sign for assignment in asl

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How To Sign Assignment in Sign Language

Who loves getting assignments? Not us! Alas, it’s part of the workplace and is so important to know in sign language, especially if you are managing someone who uses sign language.

Directions for Signing "Assignment" in Sign Language

• Hand position 1 : With your non-dominant hand, form a “1” handshape with your index finger raised
• Hand position 2: WIth you dominant hand, form a “2” handshape with your index and middle finger raised
• Placement : Place both hands in front of you. Make sure your non-dominant hand’s palm is facing outward and your non-dominant hand’s palm is facing down
• Movement : Keeping your non-dominant hand in place, move your dominant “2”-shaped hand towards the non-dominant “1”-shaped hand so that the “2” encapsulates the “1”

The word assignment is not the exact same as homework. For homework, you sign a combination of the signs "home" and "work" to make the compound word.

Learn other work-related signs:

Meeting | Video Call |  Work |  Assignment |  Office | Accommodations |  Zoom Meeting

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Learn more signs on our regularly updated ASL page! As you're picking up sign language, try using Ava for more meaningful conversations with Deaf and hard-of-hearing people.

This is how you sign Assignment in American Sign Language.

Description.

To sign “Assignment” in American Sign Language in ASL, form fists with both hands, palms facing downward. Tap the back of your non-dominant hand's wrist with the wrist of your dominant hand a few times.

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Sign of the Day - AMPERSAND

Signing Money

By Brenda Cartwright Sunday, September 1, 2024

This article is written by Brenda Cartwright (BC). Brenda is a Coda, seasoned interpreter, a master teacher and a well known author . BC also contributes numerous blog articles for Signing Savvy. Look for them on the “Articles” tab on our website.

Getting Started — Signs to Know: the numbers, the sign for DOLLAR, and the sign for CENT

When signing money, you first need to know the signs for DOLLAR and CENT .

• The same sign is used for DOLLAR and DOLLARS.
• The same sign is used for CENT and CENTS.

Sign Order — A Straightforward Way

Signing An Amount With Only Dollars

A common way to introduce signing money to new signers is to sign the number of dollars, then sign DOLLAR. This is often the way introduced first since it makes the amount and money type very clear. There is also a common way to sign $1-9 dollars with a twisting motion. We will talk more about that below.

Example: Signing One Dollar

The standard way to sign ONE DOLLAR when getting started with ASL is to sign ONE and DOLLAR. There are two widely used ways to sign DOLLAR. Here are examples using both:

Signing An Amount With Only Cents

When signing only cent amounts, sign the number of cents, then sign CENT. 

Signing An Amount With Dollars And Cents

Sign the quantity (number) and then followed by the unit (DOLLAR or CENT).

To sign an amount of money, you sign: the number of dollars + DOLLARS + the number of cents + CENTS For example, to sign $3.25 , you would sign: 3 DOLLARS 25 CENTS

In this example you can see “A cookie costs $3.25.”

English:  A cookie costs $3.25. ASL Gloss:  COOKIE COSTS 3 DOLLARS 25 CENTS.

Omitting the CENT Sign

In addition to signing the first way described above, which was:

• (1) # of dollars, (2) DOLLAR sign, (3) # of cents, (4) CENT sign

It is also accepted to sign money by omitting the CENT sign because it is implied after you have signed the amount and DOLLAR sign that the next number is for the cents. So you could sign:

• (1) # of dollars, (2) DOLLAR sign, (3) # of cents

Using the same example of $3.25, as listed above, the ways to sign it would be:

• 3 DOLLARS 25 CENTS (shown in video in section above)
• 3 DOLLARS 25

Using Twisting Signs for 1-9 Dollars

A common way to sign $1-9 dollars is to sign the number of dollars in front of the body with a twist. The addition of the twist replaces the sign for DOLLAR.

See the Word List: 1-9 Dollars (Twisting Signs) to view all of the twisting signs for 1 to 9 dollars.

You may also use this twisting version of 1-9 dollars when signing amounts of money that include cents. You would sign the twisting dollar amount sign and then sign the amount (number) of cents. The “cents” is implied, so you do not need to sign CENTS after the amount.

However, when signing 10 dollars and up, sign the number and then sign DOLLAR.

The explanation of how to sign money in the section above is how you would sign 10 dollars and up with cents.

Signing Decimals

Alternatively, you may use the DECIMAL POINT sign when signing money.

For example, to sign $3.25 with the DECIMAL POINT sign, you would sign:

3 DOLLARS DECIMAL POINT 25

If you are wondering when to use the DECIMAL POINT sign to sign an amount of money versus the variation described above, think about when the amount is $3.25 and you might say in English "Three dollars and twenty-five cents," versus "Three dot twenty-five."

• Cartwright, B. & Bahleda, S. (2002). Money Overview. In  Numbering in American Sign Language (pp. 73). RID Press.

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American Sign Language Dictionary

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American Sign Language-Interpreter Training

Aslit lab is currently offering tutoring sessions both on zoom and in-person..

RESERVE your tutoring session HERE

ASLIT Lab Operating Hours Fall 2024

Welcome to the American Sign Language & Interpreter Training Lab

Welcome to the ASLIT Lab! Our mission is to provide a professional and supportive student-centered environment. The purpose of the ASLIT Lab is to practice expressive and receptive and improve your ASL grammar skills. We select tutors for their credentials, ability to relate to a diverse student population, and potential to add to a stimulating, creative, and cooperative community.

Read Signing up for Sessions on the ASL Website .

Notes: You are able to see two weeks of tutoring sessions at a time. You may reserve sessions for the new week on Monday at 8:00 a.m.

On the actual week of tutoring sessions, students can sign up for two sessions per day if there are any availability. Students can’t sign up for two consecutive sessions.

Link to ” Tutor Reservation ”.

All sessions are up to 30 minutes long. Please let your tutor know what you would like to do during your session.

You can review ASL vocabulary, prepare for tests and exams, discuss the syntax of ASL, have a conversation in ASL with your classmate(s) and tutor, improve your ASL skills, play online games, or complete your homework. We can assist you with your assignment after you’ve finished one attempt on your own. You can also work on your videos, where you will film yourself and then chat with a tutor on the screen, sharing and receiving feedback.

Be Proactive. Don’t wait to book your session! Sessions fill up fast especially near the end of the semester.

Expectations:

• You can have video conversations with up to 4 participants. Inviting your classmates is always welcome.
• High Speed with at least 20 mbps. Otherwise, we will have to cancel your tutoring session when you have low-quality Internet.
• Solid background.
• Please remove any distractions from your environment.
• Prepare your questions before your session, and be ready with a copy of the assignment or video.
• Arrive at your session on time.
• Ask your tutor if they have available time for you.

You just need to download the Zoom app on your computer or device. If you did not download in advance, you will be prompted to download and install Zoom when you click a join link. You can do a test meeting to familiarize yourself with Zoom before joining a lab session.

Please use your ACC email instead of your personal email so we’ll be able to find your ACC email address on Zoom contacts. Also if you have trouble joining a meeting.

Signing In to your ACC Zoom account

• First, make sure that you have have reservation.
• Enter the lab session by clicking Zoom Lab under the tutor you are scheduled with.
• Click  JOIN
• Click on both  Start Video   and Computer Audio.

Online & In-Person Tutoring Session Guidelines Preparing for a Tutoring Session:

• Sign up for a tutoring session reservation.
• Bring the relevant assignment, related class handouts, and your notes to the lab.
• Sign in by typing in your student ACC ID number upon arrival at the lab (In-Person only). Then, take a seat and prepare your materials for the tutoring session.

At the beginning of a Tutoring Session:

• Explain your instructor’s assignment and share all relevant handouts, TWA worksheets, videos, and notes with the tutor.
• All tutors are Deaf and use ASL. No interpreters.
• If you are here for Interactive Discussion, you must inform the tutor so the tutor will record your lab activity session.
• Your classmate is always welcome to join the group. We need both your names to fill in lab activity session attendance.
• If the tutoring session(s) become available at a time, you may walk in for a session.
• The tutoring session is limited to 30 minutes with a tutor. Do not expect to go over more than 30 minutes.

During the Tutoring Session:

• Do not expect the tutor to do your work. No SPOON-FEEDING.
• The session can be ASL chat & discussion, help with your homework, play a game, and more.
• The tutor will help you with ASL videos if you do not understand Deaf native signs.
• If you need to revise, the tutor will ask for clarification, elaboration, etc.
• The tutor will often provide handouts, instructions, and additional materials.
• The tutor will check your progress and help you with your difficulties.
• Remember, if you have a lot of difficulty with an assignment, you should meet with your instructor for assistance during office hours.

After the Tutoring Session:

• Be sure to sign out before leaving the lab. (In-Person only)
•  If you have a problem with your tutoring session, please contact the Lab Assistant for assistance and complete the Lab Staff Survey.
• Let the Lab Assistant know when a tutor is beneficial.

ASLIT Lab Staff

Frequently Asked Questions

All ACC ASLIT and DigiTEX students are eligible for tutoring in the ASL and Interpreting course in which they are currently enrolled.

ASLIT Lab is open Monday through Friday. Saturdays hours of operation are noted when available. Check the hours of operation on the homepage, or instructors will inform you.

ASLIT operates both online tutoring and in-person tutoring. Check the “Steps to Reserve a Tutoring Session” and “Prepare for a Virtual Tutoring Session” to get assistance.

Create your own ACC Zoom account. Please use your ACC email address. To sign up for your own ACC Zoom account, visit ACC Zoom Account .

We are using Zoom for online tutoring sessions. On the ASLIT Lab website, you will notice a button labeled “Tutor Reservation” First, you need to reserve your time slot for online tutoring sessions with the tutor’s name and Zoom ID. Please check the tutor’s name or Zoom ID 5 minutes before showing up. Sometimes the tutor is unavailable to work on that shift.

You can see two weeks of tutoring sessions at the time. You may reserve sessions for the new week every Monday at 8:00 a.m. You can reserve 2 sessions per day. Attention: Don’t wait to book your session. Sessions will fill up fast. Be Proactive.

There is another option. You can keep checking out for a cancellation, or send an email to your classmate and see if they have any sessions reserved and if some students can join their sessions. Don’t forget to make your reservation on Mondays at 8:00 a.m. Procrastination on your part does not constitute an emergency on my part.

It is ultimately your responsibility to cancel your reservation or email us. If we do not hear from you, it will be considered a “NO SHOW.” With three no-shows, you will lose the privilege of signing up for two weeks.

Definitely YES! You can invite up to 6 classmates to join your sessions group. Group study is encouraged and always welcome.

Yes. You are responsible for informing your tutor for your interactive discussion group. We will record your part of session type attendance.

Please have a quiet background (no distractions), and don’t hold your baby or pets in your arms or legs during the tutoring session. Both hands are needed for signing. Recording video in the bathroom and during driving any vehicle is prohibited. Otherwise, we will cancel your sessions. No exception.

All sessions are up to 30 minutes long.

We do have iMacs, laptops, headsets, and microphones.

Not available at this time.

No. The Campus Manager’s office prohibits food and drink in instructional areas.

Talking on the phone is not permitted in the lab. However, you can speak on the phone out of the lab and return to the lab after talking on the phone.

The language use in ASL Lab is American Sign Language. We offer this signing-only space for students and strongly encourage students to use this space immerse themselves fully by engaging their conversations fully in ASL. This will support students’ language acquisition. Voicing, passing notes in English or English-mouthing are not welcome in the lab with great intentions. I promise you this is a fun signing-only environment.

Yes. the curtain is used for recording only. The curtain must be kept open when you are not using a recording.

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For any other questions related to ASLIT Lab please email Owen and Carlos .

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American Sign Language:  Grammar:

Links to ASL Grammar information:  1 | 2 | 3 |   4 | 5 | 6  | 7 | 8 | 9  | 10 | 11 | 12 | 13 | 14 | 15 |  16 | 17 | 18 | 19 | 20 | 21 | 22 | Also see: Inflection

Compounds Inflection Noun Verb Pairs ASL Grammar vs. ASL Linguistics Topic / Comment  

ASL Grammar: A "grammar" is a set of rules for using a language.  These rules guide users in the correct speaking or signing of a language. The grammar of a language is decided by the group of people who use the language. New grammar rules come into existence when enough members of the group have spoken (signed)  their language a particular way often enough and long enough that it would seem odd to speak the language in some other way.   American Sign Language is tied to the Deaf Community.   We use our language in a certain way.  That "certain way" is what constitutes ASL grammar. American Sign Language has its own grammar system that is different in many ways from that of English.  What this means is ASL grammar has its own rules for how signs are built (phonology), what signs mean (morphology), the order in which signs should be signed (syntax), and the way context influences signing (pragmatics).   ASL Word Order: Instead of the phrase "word order" let's instead use the phrase "sign order."  How signs (or words) are arranged in a well-formed sentence is sometimes referred to as syntax.  So when we are discussing the proper order of ASL signs we are discussing "ASL syntax."  ASL uses multiple different "sign orders" (not just one) depending on what is needed. Which sign order is appropriate depends on the context.  For example your your audience's familiarity with the topic, what you have already stated about the topic, and any environmental clues or resources that can be used to help establish meaning.  Proper syntax also depends on what you are trying to do: explain, remind, confirm, negate, cause to consider, ask a question, etc. Contrary to what many ASL teachers claim, typical signed sentences tend to be expressed in subject-verb-object order (or just subject-verb order if there is no object).  Remember ASL has more than one right word (sign) order (like all human languages).  Sometimes ASL sentences are expressed in object-subject-verb order (but not as often as the basic SVO order).  (See: The Myth of "Store I Go .") ASL generally does not use "state of being" verbs (am, is, are, was, were -- sometimes referred to as "be verbs").  ASL also does not tend to use separate specific signs for articles (a, an, the).    ASL tends to establish tense early on during sentences that are not present tense.  In other words, when discussing past and future events we tend to establish a time-frame before the rest of the sentence.  It is common to put a time sign (if there is one in the sentence being used to indicate tense) at the beginning of the sentence. For example: WEEK-PAST I WASH MY CAR sentence format.  Someone, for example, "Bob" -- may try to tell you that "Actually it should be WEEK-PAST, MY CAR, I WASH."  While Bob means well, and is not entirely wrong -- he is likely parroting the myths he was fed by his ASL 1 instructor without having observed or studied how actual Deaf people converse with each other on a daily basis in real life.  Again I'm cluing you in: The most common sign order in ASL is subject-verb-object.  (If you want to be anal retentive about it and not take my word and want me to back that up, see American Sign Language: "subject-verb-object" ).   Yes, yes, quite often ASL signers do use the object-subject-verb (OSV) format. For example, MY CAR? WEEK-PAST I WASH! However I am going to again emphasize to you that ASL has more than one sign order.  I keep emphasizing it because I've seen too many ASL as a second language learners trying to sign every sentence using object-subject-verb (OSV) order (which isn't even the most common sign order in everyday ASL signing).  If you are signing everything in OSV format you'll look like an unfortunate recent graduate of an ASL program in which the teachers don't know the difference between "topic-comment" structure and "topicalization."  (They are not the same thing.)   Let's briefly discuss "topic-comment" sentence structure and topicalization.    What is Your Topic? A topic is what you are talking about. You can use either a subject or object as the "topic" in a sentence.   A.     If you use the subject as your topic, then you are using an active voice. BOY THROW BALL.                   The boy threw the ball.   B.      If you use the object as your topic, then you are using a passive voice. BALL , BOY THROW.                  The ball was thrown by the boy. Note that the active voice is in Subject-Verb-Object word order:   BOY THROW BALL.  The passive voice is in Object, Subject-Verb word order:  BALL BOY THROW.    What is Topic-Comment Format? Both of the aforementioned sentences are in Topic-Comment format.  As we've already established, the topic is what you are talking about and the comment makes observations about that topic.  Topic is for the first item mentioned in a sentence (whether it is the subject or object) and the comment is the latter, and it makes a comment about the topic.  So let's take a look at those sentences again:   A.     Active Voice, using the subject as your topic. BOY THROW BALL.                   Topic: BOY   Comment:   THROW BALL What is the topic?   Boy What is the comment saying about the boy?   He threw the ball.   B.      Passive Voice, using the object as your topic. BALL , BOY THROW.                  Topic: BALL Comment:   BOY THROW What is the topic?   Ball What is the comment saying about the ball?   It was thrown by the boy. So, as you can see, the topic can be either a subject or an object.  Now that we've established the topic can be a "BOY" or it can be the "BALL" he is throwing, and it can either be the subject or object of the sentence.    A.     The BOY can be: •         The subject of the sentence:  BOY THROW BALL . •         The object of the sentence: BALL, HIT BOY .   B.      The BALL can be: •         The subject of the sentence:  BALL, HIT BOY . •         The object of the sentence: BOY THROW BALL . In each of these examples, the comment is either THROW BALL" or HIT BOY. A Topic-Comment sentence structure can use either a Subject-Verb-Object or an Object-Subject-Verb word order.  SVO is perfectly acceptable in ASL (regardless of what your ASL 1 teacher may tell you).   Sign Order: Imagine two people are sitting somewhat near each other at a bar.  For this story we will suppose one is a man and one is a woman.  The man decides that the woman is really cool and he'd like to ask her on a date. But first he leans over and asks, "You married?" To his relief she replies, "No, I'm not." She then leans toward him and asks, "Are you married?" To her relief he replies, "No." They start dating, get married, and have a wonderful life. End of story. Did you see what happened there? Let's take a look at those English sentences again.  He didn't use the word "are" in his sentence, but she did:   He leans over and asks, "You married?" (The tone of his voice rising toward the end of the sentence to indicate it is a question.) ... She then leans toward him and asks, "Are you married?" (She stresses the word "you" in her sentence and raises her tone at the end of the sentence.) He didn't use the words "I'm not" in his sentence but she did:   To his relief she replies, "No, I'm not." ... To her relief he replies, "No." She probably used "are" in "Are you married?" so that she could emphasize the word "you."  Why did she do that?  It is likely she wanted to make it clear that she expected equal exchange of information and no "funny business." All human languages possess a variety of right ways to say things.  The same is true of ASL.  There are a variety of "right ways" to structure your sentences in ASL. You can use more or fewer signs and rearrange them depending on the context of your sentence and what you want to emphasize.  To ask the equivalent of "Are you married?" you can sign in any of the formats:   YOU MARRIED? MARRIED YOU? YOU MARRIED YOU?   Topicalization Now let's talk more about the Object, Subject, Verb (OSV) order. As a general rule, when we use that particular signing order, we tend to use topicalization.  Topicalization is a different concept from "TOPIC / COMMENT." Topicalization is a sub-category of topic/comment.  Topicalization provides a way to use an object as your topic.  (In English that is referred to as using passive structure.) Topicalization is the process of using a particular signing order (syntax) and specific facial expressions (plus head positioning) to introduce the object of your sentence and turn it into your topic.  For example, if instead of signing "BOY THROW BALL" suppose I signed BALL, BOY THROW.  I'd raise my eyebrows when I signed the word BALL, and then I'd relax my eyebrows and sign the comment "BOY THROW" (with a slight nod of the head). So, really this is what is happening: Normal sentence:  The boy threw the ball. Topicalized:  Do you recall that ball we discussed recently?  The boy threw it!  (This is assuming that the boy has been identified earlier in the conversation). Normal sentence:  BOY THROW BALL Topicalized:  BALL? BOY THROW! At this point in the discussion you might be wondering: "When should I use passive voice instead of active voice?" (BALL, BOY THROW instead of BOY THROW BALL). Another way to ask that same question is, "When should you use topicalization?" Specifically, "When should you sign the object at the beginning of your sentence while raising your eyebrows ?" There are several situations when you should topicalize. A few examples applying to ASL are: A.  When the subject is unknown: MY WALLET? GONE! I don't know why it is missing, if it was stolen, or who stole it. To sign this with active voice I would sign something to the effect of, "SOMEONE STOLE MY WALLET" -- which requires more signing. B.  Irrelevancy: MY CAR? SOLD! It doesn't really matter who sold it. Just that the process is over. So why should I waste time explaining who sold it? C.  Efficiency and/or Expediency: MY CELL PHONE? FOUND! If I explained to you last week that was at the county fair and lost my text messaging device I don't want to have to explain it to you again if you still remember what had happened. So I sign "CELLPHONE" with my eyebrows up and if you nod in recognition, I go ahead and tell you that it was found. D.  Clarification:  MY SISTER SON? HE GRADUATE. Perhaps you know that I have more than one nephew.  If I signed "MY NEPHEW GRADUATE" you still don't know for sure "who" graduated.  It is more effective to clarify that it was my sister's son that graduated and not my brother's son.    Some instructors overemphasize topicalization or give the impression that the majority of ASL communication is topicalized. The fact is many ASL sentences are simply "Subject, Verb-(transitive), Object" example: "INDEX BOY THROW BALL" ("The boy threw the ball.") or are Subject-Verb (intransitive), for example: "HE LEFT." So, let's review that again.  Topicalization (in ASL) is the process or act of choosing a sign or phrase function as the topic of a sentence and introducing it using a "yes/no question expression" (raised eyebrows and head slightly tilted forward) followed by a comment.   A sentence using Topic-Comment sentence structure can either topicalized or non-topicalized:   A.     Topicalized 1.      YOUR MOM? I MET YESTERDAY!  Your mom is the topic and the sentence is in Object-Verb-Subject word order 2.      MY CAT? DIED! My cat is the topic and the sentence is in Object-Verb word order. The word, MY, is an attributive adjective.   B.      Non-topicalized 1.       I MET YOUR MOM YESTERDAY! I am the topic and the sentence is in Subject-Verb-Object word order. 2.      MY CAT DIED!  [Note there is no comma or question mark after "CAT."] My cat is the topic and the sentence is in Subject-Verb word order. The word, MY, is an attributive adjective.   If the following question were to appear on an exam, which answer should you select?   Which of the following sentences uses topicalization? A.     Subject-Verb-Object:  BOY THROW BALL.           B.      Subject-Verb: BOY RUN.                                   C.     Subject-Noun:  HE HOME.                                 D.     Subject-Adjective:  HE TALL .                                      E.      Object, Subject-Verb:  MONEY?  she-GIVE-me.   The right answer is:  MONEY?  she-GIVE-me. Please keep in mind that you don't have to use topicalization.  Topicalization is not the norm in extended Deaf conversations and is reserved for specific purposes such as emphasis, expediency, clarification, or efficiency.   Additional notes: The term "grammar" is typically used to refer to "the proper use of language."  More specifically "a grammar" is a set of rules for using a language.  These rules guide users in the correct speaking or signing of a language.   Who decides what is correct and incorrect grammar?   The grammar (set of rules for proper use) of a language is developed by the group of people who use the language. New grammar rules come into existence when enough members of the group have spoken (signed)  their language a particular way often enough and long enough that it would seem odd to speak the language in some other way. If you don't want to seem odd to others in your group, you've got to speak (sign) a language according to the rules which have been developed by the community which uses the language. American Sign Language is tied to the Deaf Community.   We use our language in a certain way.  That "certain way" is what constitutes ASL grammar. American Sign Language has its own grammar system, separate from that of English. What this means is ASL grammar has its own rules for phonology, morphology, syntax, and pragmatics. In general, ASL sentences follow a "TOPIC" "COMMENT" arrangement. Another name for  a "comment" is the term " predicate ."  A predicate is simply a word or phrase that says something about a topic. In general, the subject of a sentence is your topic. The predicate is your comment.  When discussing past and future events we tend to establish a time-frame before the rest of the sentence. That gives us a "TIME" "TOPIC" "COMMENT" structure. For example: or "WEEK-PAST  Pro1  WASH MY CAR "  [The "Pro1" term means to use a first-person pronoun. A first-person pronoun means "I or me." So "Pro1" is just a fancy way of saying "I" or "me." In the above example you would simply point at yourself to mean "Pro1."] Quite often ASL signers will use the object of their sentence as the topic.  For example: "MY CAR, WEEK-PAST I WASH" [Note: The eyebrows are raised and the head is tilted slightly forward during the "MY CAR" portion of that sentence.] Using the object of your sentence as the topic of the sentence is called "topicalization." In this example, "my car" becomes the subject instead of "me." The fact that "I washed it last week" becomes the comment.  There is more than one sign for "WASH."  Washing a car or a window is different from the generic sign for " WASH " to wash-in-a-machine , or to wash a dish . The real issue here isn't so much the order of the words as it is choosing appropriate ASL sign to accurately represent the concept.  There are a number of "correct" variations of word order in American Sign Language (Humphries & Padden, 1992). For example you could say: "I STUDENT I" or, "I STUDENT" or even, "STUDENT I."  Note: The concept of "I" in these sentences is done by pointing an index finger at your chest and/or touching the tip of the index finger to your chest. You could sign: "I FROM U-T-A-H I." "I FROM U-T-A-H." "FROM U-T-A-H I." All of the above statements are "ASL." I notice that some "ASL" teachers tend to become fanatical about encouraging their students to get as far away from English word order as possible and thus focus on the version "FROM U-T-A-H I." It has been my experience during my various travels across the U.S. that the versions "I STUDENT" and "I FROM U-T-A-H" work great and are less confusing to the majority of people. The version "FROM UTAH I" tends to be used only after the subject of the conversation has been introduced.  For example, suppose two people are talking about a man named Bob.  If one of them says he "thought Bob was from California" and I happen to know he is really from Utah, I would sign "FROM UTAH HE" while nodding. Think for a moment about how English uses the phrases: "Do you...____?" "Did you..._____?" "Are you..._____?" For example, "Are you going?"   A "hearing" English speaker might also say to his/her friend in regard to a party which has recently been brought up as a conversation topic: "You going?" Woah! Think about that for a moment. Have you ever asked an English teacher what is wrong with English since English sometimes uses the word "are" and doesn't the word "are" at other times?  In ASL "You going?" -- tends to be expressed as "YOU GO?" In ASL "Are you going?" -- tends to be expressed as, "YOU GO YOU?" Think of the second "YOU" as being "are you?" For example: "YOU GO (are)-YOU?" So, the second "YOU" actually means "are."  Heh. ASL doesn't use "state of being" verbs. The English sentence "I am a teacher" could be signed: "TEACHER ME " [while nodding your head] or even "ME TEACHER" [while nodding your head]. Both are correct, my suggestion is to choose the second version.  You might even see: PRO-1 TEACHER PRO-1 (which can also be written as I/ME TEACHER I/ME since PRO-1 means first person pronoun).  Or think of it as meaning "I TEACHER AM" with the concept of "am" just happening to be expressed via nodding while pointing at yourself. If you are striving to pass an "ASL test" like the American Sign Language Teachers Association certification test (ASLTA), or the Sign Communication Proficiency Interview (SCPI), sure, go ahead and use a version such as "TEACHER ME" --not because it is any more ASL but because it "looks" less like English.  Test evaluators are only human. [And remember to use appropriate facial expressions!]  Dr. Vicars: Let's discuss indexing, personal pronouns , and directionality . First off, indexing: It is when you point your index at a person who is or isn't in the signing area. Sometimes we call that present referent or absent referent. If the person is there, you can just point at him to mean "HE" If the person is not there, if you have identified him by spelling his name or some other method of identification, (like a "name sign"), then you can "index" him to a point in space. Once you have set up a referent, you can refer back to that same point each time you want to talk about that person. Need clarification on that ? Students: [a lot of "no" answers] [Topic:  " Personal Pronouns "] Dr. Vicars: Now lets talk about personal pronouns. The simplest way is to just point. If I am talking to you and want to say "YOU" then I point. To pluralize a personal pronoun, you sweep it. For example the concept of "THEY." I would point slightly off to the right and sweep it more to the right. For "YOU ALL" I would point slightly to the left and sweep to slightly to the right, (crossing my sight line). Of course if the people are present then you can simply point to them. The more people there are the bigger the sweep. Any questions about personal pronouns? Art: Does the sweep dip? Dr. Vicars: It stays on a horizontal plane most of the time. If I am talking about a group that is organized vertically then I will sign (sweep) from top to bottom in an vertical motion. But that is rare. Dr. Vicars: Okay now let's see how this all ties into the principle of "directionality." Suppose I index BOB on my right and FRED on my left. Then I sign "GIVE-TO" from near my body to the place where I indexed Bob. That means "I give (gave) (something) to Bob." If I sign GIVE TO starting the movement from the place off to the right and move it to the left it means Bob gave to Fred. If I sign starting from off to the left and bring the sign GIVE TO toward my body what would it mean? Sandy: "Fred give to me?" Dr. Vicars: Right. Sandy: How do you establish tense at that point? Dr. Vicars: Tense would be established before signing the rest of the sentence. I would say, "YESTERDAY ME-GIVE-TO B-0-B" The fingerspelling of BOB would be immediately after the ME-GIVE-TO and I would spell B-O-B slightly more to the right than normal. That way I wouldn't need to point to Bob. However there are three or four other acceptable ways to sign the above sentence. You could establish Bob then indicate that yesterday you gave it to him, etc. Lii: Can tense be done at end of sentence, or is that confusing? Dr. Vicars: That is confusing--I don't recommend it. I can however give you an example of "appropriately" using a time sign at the end of a sentence. Suppose I'm talking with a friend about a problem that occurred yesterday and I sign: TRY FIND-OUT WHAT-HAPPEN YESTERDAY Dr. Vicars: That sentence talks about a situation that happened before now, but the current conversation is happening now. Some people might try to put the sign "YESTERDAY" at the beginning of that sentence, but I wouldn't--it feels awkward. Dr. Vicars: You can directionalize many different verbs. Hand-to is probably the best example, but "MEET" is also common. [To sign MEET, you hold both index fingers out in front of you about a foot apart, pointed up, palms facing each other. Then you bring them together--it looks like two people meeting. Note: The index fingers do not touch, just the lower parts of the hands.] For example ME-MEET-YOU can be done in one motion. I don't need to sign "I" "MEET" "YOU" as three separate words. But rather I hold my right Index finger near me, palm facing you, and my left index finger near you, palm facing me. Then I bring my right to my left. One motion is all it took. Monica: How do we know which verbs to use? Dr. Vicars: That is the challenging part. Some just aren't directional in nature. For example: "WANT." You have to sign it normal and indicate who wants what. Dr. Vicars: But if you are in doubt about whether or not to use indexing or directionality, go ahead and index it works every time even though it takes more effort.  (If you are taking an "in-person" class and prepping for an ASL test, it is in your best interest to become familiar with which of your vocabulary words can be directionalized or else you might lose points for not demonstrating proper ASL grammar.) Monica: :-) Art: Could you give examples for sweep, chop, and inward sweep diagrams used in [the "Basic Sign Communication" book] please. [Note, I used to use BSC as a of the text in one of my classes. I've used many other texts as well.  They all have their good points.] Dr. Vicars: Sure. The sweep would be to pluralize a sign like THEY. Dr. Vicars: The chop I'm not sure what you're referring to is it ... [Clarification was made. The diagram in question is in the Basic Sign Communication text, ISBN 0-913072-56-7, Level1, module 4, page 17] Art: Yes, the center at the bottom Dr. Vicars: Hold...okay...got it. You are talking about the three diagrams below the slightly larger one is that right? Art: Yes Dr. Vicars: Good...we're making progress... If I were handing a paper to a number of individuals, I would use several short ME-GIVE-TO-YOU motions strung together in a left to right sweeping motion. If I were talking about passing a piece of paper to the class in general I would use a sweeping motion from left to right. If I were giving the paper to just two people, I'd use two ME-GIVE-TO-YOU motions one slightly to the left, then one slightly to the right. Art: Thanks [...various discussion...]  Lii: How does one go about using "ing, s, and ed endings?" Does it need to be done? Dr. Vicars: Good question Lii. Can I answer that next week during the grammar discussion? Lii: You bet. Dr. Vicars: Thanks Lii Sandy: Similar question - how do we use punctuation? Just pause - other than emphasis with face? Dr. Vicars: Again a good question. Okay then, let me go ahead and answer both questions now, then we'll hear comments from those of you who have them. Dr. Vicars: When you ask about "s," you are asking about pluralization. In ASL you can pluralize any particular concept in a number of ways. So far in our lessons we have been using a sweeping motion, (for example we turn the sign "HE" into the word "THEY" by adding a sweeping movement).  The suffix "ed" is established by using a "tense marker" like the sign PAST or is understood by context. For example if I know you are talking about a trip you went on last week, You don't need to keep signing "PAST," I would understand it was past tense. You could sign "TRUE GOOD" and I would know you meant "The trip went really well."  If I sign, "YESTERDAY ME WALK SCHOOL," the word "walk" would be understood as "walked." About punctuation, you are right, you punctuate a sentence via your pauses and facial expressions.  One common type of punctuation is that of adding a question mark at the end of a question by drawing a question mark in the air or by holding the index finger in front of you in an "x" shape then straightening and bending it a few times. This is called a "Question Mark Wiggle." Most of the time people don't use Question Mark Wiggle at the end of a question.  Instead they rely on facial expression to indicate that a question has been asked. Suffixes such as "ing," "ed," and others are not used in ASL in the sense that they are not separate signs that are added to a word. If I want to change "learn" into "learning" I simply sign it twice to show it is a process. Many times the "ing" is implied. For example, "YESTERDAY I RUN" could be interpreted as "Yesterday I went for a run," or you could interpret it as, "Yesterday I was running." How you interpret it would depend on the rest of the message (context).  ... more > Grammar 2 | 3 Inflection Notes :  What equals "correct grammar" is determined by a type of group consensus.  Consensus occurs when an opinion or decision is reached by a group as a whole. Political or governmental bodies try to "come to a consensus" on issues. For example, I was a student senator for a while.  Occasionally as a group we would "come to a consensus" on some topic.  Coming to a consensus didn't mean that everyone agreed with every aspect of the decision, but we were willing to go along with the group and support the decision. That is how it is in ASL.  The older folks don't always agree with signs used by the younger folks. Those who teach ASL classes often don't agree with the general use of certain signs that they consider to be "signed English." But it isn't "one person's or one instructor's opinion" that determines what constitutes ASL -- it is the group. Note:  In this discussion the phrase "speaking a language" is not limited to "voicing" but rather it also includes signing or producing a language.   References: Humphries, T., & Padden, C. (1992). Learning American sign language . Englewood Cliffs, N.J: Prentice Hall.

Notes:  Added 6/15/2023   The simple fact is that the grammar of ASL is much more rich, complex, and encompassing than anyone is giving it credit. (And by "anyone" I am including ASL Linguists who have taught, wrote, and lectured for many years) The vast majority of people teaching ASL are no more qualified to teach ASL or make claims about the nature of ASL than any random English speaker is qualified to teach ASL and/or make claims about the nature of English. It is pretty damning that the majority of part-time ASL-teaching adjuncts teaching "ASL" (note the quotes) at colleges in the United States -- have no qualifications beyond being able to communicate passably in the language. I know this because I have been swimming in these waters for 30 years. It is not uncommon for me to be contacted by people who have teaching basic "ASL" and/or working as an ASL interpreter for many years and who want to advance their careers but can't because they can't pass their state's teacher certification test or interpreter certification test.  Such individuals contact me to ask for tutoring and / or suggestions on how to improve so they can pass the test. These are people who have been earning money for years yet can't demonstrate competency via testing. The language and the teaching of the language are in many ways still like the wild west. I taught for years from an ASL-related textbook -- using each new edition as it came out. One year I noticed in the new edition of the book that the authors had ripped out a whole section from an earlier edition of the text and basically said "whoops." (The previous editions was misusing / misapplying a term or label and the authors decided they had best stop using the term the way they had been and switch to using a different term.) I totally understand their situation though and give them kudos for getting out there and persevering! I've written my own share of observations and thoughts on the language over the years. I'm sure if I were to go back after 30 years of studying this language I would change or edit some of the stuff I wrote decades ago. Anyway, to take a swing at responding to your questions let's have you check out some selected writings: http://www.lifeprint.com/asl101//topics/myth-of-separateness.htm Also see: https://www.lifeprint.com/asl101/topics/subject-verb-object-asl-sentence-structure.htm And see: https://www.lifeprint.com/asl101/topics/store-i-go-the-myth.htm (any of the video links that have broken since publication do not change the fact that the subjects of the video signed the way I noted they signed at the time of publication). and for a deep dive spend a few hours on: https://www.lifeprint.com/asl101/pages-layout/grammar.htm My latest thinking on the topic is that what people (including me in my earlier writings) refer to as PSE is actually just (IMHO) an aspect of ASL that skilled signers have in our toolboxes to enable us to efficiently communicate about English related topics. Often those who decide to learn some ASL end up just learning the easier aspects of ASL and are blown away by more complex signing. These individuals decide (or others decide for them) that they are not actually signing ASL and are simply signing PSE. This becomes a self-perpetuating negative situation wherein newbies and low-effort types (or those who simply don't have and won't get enough exposure) become associated with PSE and PSE becomes associated with them and therefore "shunned." Which is a shame really since it is like a mechanic shunning one of the tools in their toolbox just because the tool is the primary tool used by novices in all situations. ASL teachers who are not capable of the more complex signing sometimes choose to mislabel themselves as teaching PSE as an approach to showing their own humility or in an effort to head off criticism by not claiming to teach ASL (when what the are really doing is teaching a subset of the spectrum of signing that is familiar to the vast majority of adult Deaf skilled signers). People often comment to me (in online comment sections) something to the effect of: "I understand ASL has a different syntax than English." Really though -- they don't understand. (Ha .. if you are like me, your shields just went up, but bear with me for a moment.) People can't understand that ASL has a different syntax from English because regardless of they may have been told by well-meaning local ASL instructors and/or other sources) the basic word order in ASL sentences with transitive verbs is Subject-Verb-Object. If anyone wants to argue you on this grammar rule, simply refer them to the "Linguistics of American Sign Language" (3rd Ed.) textbook page 135 where on item #3 of the chapter summary it states: "The most basic word order in ASL sentences with transitive verbs is Subject-Verb-Object." (Which happens to be the same exact most basic word order of English sentences.) So, if we are discussing in generalities -- in general, the main arrangement of signs in ASL is the same as the main arrangement of words in English. Much of the problem here is that people discuss syntax as if there is only one arrangement of words (or signs) and phrases to create well-formed sentences in a language. ASL has multiple "right arrangements" of signs and many of those arrangements overlap with English but since English has the cooties (is eschewed) in the Deaf Community people look at the signing that doesn't overlap with English and call that type of signing "PSE" and denigrate it. Of course, not all acceptable arrangements of ASL signs overlap with "all" acceptable arrangements of English words in English sentences, -- but wait, the comparison here isn't English -- it's PSE. The question becomes: Is PSE in the toolbox of an ASL signer or does it have a separate toolbox? ASL and English have a diglossic relationship in the Deaf world and as such our visual / gestural language needs (and has) ways of dealing with our "other" language.  

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Watch the 2024 Paris Paralympics closing ceremony

Live coverage from stade de france begins at 1:50 p.m. et with host scott russell.

2024 Paralympic Games - Closing Ceremony

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A monumental Paris Games is coming to a close.

CBC's live coverage of the closing ceremony from Stade de France, beginning at 1:50 p.m. ET (10:50 a.m. PT), will be hosted by Scott Russell.

Watch live on CBC TV,  CBC Gem , CBC News Network, CBC's  Paris 2024 website  and the CBC Paris 2024 app for iOS and Android devices. CBC will be offering an ASL feed on  CBC Gem  and the  Paris 2024 website .

An encore broadcast will air at 7 p.m. ET (4 p.m. PT) on CBC TV, or you can stream it on Gem for up to 24 hours.

Click on the media player above for the standard broadcast. An alternate version in American Sign Language is available below.

WATCH | Closing ceremony presented in American Sign Language:

2024 Paralympic Games - Closing Ceremony (American Sign Language)

Bennett, hennessy named canada's flag-bearers.

Paralympic medallists Nicholas Bennett and Brianna Hennessy will carry the Canadian flag during Sunday's closing ceremony in Paris.

Bennett, a swimmer, won Canada's first gold medal in Paris — one of three total medals he's headed home with, also including another gold and a silver.

• Swimmer Bennett, canoeist Hennessy to carry Canadian flag at Paralympic closing ceremony

Hennessy, a Para canoeist, took silver in her first race on Saturday and can reach the podium again in her final event on Sunday.

The 39-year-old from Ottawa only took up her sport during the pandemic. After failing to reach the podium at Tokyo 2020, she'll return home from Paris with her first Paralympic hardware.

With a final tally of 29 total medals won (10 gold, 9 silver, 10 bronze), Canada matched its impressive performance at the 2016 Summer Paralympics in Rio.

Related Stories

• Canada's Danielle Dorris dominates 50m butterfly to successfully defend Paralympic title
• Canada's Nate Riech roars to Paralympic silver medal in men's 1,500m
• New 'Incredibly disappointed': Canadian women fall to China in wheelchair basketball bronze-medal match in Paris
• DAY 10 ROUNDUP Canadian canoeist Brianna Hennessy paddles to Paralympic silver in va'a single 200m VL2
• Canadian wheelchair racer Austin Smeenk wins Paralympic gold in men's T34 800m

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American Sign Language • ASL Dictionary

The ASL dictionary on this website has been run since 1995.

This visual quick how-to guide shows you how to search a word, for example "handspeak".

Search/Filter : Enter a keyword in the filter/search box to see a list of available words with the "All" selection. Click on the page number if needed. Click on the blue link to look up the word. For best result, enter a partial word to see variations of the word.

Alphabetical letters : It's useful for 1) a single-letter word (such as A, B, etc.) and 2) very short words (e.g. "to", "he", etc.) to narrow down the words and pages in the list.

For best result, enter a short word in the search box, then select the alphetical letter (and page number if needed), and click on the blue link.

Don't forget to click "All" back when you search another word with a different initial letter.

If you cannot find (perhaps overlook) a word but you can still see a list of links, then keep looking until the links disappear! Sharpening your eye or maybe refine your alphabetical index skill. :)

Add a Word : This dictionary is not exhaustive; ASL signs are constantly added to the dictionary. If you don't find a word/sign, you can send your request (only if a single link doesn't show in the result).

Videos : The first video may be NOT the answer you're looking for. There are several signs for different meanings, contexts, and/or variations. Browsing all the way down to the next search box is highly recommended.

Video speed : Signing too fast in the videos? See HELP in the footer.

ASL has its own grammar and structure in sentences that works differently from English. For plurals, verb inflections, word order, etc., learn grammar in the "ASL Learn" section. For search in the dictionary, use the present-time verbs and base words. If you look for "said", look up the word "say". Likewise, if you look for an adjective word, try the noun or vice versa. E.g. The ASL signs for French and France are the same. If you look for a plural word, use a singular word.

First 100 words.

• fingerspelling
• have, has, had
• like (feeling)
• live, alive
• sign, signed word
• thank, thank you
• use, utilize

As you feel more comfortable with the first few hundreds of ASL signs, progress further with your vocabulary and learn signing more.

• interpreter
• mean, meaning
• ASL - American Sign Language
• believe, belief
• close, close by, close to
• comfortable
• deep, depth
• yet, not yet

~~ Feeling lucky? ¯\__(°_o)__/¯ Random Word ~~

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ASL to English reverse dictionary

Don't know what a sign-word mean? Search ASL to English reverse dictionary to find what an ASL sign-word means.

Vocabulary building

To start with the First 100 ASL signs for beginners, and continue with the Second 100 ASL signs, and further with the Third 100 ASL signs.

Browse a word list of the categories . To refreshes your vocabulary, review words for your back-to-school.

Language Building

Learning ASL words does not equate with learning the language . Learn the language beyond words in sign language, such as grasping the nuances of meaning words, grammatical inflections, contexts, and more.

Contextual meaning : Some ASL signs in the dictionary may not mean the same in different contexts and/or ASL sentences. A meaning of a word or phrase can change in sentences and contexts . Explore synonyms to enhance meanings. You will see some examples in video sentences.

Grammar : Many ASL words, especially verbs, in the dictionary are a "base"; be aware that many of them can be grammatically inflected within ASL sentences. Some entries have sentence examples.

Sign production or "pronunciation": A change or modification of one of the parameters of the sign, such as handshape, movement, palm orientation, location, and non-manual signals (e.g. facial expressions) can change a meaning or a subtle variety of meaning. Or mispronunciation.

Variation : Some ASL signs have regional (and generational) variations across North America. Some common variations are included as much as possible, but for specifically local variations, interact with your local community to learn their local variations.

Fingerspelling : When there is no word in one language, borrowing is a loanword from another language. In sign language, manual alphabet is used to represent a word of the spoken/written language.

American Sign Language (ASL) is very much alive and indefinitely constructable as any spoken language. The best way to use ASL right is to immerse in daily language interactions and conversations with Ameslan/Deaf people (or ASLians) across Deaf community in the United States and Canada.

Current trends

• Buzzword for school
• ASL sign for autumn
• September 11 (9/11)

Basic ASL signs for a starter

• love / I love you

Sentence building

Browse phrases and sentences to learn sign language, specifically vocabulary, grammar, and how its sentence structure works.

Sign Language Dictionary

According to the archives online, did you know that this online ASL dictionary is the oldest sign language dictionary online since 1997 (DWW which was renamed to Handspeak in 2000)?

Kids' Wordbook

Watch how a bilingual kid acquires ASL in the growing Kids' ASL Wordbook , including some time-lapse words, drawings, darndest cute sentences, stories, and more.

The American Sign Language (ASL) dictionary consists of the ASL signs, some variants of these ASL signs, some verb inflections and more, produced and signed by native ASL bilinguals.

This dictionary is not exhaustive; the ASL signs are constantly added to the dictionary. If you don't find the word/sign, you can send your request via email. Browse the alphabetical letters or search a signed word above.

Regional variation : there may be regional variations of some ASL words across the regions of North America.

Inflection : most ASL words in the dictionary are a "base", but many of them are grammatically inflectable within ASL sentences.

Contextual meaning : These ASL signs in the dictionary may not mean the same in different contexts and/or ASL sentences. You will see some examples in video sentences.

ASL is very much alive and indefinitely constructable as any spoken language. The best way to use ASL right is to immerse in daily interaction with Deaf Ameslan people (ASLers).

About sign language

• Sign language: myths and facts
• American Sign Language

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