the NAD Board had to decide carefully which signers they would film and what subjects they would cover.  Ultimately, the films they chose to make tended to center on Deaf history, American patriotism, and religion[6].  Eighteen films were made in all, from the years 1913-1920, but only fourteen of these survived to the modern age.[7]  The loss of 4 films was due in large part to their heavy use by the Deaf community, and the poorly trained film operators responsible for winding the machines.

The films were made by pointing a static camera at the signers and having them lecture to it.  Often, small amounts of scenery such as vases and curtains were placed in the background for visual effect.  Because of the black and white picture and the poor resolution of the film, signers had to make sure they produced their signs large and signed slowly so everyone could see them.  After a few mistakes, most notably the film showing Edward Minter Gallaudet’s lecture – a retelling of Lorna Doone – filmmakers were also careful to place the lecturers on plain, dark backgrounds so their hands would show up easily.[8]  These films compared favorably with other films of the time in technical skill and appearance.

Once the films were completed, they were circulated throughout the United States to local Deaf Clubs.  These clubs would often couple the film screening with live entertainment, making each screening a huge event in the local Deaf community.  Large groups of signers would congregate in the hall downtown to see the films.  Sometimes, requests were made for the NAD to send transcripts of the films that could be read for any hearing visitors in the audience.  Although Veditz’s film, featuring his impassioned plea for sign language is the best known today, it was E.M. Gallaudet’s film that was most requested when the films were released, despite the difficult background of his film.[9]  This was probably due to the popularity of E.M. Gallaudet’s father, Thomas Hopkins Gallaudet.  T.H. Gallaudet had been instrumental in forming the first school for the Deaf, in Hartford, Connecticut.

Although the films had a major impact on the Deaf community when they were first produced, scholarship on them has been spotty at best.  Many books cover the topic, but devote no more than a few pages to the exploration of the history of these films.  Some give no more than a brief mention to Veditz’s films as being the precursor to modern Sign Language recording.  This paper attempts to explore in greater detail not only the motives behind George Veditz’s creation of these films, and how these films influenced deaf culture as a whole, but also why the topic hasn’t been better covered by Deaf Historians.

That’s it for now.  I hope you enjoyed! 🙂  Also, a link to Veditz’s film: http://www.youtube.com/watch?v=XITbj3NTLUQ


[1] The deaf community uses the term “Deaf” with a capital D to denote the segment of deaf people who consider themselves culturally deaf.  This separates them from other groups such as the elderly, who may experience total hearing loss, but hardly identify with the Deaf as a community.  I feel it is important to make this designation in the language Deaf people use about themselves, and have continued this practice throughout the paper.

[2] Daniel Eagan, America’s Film Legacy, (The Continuum Publishing Group: New York, 2012), Page 11

[3] Signs of Resistance, Page 3

[4] Oliver Sacks, Seeing Voices: A Journey Into the World of the Deaf, (University of California Press: Berkley, 1990), Page 54

[5] Eagan, America’s Film Legacy, Page 11

[6] Susan Burch, Signs of Resistance: American Deaf Cultural History 1900-WWII, (New York University Press: New York, 2002), Page 58

[7] Carol Padden and Tom Humphries, Inside Deaf Culture, (Harvard University Press: Massachusetts, 2005), Page 58

[8] Padden and Humphries, Inside Deaf Culture, Page 63

[9] Padden and Humphries, inside Deaf Culture, (Harvard University Press: Massachusetts, 2005), Page 63

I just attended a whole day of Orientation events at Chapman University.  I was thrilled to find that they had ASL interpreters for all the large group events with podium speakers!  For the 1 1/2 hour long convocation ceremony, they even had a team!  First of all, props to Chapman for understanding and paying for the services Deaf people need.  That being said, I think they could improve their service even more.

My husband works at Chapman University, which means that I get to meet all sorts of behind-the-scene University people that most students don’t.  At a wedding a while ago, I met the woman who was in charge of booking the interpreters for special events at Chapman.  She told me that they were looking to improve the services they offered.  I believe I told them about RID certification and how that was a really good way to know you have an amazing interpreter.

The interpreters yesterday were a mixed bag.  I think they probably came from an agency, but really I’m just guessing.  The first group I watched was a team of two women.  The first woman was absolutely amazing and gave an equal-access interpretation.  She was funny when the speaker was funny, extremely animated, and caught almost every bit of information being thrown out by the speaker.  The second gal was not as good.  To be fair, she was interpreting for a man using lots of folksy language and English idioms, but I felt that she didn’t match the speaker very well and she left out a lot of non-essential information.

The team did well, though.  I hardly noticed when they switched between each other and they even kept interpreting through the non-captioned video that was shown.  I was thoroughly impressed.

That night, I went to a talk on the History and Traditions of Chapman University.  It was such a cool and funny class.  I was sitting in a really bad place to watch the interpreter (there were very tall people all around me and she was standing on the floor).  While I can’t really comment on the rest of the interpreting job she was doing, she didn’t interpret through the non-captioned movie, which I didn’t appreciate.

The two bits of advice I would have to Chapman about using interpreters in the future would be to ask the agency for people who are RID certified or have been interpreting more than five years.  They do so much to make their students feel welcome, and I really think it would be such a relief for Deaf students to see that they were getting equal access to information being presented.  It would make Deaf parents feel that they were leaving their student in the hands of someone who not only cares, but is willing to go above and beyond to meet the needs of their child.

The second piece of advice would be to put those interpreters on a podium, please!!  I’d like to be able to see them no matter where I was sitting, and a little elevation will do just that.

Chapman University is a class act.  For people who know next to nothing about interpreters or interpreting, they did really well!  I was impressed by everything I saw yesterday, not just the interpreters.  Watching their interpreters made me feel like they really cared, though.  They really wanted everyone to have a good experience at orientation, not just the “normal” hearing freshmen.  I think I’m going to like attending here!

 have a very exciting announcement!  At least, I’m very excited about it.  I have officially dropped out of Mt. San Antonio College.  With budget cut after budget cut, I just can’t get classes for the life of me.  I’m now 2 years behind in a 3 year program (of which I had taken the first year before I started at Mt. SAC), and I’m afraid of how much longer it will take me to get through if I stay with the current plan.

The new plan is to transfer to Golden West College.  The same price as Mt. SAC with a good overall reputation, It looks like I’ll be able to get into all the classes I need fairly easily (!!!).  It also looks like their program is a little less strict than the Mt. SAC program, but that doesn’t bother me at all.  I’m ready to get my hands in the air, and I’ve decided that I just can’t wait as long as Mt. SAC expects me to, crossing my fingers every year that I get into the class I need this time.

On the other front, I start attending Chapman University for my BA this year.  I love telling people I’m a History major and then, when they ask me what I plan to do with that degree, tell them “ASL Interpreter”.  I get many odd looks, and it’s lots of fun.  Of course, then I have to explain to them that I need a BA in anything to get certified, I’ve always liked History, and I figure why not get a degree in it.  Especially when any degree is helpful.

Chapman so far has been a dream come true.  Their registration proccess and welcoming attitude have been so amazing that it makes me want to cry.  I’ve never felt so wanted by an institution in all my life, and after all the denials and struggles to register at community college, it’s been amazing to feel liked.  I’ve looked carefully at making a custom minor for myself there, in Deaf Studies.  All I’m waiting for is to submit my plan to the accademic council.  Here’s the proposal I’m sending them:  I hope it works!!!  I’ll keep you posted on what happens with this, and on any really cool stuff I learn along the way.

To whom it may concern:

I am interested in pursuing a custom minor in Deaf Studies from Chapman University.  I believe that with my course work from Mt. San Antonio College, supplemented by some of the upper-division course work from Chapman, I will be able to achieve a relevant degree in this subject from your university.  These are the classes I propose to use toward that minor:

Lower Division: (10 units total)

American Sign Language 4 – 4 units.  This class has been taken through Mt. San Antonio College.  The course description is as follows:  72 hours lecture.  Emphasis on expressive conversational skills in American Sign Language along with continued focus on grammatical and cultural features.  CSU/UC transferable.

American Deaf Culture – 3 units.  This class has been taken through Mt. San Antonio College.  The course description is as follows: 72 hours lecture.  American Deaf cultural norms, values, mores, and institutions.  CSU transferable.

American Sign Language Structure – 3 units.  This class has been taken through Mt. San Antonio College.  The course description is as follows: 54 hours lecture.  Linguistic Study of American Sign Language, including phonology, morphology, and syntax.  Sociolinguistic issues will also be discussed.  CSU/UC transferable.

Upper Division: (12 units total) – These classes would be taken at Chapman University.  After the proposed class, I have included a description as to how I think each class will contribute to my understanding of Deafness.  There are more than twelve units worth of classes listed, and I thought that the GE committee and myself could pick twelve units from this list so as to come up with the strongest combination of classes in this minor.

COM 480, Nonverbal Communication – 3 units.  While American Sign Language is the preferred communication system used throughout the American Deaf community, some Deaf people have had limited exposure to ASL or have not learned to use it at all.  On the other end of the spectrum are Deaf people who have not had much exposure to English and cannot use language alone to communicate with the hearing world around them.  I believe that this class will help me better understand these groups of people and how they communicate with the world through methods other than language.

IES 413, Current Issues in Disability Studies and Services – 3 units.  Deaf people don’t consider themselves disabled, yet use and benefit from many of the services available to disabled groups.  By studying these services and issues, and also the viewpoint of non-disabled groups toward the disabled,  I will have a better understanding of the options available for Deaf people living in America and how being grouped with the disabled effects their lives both positively and negatively.

Independent Study – 3 units.  I propose concentrate on one of two topics.  The first is to study George Veditz and the National Association of the Deaf’s quest to preserve American Sign Language for future generations during the early 1900’s through the use of film.  As part of this topic, I would also like to study similar efforts today to preserve ASL on film.  A second possibility would be to study Deaf art and literature and how it depicts and shapes the Deaf world view.

Internship – 3 units. I would like to intern with either the Greater Los Angeles Agency on Deafness (GLAD), or Deaf West Theater.  These are both premiere Deaf-run institutions in Southern California and I believe that interning at one of these places will give me practical insight into Deaf Culture and the Deaf way of life that cannot be achieved through classes alone.  Both groups accept interns frequently.

This equals 22 units, one more than the 21 unit minimum required to qualify for a minor per the 2011-2012 Academic Catalogue.  I have also looked carefully at the other language-based minors at Chapman and believe that these selections are in keeping with the theme of those programs.

In addition to this information, I would also like to present the requirements to several Deaf Studies minors from various colleges across America.  I believe they will show you that the course of study above is consistent with established programs across the nation.

Gallaudet University, the premier institute for the Deaf,  includes:

  • American Sign Language courses
  • Deaf Culture
  • American Sign Language Structure
  • Disability Studies
  • Internship
  • Introduction to Deaf View/Image Art

Rochester Institute of Technology, an institution allied with the National Technical Institute for the Deaf:

  • American Sign Language courses
  • Deaf Culture in America
  • Linguistics of American Sign Language
  • Special Topics: Deaf Art and Cinema
  • Oppression in the Lives of Deaf People

University of Southern Maine includes:

  • American Sign Language courses
  • Introduction to the Deaf World (Deaf Culture)
  • ASL Linguistics
  • Research Internship
  • Deaf Art, Film, and Theater

Boston University includes:

  • American Sign Language courses
  • History and Culture of the Deaf
  • American Sign Language Structure
  • Field Experience
  • Deaf Literature and ASL Folklore

Thank you so much for your consideration in allowing me to take this minor.  Please let me know if there’s anything else I can do to make this decision easier.

Sincerely,

Casey E. Hamilton

n my interpreting class last night everyone was required to do a group presentation on a topic of their choice.  There are only four boys in the class, so they all banded together and decided to do gender issues in interpreting.  Out of all the presentations, theirs impressed me the most.  They brought up a ton of interesting stuff.  that I had never contemplated before about interpreting for a person of the opposite gender.

*Disclaimer: There are dirty words in this post.

To start off their presentation one of the boys signed a story to us and asked us to write down our interpretation.  He told us it was an informal conversation among friends, so we should keep that in mind while interpreting.  My translation was “3 of my friends and I went out to a bar.  We were sitting at the counter when this girl walked up and sat down.  Her skirt was so short, you could totally see her vagina.”    Other girls had written down silly euphemisms like “Lady Junk” and our female teacher wrote down “she was clearly not wearing chonies.”

The boy’s point on this was that none of those words would have come out of their mouths… possibly vagina, but not very likely.  When they did the same excercise, they came up with words that would be considered much dirtier, like pussy and snatch… words that most females feel uncomfortable saying.  I’ve spent a lot of time around (extremely) rude and crass boys before, but none of those other terms came to my mind as I was translating.  I don’t know if I was just so concentrated on the meaning that I forgot I was representing someone else’s conversation, or if it’s truly because I’m female and uncomfortable with saying those things.  Maybe it was a little of both.  I think this exercise was a drastic example of how the male mind and the female mind work completely differently, and that you have to be aware of those things if you’re going to interpret for someone of the opposite gender.

Another thing they brought up was “Passive Voice”.    Passive Voice is a way of speaking and acting towards another person that is deferential.  Women often use passive voice when interacting with people, both male and female, so as not to be perceived as bitchy.  We do it without thinking about it, so it’s not a conscious choice or anything.  Males, however, often use a more aggressive voice – especially in business situations.  This will influence your interpreting style.

To illustrate this, the boys talked about the story of a woman interpreter and her male deaf client who was a manager at a company.  She noticed as she was interpreting for him at work meetings that the assignments he gave people either didn’t get done or got done much slower than some of the other manager’s requests.  She decided to have a chat with her client about how he wanted to be perceived around the office and then did her best to perpetuate that image through her speaking, even if it was uncomfortable for her.  People suddenly started taking his assignments more seriously.  When her client’s work evaluation came up, she did the same.  Instead of saying things like “I think I did pretty well this year”, she would say things like, ” I did great this year and this is why.”  She said she felt very rude and pushy doing it that way, but the performance evaluation went amazingly well.  When it was over, her deaf client told her it was the best evaluation he had ever had.

I think this is another good example of an interesting thing: I know how to be a woman in the world, but in order to be a good interpreter I should also learn about being a man in the world as best I can.  If I don’t learn more about gender dynamics and how men operate, I can potentially hurt a client by misrepresenting him.  I mean, best case scenario – he sounds silly.  Worst case scenario – he misses out on a promotion because he’s perceived as weak.

It’s a lot of food for thought, and something I’ve never really pondered before.  This interpreting stuff is harder than it looks!!

I just got word a few days ago that I got into Chapman University, which I’m so thrilled about, I can’t even tell you!!  They like me, they really like me!

While this doesn’t exactly have to do with sign, it does get me one step closer to getting a BA, which gets me one step closer to being certified as an interpreter.   I just thought I’d like to share the good news.  🙂

I started my first interpreting class two weeks ago, and boy are we talking about some interesting things!!  The name of the class is “Principles of Interpreting” and, as my teacher says, it’s everything about interpreting that doesn’t have to do with ASL.  We’ve been dealing with dress codes, on the job stress, talking about types of interpreting (who knew there were so many?!), and all sorts of other things. 

The topic I’m finding most pertinent right now is on the job stress.  A few weeks ago, I was in a work-type situation where there were a mixed group of Deaf and Hearing folks.  A very Audist gentleman was being a total A$$H*!@ to the Deaf folks, much more so than to any of the hearing.  He would spontaneously yell and reprimand people publicly.  I even once heard him say “I don’t care about Deaf Culture, I just want you to do it my way.”  I was not the interpreter in this situation (thank God!!)  but boy was I stressed!!  I think the worst thing for me was that this gentleman came into the situation spouting all the right stuff about Deaf Culture and Deaf rights.  It wasn’t that he didn’t know better.  it was just that, when push came to shove, he didn’t care.I was so stressed one night that – I’ll admit it – I went home and cried. 

In class, we’ve been talking about worse situations than the one I experienced, such as being the operator for a 911 VRS call, or having to tell someone in a hospital that their mother just died.  I’ve heard all this can wear on an interpreter until the experience what’s called Vicarious Trauma.  Don’t worry, I’m not re-thinking my desire to become an interpreter, I’m just thinking about all the tools I’ll need to handle this.

I have never handled stress very well.  My usual master plan is to go home and have a good cry, which frankly frightens my husband.  Crying is not a good strategy for stress management, at least not for me.  But what other tools can I use?  I’ll be pondering that as I take the rest of this course.  Along with everything else I’m learning.

chool has already been in session for two weeks, but I didn’t get a chance to say anything about it because of my break.  I think hell might have frozen over, because I was able to register for all of my classes with no problems at all.  I have 12 units right now, and I didn’t have to fight tooth and nail for a single one!  That’s progress!

It’s funny to me how semesters seem to divvy themselves up into themes.  I’m taking American Sign Language / English translation, Critical Thinking, American Sign Language Structure, and Psychology.  You wouldn’t think that all those classes would be about communication, but they all are.  It’s strange to me how many of those classes have been helping me to understand the English language better.  As my teacher says, you can’t learn about adverbs in sign if you don’t know what an adverb is in English first.  As excited as I am to be learning more about English,  I’m overjoyed about learning some concrete rules for sign.  I feel like I really need that.

With the new semester starting again, I think the thing I’m most excited about is going back to the world of the living.  I’m not chained to my job anymore!  That means I can get out into the community, visit some really fun Deaf events, and use more ASL.  Right now I have plans to usher for Deaf West, and also help out at their booth during DEAFestival Los Angeles.  I’m really excited to see everyone again!!  Hopefully I’ll also be able to attend other events, but it’s crazy to me how fast my time is filling up now that I’m free.

Here’s to my last year at Mt. SAC, and to lots of hand-flapping fun along the way!!

I’ve been doing this blog for over a year now, and I think it’s high time there was some signing going on.  My teacher asked us to sign an embarrassing moment that had happened to us, and it had to involve either food or liquid.  I’m pretty proud of the video, and I thought I’d share it.  There’s one place where I get a little flummoxed, but otherwise I think it’s great.  The transcript is below for everyone who’s “ASL Challenged”.   Thanks for watching!!

~

long time ago, I worked at a Dinner Theater.  You know, people go in and sit down and eat and when they’re finished they watch a show?  Yeah.  I was a bus girl.  I filled people’s water glasses, I gave people bread baskets, and I took away everyone’s dirty plates.  I was busy all the time, always running around.  I didn’t have time to take a dirty plate, walk all the way to the kitchen with it, and then do it all again.  Instead, I had a tray.  I would place it at the end of the table and put all the dirty dishes there.  When everyone was finished, I would carefully pick up the tray and walk to the kitchen with it.

One night I was running around like usual, and I heard the music start, I heard the show start.  I hadn’t picked up my tray yet!  I ran into the dining room and picked it up as quickly as I could, but I wasn’t very careful.  As I stood up, the tray slid backwards and crashed to the floor.  Plates went flying everywhere and food went flying everywhere.  Everyone’s head snapped in my direction as people picked up their feet to avoid being hit by the flying food.  I was standing there all red faced when the lights went out.  I had to sit there in the darkness, picking up all the plates, and cleaning up all the food.

My boss was a funny guy.  At the end of the night he came up to me and said, “Oh, poor you.  You had a bad night.  Here’s a soda.”

I thought, “Really?  I made this horrible mistake and you’re giving me soda?  Wow.”

Thank you, Thank you!!

I thought for sure that there were Deaf events I went to last semester that I never posted about, and in looking through my old school papers, I found this one.  It’s the very first time I ever went out into the Deaf community, twords the end of my first semester of ASL.  I know I still have a long way to go before I become an amazing ASL speaker, but reading this makes me realize how far I’ve come. 

***

 went to the MATA convention by myself, as no one I knew could make it on Friday, the only day I could go. I went after work, knowing I’d only have a few hours to peruse the convention before it closed. Usually I drag my husband Brian to these things. He’s always up to new experiences and it’s nice to not feel wholly alone in a crowd of strangers, I knew Brian would be good moral support. As I pulled up to that giant white building full of windows, I thought of him in his safe little cubicle at work. I wished I was there myself. I am notoriously shy in social situations and I abhor feeling stupid, something I was sure I couldn’t avoid with my inferior ASL 1 vocabulary. I’m well aware that it takes time to be good at things, but I never want to wait that long. I’d like to be good right off the bat, especially if I’m displaying my inexperience to large groups of people. I was very nervous.

I was relieved as I stepped inside the giant room where the MATA conference was held. It looked just like any other convention I had been to, with the bright banners stretched behind folding tables spread with interesting items. There were thick crowds of people milling from one booth to another and, besides the people signing back and forth, this was a scene I was familiar with. I couldn’t follow anything people were saying to each other, my sign language skills were not quick enough to keep up, but you could certainly tell the emotions people were trying to get across. Most people seemed happy to be there.

I knew this was a good opportunity to practice my signing skills, and even though people were extremely nice to me and tried to start conversation, I felt odd about it. I realized that even in the English speaking world that I live in, I usually give a quickly polite answer to any question that’s asked of me, and don’t elaborate. By the time I had thought of more to say, the person I was speaking to at the booths had usually moved on to the next person. It didn’t help that I usually didn’t know the signs for anything I could ask about at the booth. In class I feel like I can communicate anything I want to, but out in the actual world, it’s a little different. I realized how much I’m hampered by my lack of vocabulary. I definitely felt as if people wanted to be inclusive and friendly. Those I did sign briefly with were incredibly kind in signing slowly so I could understand.

I’m glad I went to the MATA convention, instead of to a reading or other type of Deaf Event. I’ve heard of some of the services available to deaf people, such as fire alarms that shake the bed and doorbells that flash a light. It was really neat to see all the products and services out there, especially the video chats, which make life the same for a deaf person as for a hearing person, as far as technological conveniences are concerned. It was neat to get to understand that aspect of deaf life.

I learned a lot at the MATA convention. I loved seeing all the neat products they had displayed, and I liked seeing people sign back and forth to one another. It made me want to be better at ASL, so I could join in on the conversation as well, though I didn’t understand what people were saying. It also made me realize how little I communicate in English when I’m alone in a large group. Usually my conversation is confined to “Oh, I’m fine thank you,” and “no, I’m just looking.” It was harder to branch out from that habit into actual conversation especially because I was trying to use a new language. Visiting the MATA convention made me excited to be better at ASL, and excited to practice communication in the new language I’m learning. It was a great experience.

y new semester is supposed to start on February 22nd, and I can’t even register until February 1st.  I swapped schools because my old one didn’t have an ASL program, but I’m really missing it right now.  They had their act together, and the new school just really doesn’t.  Plus the people at the front desk in Admissions and Records are really rude. 

That’s OK, though, at least my department is amazing.  The people at the Linguistics front desk are incredibly nice and helpful, and I love that most of the teachers in the ASL department are deaf.  It makes me feel like I’m getting a better education, somehow. 

I’m expecting that getting classes will be just as excruciating as last time, but hoping that it won’t.  I guess I can take another semester of sitting in the back of the classroom with twenty other kids and praying for the teacher to decide to add me.  After all, even the measly 7 credits I took last semester got me one step closer to having a better registration date. 

On the up side, I’ve been looking over all my stuff and I think I’ll be ready to graduate in a year and a half!!!  That’s way less time than I thought I had.  When I was starting ASL 1, the ASL 4 kids seemed so in the know to me.  I never thought I’d get there, and here I am ready to register for it.  I guess time flies when you’re having fun.  I can’t wait for classes to start again!

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