elilla&, travesti ativa antifa<p>- I've seen this system before where you have one "native" speaker and one "translator" paired as instructors; here, a Deaf person and a non-deaf. I wonder why it works so well here and so badly in, say, English education in Japan. Some of it is because the latter is grammar and exercise-based while this class is, as all language education should be, conversation-focused. But it's also the casual and light-hearted affect maintained throughout the entire class; the teachers are constantly chatting to one another, with the hearing teacher explaining to the other something funny a student said, or discussing what they're going to do next and then looking at us with a mischievous grin like "y'all got all that, right?". This works to model language not just by use, but also by observation; you have a constant reminder of what you're aiming at, what fluent conversation looks like. (In one memorable occasion my daughter was able to communicate something to the Deaf teacher but the _hearing_ teacher misunderstood it—remember our German is subpar—so the clarifications ran in the opposite direction.)</p><p> - Deaf teacher has a sign-name based on the sign for "cat" so I'll call her Kitty here. She's a delight. Both of them, really, they have the dynamics of a comedy duo.</p><p> - There's something inherently amusing to most people about the more mimetic nature of sign languages. I really appreciate it that rather than trying to impose seriousness the teachers just run with it and insist on people to relax and have fun. It's one of the open secrets of education that people learn better when they're laughing and playing; the serious-business attitude of the Deutsche als Fremdsprache classroom, the nerve-wrecking grammar pop quizzes and tedious homework duty etc. are not just unpleasant but entirely pointless.</p><p> - We did one exercise to prove how you can communicate most broad concepts on mimicry alone if you don't know the sign for it; everyone had to get up and do charades for the class to interpret. We were taught how this is common and you can and should rely on mimicry as a fallback. Then I thought oh yes sign languages have this advantage, we can't do that in spoken language. And then I thought no wait, we totally can; we do; we should do that more. Adult people (me) should feel less awkward of doing mimicry to convey a notion they don't have a word for in a language they're acquiring.</p><p> - But the teachers also made sure to emphasise how DGS is its language with its own grammar. Syntax was explained with a just-so story, but it was there (it's SOV because you go from visual saliency; a boy, an apple, eating). At first I dismissed this as folk (wouldn't the same logic prefer SVO?) but then I wondered if there isn't something to it; Wikipedia claims without source that sign languages use topic-comment more often than spoken languages, and that would make sense with the "camera zooming in" cognitive explanation. I wanna look at something that compares typological features of sign languages vs. spoken languages as a whole, without overly representing ASL and Indo-European in each group.</p><p> - Another very good pedagogical attitude from the teachers: There's a Deaf folk meetup at the church downstairs from the class and they were very emphatic that we should go say hi and interact from the start. Order a drink in sign, etc.</p><p> - Me: "I know you've been having trouble at school with speaking in front of the class but here you did really well! I think you were one of the fastest signers among students too!" Daughter: "Yeah but here it's easy because people are like, *kind* to you?"</p><p> - Daughter: "Also how Kitty goes around the table making sure every single student understood how to do each sign?? I've never experienced anything like that in German schools?? If the teachers did that to us I wouldn't be having so much difficulty."</p><p> - It's cool that the stakes pop up naturally in class. One of the students is a social worker who decided to learn DGS after she failed to communicate with someone she wanted to help. Another is a bright-eyed girl starting a career in kindergarten—she doesn't have any Deaf children right now but they're expected to in the future, and she wants to teach some sign to her class. Misunderstandings about Deaf people come up too, and the class works also to dispel misconceptions ("so all Deaf people can lip read?" etc.)</p><p> - The combination of social normalisation of mimicry, mouthing, and other resources, plus sign vocabulary being less homogenised than national/written languages, plus Deaf people being used to deal with nonspeakers, and (unlike spoken German speakers) being generally supportive that you're trying to use their language, plus the pervasive humour, makes it extremely low stress to use sign from day #1.</p><p> - tl;dr—pretty much the best language class I've experienced in Germany, if not the best ever.</p><p><a href="https://transmom.love/tags/DGS" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>DGS</span></a> <a href="https://transmom.love/tags/sign" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>sign</span></a></p>