APPENDICES

APPENDIX A

An Overview of ASL and the Deaf Community

Schein and Delk (1974) report that nine out of ten deaf children have two hearing parents. These children typically learn to sign from their peers at a school for the deaf. Consequently, it is impossible to discuss the sociolinguistics of the deaf community without also discussing the education of the deaf.

A.1 Philosophies of Education

Ogden and Lipsett (1982) present the two main philosophies of deaf education. The first philosophy is oralism, or the German Method. This method states that the hearing impaired will have to learn to function in a hearing world. Emphasis in education, therefore, should be on the skills which will enable the children to do so; specifically, speaking and speech reading. English should be learned at any cost. Signing in any form is forbidden. According to the oralist beliefs, children who are allowed to sign will not be as likely to acquire good English. There are two reasons for this belief. First, children will find communicating in sign much easier than speaking and speech reading. Therefore, oralists feel, they will come to depend upon his sign to communicate, and will not continue the struggle for the mastery of English. Second, the oralists maintain that knowledge of ASL might interfere with the children's learning of English. Many studies have been done (e.g., Meadow, 1966, Geers and Schick, 1988, and Stuckless and Birch, 1966) which indicate that this is not true. Perhaps partly as a result of these studies, oralism, while still practiced, is decreasing in popularity.

There are many variations on this pure oralism. First is the oral-aural approach. In addition to speech reading, the children are taught to make use of any residual hearing which they may have. The oral-auralists claim that every child has some amount of residual hearing which can be used.

Another variation on oralism involves cued speech. Cued speech, which uses eight hand shapes in four locations around a speaker's mouth, is an attempt to make English more visible. Parents help their children to `see' the sounds of English which are articulated too far back in the mouth to be visible otherwise, and thereby to differentiate between sounds which would otherwise appear identical. This system is used primarily in the home environment under the auspices of an organization which promotes oralism. Although it does seem to be a concession to the use of signs, the proponents of cued speech claim that this is not so.

Cued speech attempts to solve a difficulty which faces every hearing impaired individual; namely, that spoken languages are very difficult to speech read. The term speech reading is used instead of lip reading because it emphasizes the fact that the reader does not rely only upon the lips to determine what a speaker says. Other factors in this determination include context, facial expression, body language, and guess work. Guessing is required because, according to various estimates, only about 20-50% of spoken English is comprehensible from speech reading alone.

The second major philosophy in the education of the deaf is manualism. The term manualism is often used synonymously with the term total communication (TC). The philosophy of TC is that every child has the right to communicate. Communication should be effected by whatever means is necessary. This includes ASL, PSE, spoken or signed English, mime, gestures, writing, and anything else which might be effective. The manualists are divided as to what type of sign should be used. Some manualists feel that a method of simultaneous communication, whereby the individual speaks in English and signs a PSE or an MCE, should be used in the classroom. Others feel that ASL should be used by itself in some classes, and spoken English alone in others, with, perhaps, simultaneous communication in spoken English and PSE in yet different ones. In practice, most teachers use simultaneous communication with a PSE.

Manualists and oralists, deaf and hearing alike, recognize the value of knowing English. In addition to its usefulness in communicating and functioning in a primarily hearing, English-speaking society, English helps the hearing impaired communicate with each other and learn about the world around them. A good reading knowledge of English is necessary to understand the captions on movies and television programs, to enjoy and learn from books and newspapers, to write letters, and to use Telecommunication Devices for the Deaf (TDDs) and teletypewriters (TTYs). The ability to use TDDs and TTYs is a special incentive for the hearing impaired individual to learn to read and write English well. The individual who has a severe or profound hearing loss is often unable to use the telephone. TTYs and TDDs permit people to communicate over the telephone lines by means of an acoustic coupler. Conversants send messages, via keyboards, which appear on the receiver's screen. Hearing impaired individuals who cannot read or write English well are not able to make full use of TDDs, TTYs, or the postal service. Any interactions which they wish to effect, either for business or pleasure, will have to be done in person. These are a few reasons why all educators are in agreement that English should be taught to deaf Americans.

The difference between oralists and manualists, therefore, does not reside in the teaching of English. The primary difference is whether signing is permitted as well. In practice, however, whether signing is permitted is often a moot point. In even the strictest oralist schools, children often teach each other ASL (Meadow, 1972). In fact, it has been said that ASL is the only language in America which is learned primarily by children from their peers, instead of being passed from one generation to the next. Only one deaf individual out of ten has even one deaf parent (Schein and Delk, 1974). The remaining deaf children come from hearing parents. The ten per cent of the deaf children with at least one deaf parent typically learn ASL as their first language, and attain a native fluency in it. Then, when they go to school, they become the ASL teachers and role models for the other children (Stokoe, 1969). Despite the severe punishments which they must endure at oralist schools, the children nevertheless continue to sign (Meadow, 1972). However, many deaf adults never outgrow the stigma which these experiences make them associate with their signing (Meadow, 1972).

In recent years, educators are finally realizing that a good source of information about the benefits and disadvantages of signing is the deaf themselves (Jacobs, 1974). In the past, deaf adults were never consulted as to whether they thought the next generation of deaf individuals should be taught to sign. Many deaf adults consider sign language to be the `natural language of the deaf'. Many people now favor a bilingual ASL and English approach to education of the deaf (Cokely, 1980). However, there is a cross current in this trend. It is the increasing number of hard of hearing and mildly deaf children which are being mainstreamed. PL 94-142 says, among other things, that all children have the right to be educated in the least restrictive environment. This law is often interpreted to mean that children should be mainstreamed, if at all possible (Jacobs, 1974).

A.2 The Deaf Community

At this point, it is useful to bring in terminology used elsewhere (e.g., Padden, 1980). deaf (sic) is frequently used to indicate people who have a hearing impairment severe enough that they cannot hear spoken language. Deaf is used to indicate the Deaf community or culture. The vast majority of people in this culture became deaf prelingually, and spent most of their childhood in residential institutions for the deaf. There are, however, a few hearing individuals, typically children of Deaf parents, who are considered to be Deaf. The major criterion for entering the Deaf community is the ability to sign ASL fluently. This community keeps in contact by means of newspapers and TDD bulletin boards, as well as by physical proximity. There are many Deaf clubs which cover a wide range of interests. There are Deaf jokes which, even when translated, the non- Deaf world would not fully understand or appreciate. There is Deaf poetry in ASL. Recently, the National Theatre of the Deaf developed a spinoff troupe entitled Theatre in Sign which performs entirely in ASL and which does not provide voice interpreters. (The main organization, the NTD, performs in a PSE which has been modified for use on stage. The lines are voiced and signed simultaneously.)

A.3 A Brief Comparison of ASL and MCEs

ASL shares much of its vocabulary with the various MCEs. There are, however, some differences between the two. One major difference is that MCEs include visual equivalents for several English inflectional affixes, such as -ed. ASL does not have signs for these morphemes; instead, it captures the meanings of these morphemes by modifying the movements of existing signs, or by using different vocabulary. For example, instead of signing the MCE past tense morpheme, a signer using ASL will either sign FINISH, or will give a more specific time frame (e.g., TWO WEEKS AGO). These signs are not repeated for every verb. A time frame is set up in a conversation, and it is understood that everything in the conversation occurred in that time frame, until one of the conversants indicates otherwise.

A second area of vocabulary difference is the use of initialized signs. ASL has a relatively small vocabulary. For example, there is only one sign meaning flower. If one wishes to be more specific about a type of flower, one uses additional signs to give other information about the flower, such as its size, shape, and color. MCEs have adopted the sign FLOWER, but in addition to using that single sign, they have formed numerous initialized signs based on it. These signs have the same location and movement as the sign FLOWER, but their handshapes have been changed to form, in the ASL alphabet, the first letter of the English name of a flower. For example, the MCE sign VIOLET is the same as the ASL sign FLOWER, except that it is made with the `V' handshape. MCEs have many other instances of initialized signs. A few of these initialized signs (e.g., DOCTOR) have been or are currently being accepted into ASL; but most of them are not used in ASL.

In addition to these two systematic differences in the sign vocabularies, there are also instances of individual signs (e.g., SISTER) which are made differently in ASL than they are in the MCEs. SISTER, for example, is signed with a different handshape, and slightly different movement, in ASL than in an MCE.

The phonology of MCEs is similar to ASL. However, they permit certain things which ASL does not. For example, in ASL, if both hands are moving at the same time, they must be the same shape. This restriction does not hold in the MCEs. For example, the MCE sign TOTAL COMMUNICATION is made with one hand in a `T' handshape, the other hand in a `C' handshape, and both hands moving.

It is in the area of syntax that the MCEs differ most from ASL. MCEs were primarily designed to make visual the syntax of English. Consequently, MCEs have a signed morpheme for each spoken morpheme, and the morphemes are in English morpheme order. All morphemes occur sequentially on the hands.

In contrast to MCEs, ASL is a language distinct from English. It has its own syntax. This syntax includes facial expressions, (e.g., different types of questions can be distinguished from statements solely by means of facial expressions), simultaneous presentation of morphemes (e.g., the movement of signs can be modified to include morphemes indicating such things as plurality, and subject and object of certain verbs), and PRO-drop (i.e., under appropriate syntactic or discourse conditions, the subject and/or object of a verb can be deleted). Furthermore, ASL does not have a copula (i.e., a verb meaning to be). The sign used as the basis of the various forms of the MCE copula is the ASL sign REALLY. This sign is only used in ASL as an emphasis marker. This list of differences between the syntax of ASL and MCEs is by no means exhaustive, but it suffices to indicate that the differences are great.

A.4 ASL in America Today

Stokoe, Casterline, and Croneberg (1965) changed many people's views of ASL, by convincing them that ASL is a full language in its own right, and not just a broken code of English. This ASL dictionary recorded signs by a system analogous to the International Phonetic Alphabet (IPA). Each sign was decomposed into cheremes, analogous to phonemes. As a result of this book, other people became interested in the linguistics of ASL.

Various forms of sign began to become increasingly popular. Text books on sign were published. Books ranging from hymnals to cookbooks to children's books were published in Manually Coded English systems. Text books for sign interpreters came out. Flash cards and games designed to teach sign were marketed. Sign books with specialized vocabulary, ranging from religious to computer terminology, have been published. Sign Me Alice, and other plays were written to be signed in ASL. The advent of first the play and then the movie Children of a Lesser God has made the hearing world much more aware of the problems encountered by the deaf. The movie, especially, has generated in many people an interest to learn to sign.

Because of the strong identity of ASL as a symbol of Deafness, it is virtually impossible for anyone to become completely fluent in ASL as a second language. Native signers of ASL are becoming more willing to teach courses in ASL, and to submit to being studied and questioned by linguists; however, ASL students have a difficult time trying to put their classroom skills to use outside of the classroom. When ASL signers see someone who is a poor signer enter a conversation, they automatically shift their signing style, partly for the above reason, and partly to make the communication easier for the learner. The most unmarked situation for a conversation between a good ASL signer and a poor one, when both parties know English, is for each party to speak and simultaneously sign a PSE. The only exception would seem to be when the poor signer is deaf and wants to become Deaf.

Overall, ASL has been gaining popularity. Mayberry (1978) reports that ASL is the fourth most common language in America.

NOTES

APPENDIX B

Bimodal Communication Surveys

Signers' Survey

 
 
 Please take a few minutes to complete this survey, which 
deals with bimodal communication. Bimodal communication occurs 
when a person speaks and signs a given word or concept at the same 
time. It differs from simultaneous communication in two ways:
 
1. Only a few words or concepts might be bimodally 
communicated in an entire conversation.
 
2. Bimodal communication, unlike simultaneous 
communication, tends to be done unconsciously, or semi-
consciously. The person using bimodal communication is not 
attempting to convey meaning in both sign and English. He 
is only intentionally using English; the sign just "happens," 
without conscious thought.
 
  Please circle the answer most accurate for you. There 
are no right or wrong answers. Unless explicitly specified in a 
question, the type of sign you use does not matter for the purposes 
of this survey. Thank you for your help. 
 
  Please write on the top of this page your name and one 
of the roles you played in a scenario, so that your questionnaire 
can be associated with your performance, and so that, should you 
wish to withdraw from this research, all of your data can be 
destroyed. Thank you. 
 
 
 
1) Sex: M F 
 
2) Age: _______________ 3) 3a) I consider my first language to be: 
a) ASL b) English c) I learned ASL and English at the same 
time d) other (please specify___________________) 3b) My 
mother's native language(s) was/were:
 
 3c) My father's native language(s) was/were:
 
 4) 4a) I began to sign when I was ___________ years old. 4b) I 
have been signing for __________________ years. 4c) I am 
currently enrolled in the following classes at Gallaudet, 
and I expect to get the following grades in 
them:  Class  Grade  
________________________ ___  
________________________ ___  
________________________ ___
 
 4d) If you are in a sign class currently, how often do you 
understand the teacher? a) not at all b) occasionally c) about 
half the time d) most of the time e) all of the time 
 
5) I learned to sign primarily from: a) my parents b) my peers 
c) my teachers d) other (please 
specify_________________________) 
 
6) I feel most comfortable signing: a) a manually coded (signed) 
English b) an English-like pidgin c) an ASL-like pidgin d) 
ASL 
 
7) I sign most often in: a) a manually coded English b) an 
English-like pidgin c) an ASL-like pidgin d) ASL 
 
8) I rate my knowledge of sign as: a) minimal b) poor c) average 
d) good e) excellent 
 
 8a) The last sign class I took was:
 
 8b) The grade I received in it was: __________________ 8c) 
I took it because: (If you are currently taking  your 
first sign class, why are you taking it?)  Circle all 
that apply. a) Curiosity / interest in sign. b) It 
was a job requirement. (Name job __________). c) I have a 
hearing impaired family member who signs. (What is 
his relationship to you?  ____________________________) 
d) I have a hearing impaired friend who signs. e) I have a 
hearing impaired co-worker who signs. f) Other 
________________________________
 
 9) I gesture with my hands when I speak more than I did 
before I learned  to sign: a) true b) false  c) don't 
know d) I learned to sign before, or at the same time  that, 
I learned to speak 
 
10) How often do you speak when you sign? (i.e. - How often do you 
use simultaneous communication whenyou sign?) a) never b) 
occasionally c) sometimes d) frequently e) always 
 
11) How well do you know the person with whom you just performed 
the scenarios? a) Not at all b) We are passing acquaintances. 
c) We are colleagues who have established a rapport  during 
this semester. d) We are friends. e) We are close friends. 
f) other____________________
 
 12) Please write down all instances which you remember 
when you made a  point of signing something during the 
scenarios. If you do not  remember any, then please write 
"N/A" here. If there is not  enough room here, then 
continue your answer on the back of this  page.
 
  13) Please write down all instances of bimodal  
communication  which you remember YOUR PARTNER using during 
the scenarios. If  you do not remember any, then please 
write "N/A" here. If there  is not enough room here, then 
continue your answer on the back of  this page.
 
 
 
 14) How often do you think YOUR PARTNER used 
bimodal communication  during the scenarios? (Please 
write in a number.) ______________ 15) I have communicated 
bimodally: a) true b) false  c) don't know (If your 
answer to this question  is "false" or "don't know," then 
go directly toquestion 20.)
 
 16) How often do you believe YOU used bimodal  
communication  during the scenarios? (Please write in a 
number). ______________
 
 17) Please write down all instances of bimodal  
communication  which you remember YOURSELF using during 
the scenarios. If you  do not remember any, then please 
write "N/A" here. If there is  not enough room here, then 
continue your answer on the back of  this page.
 
 
 
 
 
 18) Please describe your reaction to yourself when you 
use bimodal  communication. (e.g. - Do you feel pleased? 
upset? neutral?) If  there is not enough room here, then 
continue your answer on the  back of this page.
 
 
 
 
 
 19) What do you think the reason is that you use bimodal 
communication?  If there is not enough room to answer here, 
please continue your  answer on the back of this page. 
 
 
 
 
 
20) If you have anything else you wish to say which you think 
may be of use in this experiment, please write it here:
 
 
 
 Thank you for participating in this research.
 
Non-Signers' Survey
 
 Please take a few minutes to complete this survey, which will be 
used in conjunction with your scenarios.
 
 Please write on the top of this page your name and one of the 
roles you played in a scenario, so that your questionnaire can be 
associated with your performance, and so that, should you wish to 
withdraw from this research, all of your data can be destroyed. 
Thank you. 
 
 1) Sex: M F 
 
2) Age: _______________
 
3) 3a) I consider my first language(s) to be:
 
 3b) My mother's native language(s) was/were:
 
 
 
 3c) My father's native language(s) was/were:
 
 
 
 4) How well do you know the person with whom you just 
performed the  scenarios? a) Not at all b) We are 
passing acquaintances. c) We are colleagues who have established 
a rapport  during this semester. d) We are friends. 
e) We are close friends. f) other____________________
 
 5) Do you have any knowledge of any type of sign language? If so, 
what language(s)? How much do you know?
 
 
 
6) If you have anything else you wish to say which you think may 
be of use in this experiment, please write it here:
 
 
 
 
 
 Thank you for participating in this research.
 
 
 
  APPENDIX C
 
  Instructions, Scenarios, and Sentences
 
 The subjects were told that they would be asked to 
perform five different "role plays". A sample scenario, which they 
would not perform, was presented to them. Both subjects were told 
both roles. The scenario's two roles were those of a husband and 
wife. Both the husband and the wife know that for their 
anniversary, the husband had paid an artist to paint the wife's 
picture. The wife has just come back from the sitting and is about 
to speak with the husband. Only the husband knows that the wife's 
father had asked the husband if he could borrow the painting for a 
month in order to display it in his living room. Only the wife 
knows that when she went to see the artist, he told her that he 
paints only nudes. The wife has to decide whether she sat for the 
painting, and what she wishes to tell her husband.  After 
the subjects were given a sample scenario, they were told that all 
"role plays" had some information which both roles knew, and some 
information which only one person knew. Subjects were told to put 
themselves into each role as much as possible, and to try to do 
what they would really do in each given circumstance. Any 
questions that the subjects had about scenarios were then answered. 
If, as occasionally happened, the subjects asked about which 
language they were supposed to use, they were again reminded to do 
what they would naturally do in the given situation.  The 
scenarios used in this dissertation are as follows: 
 
 1. Give me the news straight!
 
Role A: You remember feeling a severe pain in your chest and 
losing consciousness. You have just woken up in a hospital. You 
have asked the nurses about your state of health, but they refuse 
to tell you anything. Your doctor (Role B) seems to know more than 
he's telling you. What do you say to him?
 
Role B: You are a doctor in a hospital. You are treating a patient 
(Role A) who has just had a serious heart attack, and may have 
another one if he receives any shocks. Your patient's spouse has 
just informed you that a distant cousin of your patient has died, 
making your patient an heir to one million dollars. If the news 
is not broken to your patient gently, he may have another heart 
attack. This is your first discussion with him. What do you say?
 
2.Joe's friend.
 
Role A: You are going to visit a friend of yours named Joe. As 
you drive to his house, you hear on the radio that a patient has 
escaped from a nearby asylum for the mentally ill, and he was last 
seen in the vicinity of Joe's house. You knock on the door, and a 
stranger (Role B) answers. What do you do?
 
Role B: You are staying in town visiting your friend Joe. He has 
asked you to help him pull a practical joke on a friend of his (Role 
A). This friend is supposed to meet Joe at Joe's house. Joe has 
asked you to meet his friend there, instead. He has asked you to 
pretend to be insane. You have agreed to do so. The friend knocks 
on the door, and you open it. What will you do? How will you act?
 
 3. Time for work?
 
Role A: For your tenth anniversary, your parents-in-law have just 
given you and your spouse round trip tickets to ________ (fill in 
the blank with your favorite, expensive dream vacation spot!). 
However, these tickets are only good if you leave within the next 
two weeks. Your boss (Role B) has just invited you to speak with 
him/her in his/her office. What do you say?
 
Role B: Your boss has just told you that he wishes the group you 
lead to finish its current project in the next two weeks. If your 
group does this, then you, as their leader, will receive a very 
sizable bonus. However, the only way it can be done is if all of 
your employees work a lot of extra overtime. You have a meeting 
with the first of your employees (Role A). What do you say to him/
her?
 
4. Surprise! Surprise!
 
Role A: You are preparing for a final exam which will be given 
tomorrow. It is evening and your friend (Role B) calls to invite 
you over for a while. What will you do? Should you keep studying? 
Do you need a break? You know that this friend loves to talk and 
may keep you there for hours.
 
Role B: It is close to the end of the college semester, and today 
is the birthday of your friend (Role A). You and your other friends 
have organized a surprise birthday party for A. You know that A 
may be studying for finals, but it is your job to call him up and 
extend an invitation to come over to your place, where the party 
will be. Of course, you cannot reveal your real purpose for your 
invitation.
 
 5. The key is key. 
 
Role A: Your friends and next-door neighbors the Smiths have gone 
away on vacation, and have entrusted their house key to you. 
Because there have been a rash of burglaries recently, they wished 
you to be extremely careful as to whom you let in their house. They 
gave you a list of the people they expected might drop by. Someone 
who is not on this list (Role B) is about to ask you for the key. 
Do you give it to them? 
 
Role B: You have decided to surprise your friends the Smiths by 
dropping in to visit them while you are in town. They have given 
you a standing invitation that, any time you were in town, you could 
stop by and stay with them, even without notice. The hotels in 
town are booked up with a large convention; and so you have no place 
other than the Smiths to stay for the night. You have gone to the 
door of their house, and have seen a note that their neighbor (Role 
A) has the key to their house. How do you convince the neighbor 
to give you the key?
 
 
 
 The subjects in the first experiment were asked to 
translate the following sentences into American Sign Language:
 
1. My sister doesn't like her new office.
 
2. Are the two of them very happy?
 
3. What is your name?
 
4. My car lightly tapped the car in front of me.
 
5. John gave me a thick book two weeks ago. 
 
 
 
  NOTES
 
 
 
 
 
 APPENDIX D
 
  Form Used in Second Experiment
 
 Signer Identification Form
 
I) Do you know any sign language?  (If your answer to this 
is `no,' then please go to part II.) 
 
How much sign do you know?
 
What kind(s) of sign do you know? 
 
How did you learn? (If you took classes, how many did you take of 
each kind of sign you know?) 
 
 
 
 II) You will now see videotapes of pairs of women engaging in a 
role play, or discussing a role play which they have just finished. 
Some of the people you will see do not know any type of sign 
language, while others know different amounts of American Sign 
Language (ASL). Both members of a pair will be enrolled in the 
same level of sign class. For each pair that you see, try to 
determine how much ASL the pair knows. Circle your best guess for 
each pair. The answers use the following abbreviations:
 
 NS = Non-signers  1 = students enrolled in an ASL I 
class  2 = students enrolled in an ASL II class  3 = students 
enrolled in an ASL III class  4 = students enrolled in an ASL IV 
class  In = students enrolled in an ASL 
interpreting class
 
1) NS 1 2 3 4 In 2) NS 1 2 3 4 In 
3) NS 1 2 3 4 In 4) NS 1 2 3 4 In 
5) NS 1 2 3 4 In 6) NS 1 2 3 4 In 
7) NS 1 2 3 4 In
 
Thank you for participating in this study.
 
 
 
 APPENDIX E
 
  Coding Procedures
 
  The following coding procedures will be used to 
distinguish emblems from non-emblems:  An emblem (E) is 
any gesture which a non-signer might use, in a situation where it 
is difficult to communicate orally (e.g., when communicating 
through a window or in a noisy room), to convey a specific meaning 
to another non-signer, and which the other non-signer would be 
expected to comprehend. Examples of emblems are the signs for: 
you, large, telephone.  Any gesture which is not an emblem 
is a non-emblem (NE). Sample non-emblems are the signs for: girl, 
world, happy.  If the coder is not sure whether or not a 
gesture is an emblem, the gesture should be coded as an emblem (E).  
In addition to being classified as emblems and non-emblems, every 
gesture being examined in this study falls into exactly one of the 
following functional categories. If a coder cannot decide in which 
of two (or more) categories a gesture should be categorized, the 
gesture should be coded as an example of whichever category under 
consideration appears first on the list. 
 
1. A deictic movement (D) is any gesture which points to an 
object, place, or event. The pointing may occur with any 
individual finger, the thumb, or the entire hand. Sample 
deictic movements are: you, there, hear. 
 
2. A kinetograph (K) is any gesture which depicts a bodily 
action or non-human physical action, as well as any gesture 
in which the hands represent a physical object, or a portion 
of a physical  object upon which the speaker is acting (e.g., 
a door being opened, a penny being picked up, a book being 
read). Kinetographs include any gesture which appears to be 
mimed (e.g., knocking on a door, and opening it via the 
handle).
 
3. A pictograph (P) is any gesture which forms a picture in 
the air of the shape of a referent (e.g., tracing the outline 
of a window).
 
4. A spatial movement (S) is any gesture which depicts a 
spatial relationship (e.g., far, behind).
 
5. A rhythmic movement (R) is any gesture which depicts the 
rhythm or pacing of an event (e.g., snapping fingers). It 
is used to indicate the rapidity or duration of an event; 
however, it is NOT used to indicate the commencement or 
termination of an individual event. It IS used to indicate 
the temporal relationship of an event relative to another 
event (i.e., NOT relative to the present time). Therefore, 
the signs representing the following underlined phrases are 
rhythmic movements: "I will see you after I see John." "The 
play ended before the audience fell asleep." "I fell asleep 
quickly." "The play took two hours." The signs representing 
the following underlined phrases are NOT rhythmic movements: 
"I will see you in two weeks." (This is not a rhythmic 
movement because the event is being discussed relative to the 
present time, not relative to another event.) "Mark left 
school in 1987." (This is not a rhythmic movement because it 
indicates the termination of an event, not its rapidity or 
duration.) 
 
6. An ideograph (I) is any gesture which sketches the path 
or direction of thought. Ideographs are used to provide an 
outline of the conversation, or to give a higher-level order to 
it. Examples of ideographs would be gestures used to indicate 
the following structures: not only...but also, 
first...second...finally, if...then.
 
7. A regulator (Reg) is any gesture which does not convey a 
specific meaning, but which is used simply to regulate turn-
taking in a conversation (e.g., holding up an index finger 
to indicate that one wishes to retain the conversational turn 
while thinking of something, turning away to indicate that 
one wishes to end a conversation, giving a beckoning gesture 
to indicate that one wishes the other person to continue 
speaking).
 
8. A baton (B) is any gesture which has not yet been 
classified.
 
The following procedure was used to determine whether a gesture 
is a sign: Watch the videotapes with the volume off. Look for 
all occurrences of signs, in accordance with the following coding 
procedure:
 
1. Any gesture which can be recognized as a fully 
articulated sign (i.e., it is made with the correct handshape, 
movement, location, and orientation) is to be coded as a sign, 
if it is contextually relevant. A contextually relevant sign 
is one which could be used by a signer in translating the 
spoken utterance into ASL, or a sign which is a possible 
translation of a word homophonous to one of the English words 
uttered. For example, if the speaker says, "I have to go," 
and makes the sign for (possessive) HAVE, the sign is 
considered to be contextually relevant. Signs which are 
similar to gestures made by non-signers (e.g., PHONE) must 
be articulated precisely in citation form. Others will have 
the leeway allowed for by the second coding rule. 
 
2. Any gesture which uses the correct handshape, location, 
and orientation, and which has a reduced, but correct, 
movement for an identifiable sign is to be coded as that sign. 
Any gesture which has a correct handshape and orientation, 
and a correct (but possibly reduced) movement for an 
identifiable sign, and which has a location shifted to 
"neutral space" or to the speaker's lap is to be coded as 
that sign. An identifiable sign is one which is isolatable 
from the surrounding gestures, which is articulated distinctly 
enough for the coder to determine what sign it is, and which 
is not also used repeatedly by the speaker with no regard for 
contextual relevance. 
 
3. Any gesture which does not fulfill the above criteria 
will NOT be coded as a sign.
 
4. If a coder is in doubt about whether a gesture is a sign, 
then the gesture should be listed as a sign, but should be 
preceded by a question mark. This should only be done if the 
coder, after careful consideration, still cannot decide 
whether to count a gesture as a sign.
 
  You may listen to the tapes on the first pass through the 
data only if you see a sign articulated with a reduced movement, 
and are trying to determine which sign it is. After you have 
watched the tapes and recorded all the signs you saw, then watch 
the tapes a second time to record what the speakers were saying at 
the times they used the signs.  For your convenience, you 
may intermingle passes through the tape by watching the tape with 
the volume off until you come upon what looks like a sign. Write 
down a gloss of the sign. After that, you may immediately watch 
that portion of the tape to record what the speaker said. As soon 
as you do that, lower the volume and proceed with the 
viewing.  ONLY GESTURES/SIGNS WITH MEANINGS RELEVANT IN 
THE CONVERSATIONAL CONTEXT COUNT AS SIGNS.
 
 
 
 
 
  NOTES
 
 
 
 
 
 APPENDIX F
 
  Data from the First Experiment
 
  The data is presented in the following format:
 
1. Each dyad is listed separately.
 
2. Within each dyad, the data from each scenario is 
presented in the order of appearance. The duration of the 
scenario is given in the format minutes.seconds. The scenario 
names have been abbreviated as follows:    1. News = Give me the 
news straight!    2. Joe = Joe's friend
 
 3. Time = Time for work?    4. Surprise = Surpise! 
Surprise!
 
 5. Key = The key is key
 
3. Each entry represents an occurrence of a relevant sign.
 
4. The first line of each entry contains the following data, 
in this order:
 
 1. An abbreviation indicating if the sign is  
part of a code-change, part of a simultaneous  communication, 
a sign which the subject  remembered making, or an 
instance of bimodal  communication. If it is an instance 
of  bimodal communication, the abbreviation  
indicates the type of illustrator it was  coded as. 
The abbreviations used are listed  in part eight below.
 
 2. The time elapsed (in the format  
minutes.seconds) from the beginning of the scenario when a 
sign occurs. 
 
 3. Which person made the sign (i.e., The 
person  who played role A or role B.)
 
 4. An English gloss of the sign, together 
with  optional additional information clarifying the  
articulation of the sign.
 
5.  The second line contains a transcription of the 
relevant portion of the utterance containing the sign. The actual 
words being spoken at the time the sign was articulated are 
underlined. A code-change, which occurs when a sign is 
made   during a pause in an utterance, is indicated by   a 
blank underlining. In the interests of comprehensiveness, 
all instances of code- changing, SC, and BC are given here.
 
6. Scenario titles are centered in bold type.   Dyads are 
labelled in bold type and separated by a page break.
 
7. The time listed for the period between scenarios is the 
time the dyad actually spent talking (as  opposed, for 
example, to reading their roles for the next scenario). The 
time listed for when a  sign is articulated is the time 
elapsed from the prior scenario. Therefore, it is possible, 
for  example, for the time between scenarios to be  
listed as one minute; but to have a sign  articulated 
after a minute and a half. This  would mean that at least 
half a minute had  already been spent in an activity 
other than  talking.
 
8. The following abbreviations will be used:   HS = hand shape  
 2H = sign made with both hands   LH = left hand   RH = right 
hand     S = subject conveyed proposition in sign 
only   SCC = the sign was part of a code-change   
(i.e., either a sequential code-switch or  a sequential 
borrowing) SC = the sign was part of a 
simultaneous  communication   R = the subject 
remembered making the sign   D = deictic   K = 
kinetograph P = pictograph   S = spatial movement Rh 
= rhythmic movement I = ideograph Reg = regulator 
Ba = baton   NE = non-emblem E = emblem 
 
  DYAD: ASL II
 
  News (10.00)
 
(Reg, NE) 1.27 A uh, er  Of, of, of, my, um, of myself 
 
(D, NE) 5.10 A we-3  Talk openly about my condition, uh, with the 
three  of us together.
 
 Between scenarios (0.44)
 
 Key (5.33 usable minutes)
 
(R) 0.01 A bake  I'll just be cooking... (S) 0.03  B knock  
 (K, NE) 2.20 A give (signed with a closed X 
handshape.Directional)  I still have a list of cheap hotels you can 
stay  at...Here it  is. This is a list of nationallycheap... 
 
(R) 2.27 B phone  (No statement; however, this sign was  made in 
the  context of placing a call. Held signwhiletalking on 
thephone.)
 
(R) 2.28 A bake  I'll just finish cooking
 
(R) 2.30  A `B' LH HS `C' RH HS (used to indicate a glasswhich 
she "hands" to B)  Here you go
 
(R) 2.46 A bake  (No statement, but this seems to be a 
continuation  of the  baking begun at time 2.28.)
 
(R) 2.51 B hang-up-phone  (No statement, but signed in context 
of ending a  phone call)
 
4.07 - 4.53 unusable (B is completely out of camera'sfield)
 
 (D,E) 5.15 A there (pointed upward)  I have to go just to get 
something upstairs
 
(SCC) 5.20 A walk (`B' HS)  (addressed to me as a "stage 
direction")   I'm going to go upstairs and use my phone
 
(R) 5.21 A `1' HS (dialing a phone)  and use my phone to call 
the Smiths
 
(S) 5.41 A phone (held the phone during the phonecall)
 
 Between scenarios (0.03)
 
  Joe (3.15)
 
(Scenario begins by A knocking on chair arm to indicate knocking 
on door.)
 
(K,E) 0.40 A car  I get into my car, and being the professional I am
 
(K,E) 0.40 A car phone  being the professional I am, I pick up my 
car  phone
 
(S) 2.12 B letter `B' 2H HS (opening door)
 
(K,E) 2.56 B letter `B' 2H HS (slamming door)  Sure, just a 
minute (context: person outside (A)  requested a pen & paper. (B) 
closed door whilegoing to look for same.)
 
(S) 3.10  B letter `B' 2H HS (opening door)
 
 
 
 Between scenarios (0.20)
 
  Scenario: Time (7.57)
 
(Ba,E) 0.39 B five (palm out)  five 
 
(SCC) 2.25  A nothing  My chance to go to St. John's on a 
honeymoon is,  you know, like nil 
 
 (Rh,NE) 4.50 A next (RH)  over the next ten days
 
(P,NE) 5.00 A letter `G' HS (moving to trace threesides of 
ahorizontal  square)  First they have to caulk around the building   
Between scenarios (0.05)
 
  Surprise (4.39)
 
(Scenario begins by B saying, `Ring, ring.' B did not hold a phone)
 
(S) 0.04 - 4.39 A phone
 
DYAD: 7/19, 4:00 (ASL IV)
 
  Time (1.41)
 
(No knocking)
 
(S) 0.01 B finish
 
(Ba,NE) 0.23 A capable  The people in our office are pretty 
capable
 
(Ba,NE) 1.10 B more  will have to do more extra work this week
 
(D,NE) 1.32 B feel  I know that I'm feeling very pressured
 
 Between scenarios (0.22)
 
  News (4.07) (S) 0.13B fine  
(A: I feel all right. Is this )  (B signs FINE without 
saying anything)   (SCC) 0.13A straight (B hand from nose)  (B: You 
had a heart attack, but you seem to be  doing much better. 
How do you feel?)  A: I feel all right. Is this (B signs FINE)  
 ? You're really ?   (SCC) 0.16 B straight  (quoting A 
exactly. Addressing researcher)  B: "You're really ?"
 
(Ba,NE) 0.16 B fine (Addressing researcher.)   Are we allowed 
to sign this or not?
 
(Ba,NE) 1.58 A concentrate  let my mind wander, so I'm not always 
focussing on  one thing  all the time 
 
 Between scenarios (0.48)
 
(Ba,NE) 0.54 B mind-blank  I'm totally spaced out
 
  Joe (3.11)
 
(No knocking) 
 
(D,E) 0.48 B there  Martha's over there
 
  Between scenarios (0.40)
 
  Surprise (5.57)
 
(S) 0-5.57A phone 
 
 (S) 0-5.57B phone 
 
 Between scenarios (1.32)
 
(Rh,NE) 0.01 B finish  We (did?) this. I'm not pushing her 
anymore  (Said with the intent of calling an end to the  scenario)
 
(Ba,NE) 0.39 B give-each-other  We can do what we really want if 
we just switch  parts
 
(Ba,NE) 1.32 B fine  fine? (i.e., Asking if it was OK to begin 
the  next scenario)
 
  Key (0.57)
 
(S) 0.02 B letter `A' HS (miming knocking on door)
 
 (S,NE) 0.12 A leave (2H, reduced movement)  (B: I see they're 
not home)  No, they're on vacation
 
(D,NE) 0.51 B those-two  Well, I'll call them and tell them to give 
you a  call
 
 Between Scenarios (0.13)
 
DYAD 7/22, 4:00 (interpreters)
 
 Key (4.45)
 
(R) 0.15 B knock  I knock on the door (i.e., She is giving stage  
directions)
 
(SC) 0.21 B not  I'm not signing
 
(SC) 0.21 B sign  I'm not signing
 
(D,NE) 0.32B another, else  I'm from out of town
 
(K,E) 0.33 B write  I saw the note
 
***NB - B "half articulated" many signs in these scenarios. i.e., 
she kept her arms on her chair's armrests, but she raised her wrists 
and made the appropriate handshapes, and a reduced version of the 
necessary movement. Such signs will be indicated by being placed 
in parentheses.***
 
(K,NE) (0.35 B key  I was just wondering if I could borrow that 
key from you)
 
(Ba,NE) 1.11 B no problem (`F' hand, RH)  Really, it's not a 
problem 
 
(K,E) 1.25 B he-give-me  They gave me the key.
 
(K,E) 1.45 B grow up  We grew up together
 
(Ba,NE) (3.26 B nothing  wouldn't need to give her notice, call or 
contact,  or anything)
 
 Between scenarios (0.02)
 
(Ba,NE) 0.01 B OK (fingerspelled)  OK. Done. 
 
  Surprise (4.55)
 
(S) 0-4.55A phone   (R) 0.01 B phone  ring...ring (imitating 
phone ringing)
 
(R) 4.54 B hanging-up-phone  OK. Bye.
 
 Between scenarios (0.30)
 
(S) 0.28 B struggle (durative)  Time 
(4.49) (No knocking)
 
(Ba,E) (2.21 B few  I will be able to give a few people some 
vacation  time)  Between scenarios (0.28)
 
  News (4.48)
 
(Ba,NE) (4.08 B problem  This is my problem)
 
(R) 4.10 B relax  You gotta relax. (You need?) to relax
 
(Ba,E) (4.20 B one  Let me give you, give you one question here)
 
(Ba,NE) 4.23 B possible  If there's a possibility that
 
 Between scenarios (1.24)
 
(Ba,NE) 0.01 B sorry  I'm sorry (Addressed to me, I think)
 
(Ba,NE) (0.02 B worst  You're the worst, Karen!)
 
(SCC) 0.39 B heart (fluttering)  How's the heart?  (SCC) 0.43 B 
OK  OK    (Ba,NE) 1.52 B understand  I'm not sure I 
understand this.
 
(Ba,NE) 3.20 A get-even-with, revenge  A: You know more than I 
do.  B: As usual.  A: Ooh...(Good?) (Tone of voice indicates,  
"Touche!")
 
(S)3.22 B get even with, revenge (in imitation of A)  
 Joe (3.33)
 
(R) 0.01 A knock  Knock, knock, knock
 
(R,S) 0.02 B letter `B' HS (door opening)   (K,E) 2.20 A write  
I'll just write down, and let him, let him know...
 
(K,E) 2.23 B write  Why don't you leave him a note
 
(K,E) 2.27 B write  And you can write out a note for him.
 
(Ba,NE) 2.43 B `3' RH HS (CL:3)  He's getting his blue Volkswagon 
fixed
 
(D,NE) 2.49 B come back - `1' RH HS  He should be back any minute 
now
 
 Between scenarios (0.43)
 
(SC) 0.01 B I  I like this one
 
(SC) 0.01 B like  I like this one
 
(SC) 0.01 B now  I like this one
 
(D,E) 0.05 A here  in Joe's area
 
(D,E) 0.09 A hear  and I had heard that on the radio 
 
DYAD: 7/25, 2:30 (ASL III)
 
  Surprise (1.13)
 
(0.02 - 0.42 A held phone with wrong handshape.)
 
(S)  B phone (held for entire scenario; however, only ~1.07 
was with correct hand shape. NB - Lowered phone from ear.) 
 
 Between scenarios (0.25)
 
  Time (1.42)
 
(no knocking)
 
(Rh,NE) 1.08 A after (using `B' hand)  If I get this done once I 
return
 
 Between scenarios (0.07)
 
  Key (3.16)
 
(K,E) 0.01 A knock  Knock, knock, knock, knock 
 
(S,NE) 2.49 A after (Using `B' hands: NB - studentsoften confuse 
temporal and spacial `after')  maybe just a little bit outside the 
city
 
(K,E) 3.02 B drive (1 handed, `gone' at stomach 
levelversion)driving a little out to a motel and come  back 
tomorrow
 
 Between scenarios (0.22)
 
  Joe (1.56)
 
(R) 0.01 A knock   Knock, knock
 
(D,NE) 1.28 A come here (2H, one finger)  I'll come back.
 
 Between scenarios (0.47)
 
(K,E) 0.26 A car  I'm driving along to see Joe
 
(Here A does a lot of gesturing that is not signing, but which 
incorporates elements of signs:  There is an announcement (makes 
`send' (cf `inform')) escape (makes `escape,' but with claw 
hand)  in the vicinity of Joe's house (makes `area,' but with 
claw  hand)
 
 (made `open door handle,' but with letter `A' HS instead 
of letter `C' HS) All of this occurred within 8 seconds.)
 
  News (5.10) (K,E) 3.15 B jog  
tomorrow go out and run
 
(K,E) 3.24 B break  all of a sudden you break your leg
 
(K,E) 3.25B jog  go out and run on it
 
(K,E) 3.26 B break  or else you break it again
 
DYAD: 7/25, 4:00 (ASL III)
 
  Key (3.13) (No knocking)
 
(S,NE) 0.05 B arrive  So we arrived at the Smiths already
 
(SCC) 0.05 B finish  So we arrived at the Smiths already
 
(Ba,NE) 0.06 B don't mind (off nose)  I know she wouldn't care
 
(K,E) 1.04 A write  why don't you just give me your name 
 
(Ba,NE) 1.08B hotel  In town the hotels are all filled up
 
(S,NE) (2.15 A near  You're real close)
 
(P,NE) (2.16 A town  It's a small town)
 
(Ba,NE) 3.00 B important  This is really important
 
 Between scenarios (0.58)
 
(Ba,NE) 0.21 B picture, photo (NB: NOT apt in ASL!)  I was 
picturing, I was picturing you at work
 
 (Ba,NE) 0.46 A never  no, no, no   
Surprise (2.49)
 
(K,E) 0.01-2.49 B phone  Ring, ring
 
(S) 0.23 A phone (picked up phone)  Hello
 
(Ba,E) 0.41 B smart  You know how just naturally smart you are
 
 (Rh,E) 1.59 A finish  Then we'll celebrate when the test is 
finished  tomorrow
 
(Ba,NE) 2.37 A `3' RH HS (CL:3, BUT fingers arestraight up!)  
but I'll drive. I'll come get you
 
 Between scenarios (0.59)
 
(Ba,NE) 0.03 A tend  I have a tendency to wanna
 
(Ba,E) 0.25 A quote  And as most guys say, "..."
 
(Ba,NE) 0.27 B why (casual sign: arm horizontal. `Y'hand)  The 
reason was was
 
(Ba,NE) 0.35 B HAHA (fingerspelled)  hahaha
 
  News (7.44)
 
(Reg,NE) 0.01 A wrist flap to get attention  Doctor, what 
happened
 
(Ba,Ba,NE,NE) 0.24 B fine (signed twice)  You're fine, fine
 
(K,E) 0.44 B blood pumping  You just had, like, a valve that was 
clogged
 
(SC) 0.53 B depend  That depends on you
 
(SC) 0.53 B you  That depends on you
 
(K,E) 2.04 A call (made in neutral space)  I kept up with his 
family
 
(K,E) 2.06 A call (made in neutral space)  kept up with it
 
(Ba,E) 2.17 A few  a few years
 
 (Ba,NE) (4.54 B decide  That's something that's up to you. If 
you  decide...)
 
(Ba,NE) 5.40 B daily (every day)  Just your every day things...
 
(P,E) 6.01 B `1' RH HS (tracing sign wave in air)  So you can 
see what your heart is doing
 
(D,NE) 6.10 B tell-me (starts from neutral space.Movesdownward 
toward her)  Well, you tell me what you think is not right
 
(Ba,NE) (6.20 A understand (sign made in lap!)  Or I'm not 
understanding everything you're saying) (Ba,NE) 6.37 A feel  I 
dunno, I get this feeling
 
 Between scenarios (1.22)
 
(K,E) 0.22 A you-give-me (B hand, palm up)  Give me the paper to 
sign something now
 
(K,E) 0.22 A write  Give me the paper to sign something now
 
(SC) 0.47 B self   I'm now rich 
 
(SC) 0.47 B rich (NB: The `I'm now' was used as 
atransitionbetween the signs)  I'm now rich
 
  Time (3.03)
 
(No knocking)
 
(Reg,NE) (0.20 A uh, er (made in lap)  mmm, so like, if (`mmm' 
said in thought))
 
(Ba,NE) 0.24 B 2-weeks  It has to be finished in two weeks
 
(Ba,NE) 0.30 B 2-weeks  As long as the job is finished in two 
weeks
 
(Ba,NE) 0.31 B more  I just need you to put in the overtime 
(Ba,NE) (0.40 B stuck (kept in lap)  I'm sort of stuck here)
 
(Ba,NE) 1.44 A all  I'll be glad to work around the clock
 
(Ba,NE) 2.02 B fine  That's fine with me
 
(Ba,NE) 2.25 B right  If it's done right
 
(Ba,NE) 2.32 B one-week (context: trying to do twoweeksworth of 
work in less time)  No hurry-hurry
 
(Ba,NE) 2.34 B right  If the job's done right
 
(Ba,NE) 2.35 B fine  I look at it and approve it. Fine.
 
(Ba,NE) (2.38 A Wednesday  It's Wednesday now)
 
(Ba,NE) (2.38 A now (wrong hand orientation)  It's Wednesday 
now
 
 Between scenarios (2.18)
 
(K,E) 2.14 B write  Getting the program written out
 
(Ba,NE) 2.19 B pop up (`1' RH HS through `5' LH HS)  Yeah, the 
first thing that popped into my mind was  `architects'
 
(K,NE) 2.24 B look, read  for somebody to look at
 
  Joe (5.14) (S) 0.00 A ready? 
(asking whether B is ready to begin scenario)
 
(S) 0.01 A letter `A' RH HS, letter `B' LH HS(knocking (letter 
`A') on door  (letter `B'))
 
(Ba,NE) 0.18 A where (`1' RH HS)  Where's Joe?
 
(Reg, NE) 1.02 A should  Well, I, I, I need to out to my car first
 
(D,E) 1.15 B think  You think I'm stupid, don't you?
 
(Ba,NE) 1.44 B favorite  Which do you prefer? What do you prefer?
 
(Ba,NE) 1.48 B No (repeated)  No, no, no, no, no, no
 
(D,E) 1.51 B think  You think I'm stupid
 
(K,E) 3.11 A phone  I'll just call my wife
 
(K,NE) 3.47 B throw (letter `A' HS to letter `L' HS)  ... and 
threw knives at him
 
(S) 4.18  B gun (context: B holding gun on A while Amakes phone 
call)  
 
 Between scenarios (2.45)
 
(K,E) 0.01 A phone  That was 9-1-1
 
(Ba,NE) 0.02 B HAHAHA (2 hands)  hahaha
 
(Ba,NE) 0.23 A awful (LH)  That's just an awful joke!
 
(K,E) 0.44 A phone  and just call my wife
 
(P,NE) 0.56 B cop  she'ld be talking to the police 
 
(Ba,NE) 1.00 B stop  time to stop the joke
 
(K,E) 1.13 A phone (imitating herself speaking on thephone)  
And I'm like, yep
 
 (K,E) 1.13 B siren  And then we start hearing, "Woooo" ("Woooo" 
is a  siren imitation)
 
(Ba,NE) 2.06 B awful  That's an awful scenario
 
DYAD: 7/26, 4:00, interpreters
 
  News (3.55)
 
 Between scenarios (0.48)
 
(P,NE) 0.32 A card (SASS)  On my card, I was just told that
 
(A did 3 things, one right after the other, that weren't signs; but 
could have been modifications of signs. All 3 were in one sentence: 
The last thing I remember (made `last' with indices,not pinkies) 
I had chest pains, (made `my,' not `I') that it was dark  
(made what looked like a  smaller version 
of `frighten')  ) 
 
(D,E) 0.47 A think  So I had, like, all these 
concerns  Joe (1.19)
 
(S) 0.01 A knocking (letter `A' RH HS) on door(letter`B' LH HS)
 
(SCC) 1.15 A to split, depart rapidly (clap hands w/"5"HS)  I'm 
gone 
 
 Between scenarios (0.55)
 
(Ba,NE) 0.08 A to split, depart rapidly  I left and called the 
police
 
(K,E) 0.08 A `1' RH HS (indexing: vicinity)  I left and called 
the police
 
(Ba,NE) 0.35 B tease (x-hand; one handed)  to tease, to play a 
joke on you
 
(D,E) 1.17 A she (statement spoken to me re: B)  you got an 
actress here
 
  Time (2.34)
 
(No knocking)
 
 (K,NE) 0.56 A he-give-me (x-hand)  they gave us tickets
 
(Ba,NE) 1.33 A exchange  And she could just move right in (In 
the context  of someone   taking over A's responsibilities whileA is 
on vacation)
 
(K,NE) 2.28 A give-me (x-hand)  The tickets were given to us
 
 Between scenarios (0.54)
 
(K,NE) 0.05 A jaw-drop (bent `v')  Her face dropped
 
(Ba,NE) 0.20 B now  like right now, and next week
 
(Ba,NE) 0.20 B 1-wk-from-now  like right now, and next week
 
(Ba,NE) (0.47 A split (made w/ reduced motion, suchthathands 
never come  together)  I wanna get out of here)
 
(D,E) 1.16 A you  What was your side? 
 
  Key (2.38)
 
(B knockied with wrong handshape)
 
(S) 0.01 A letter `B' RH HS (indicating the dooropening)   
hi!
 
(S) 0.32 A pointing (`1' RH HS) at a paper (letter `B'LH HS)she's 
looking at
 
(D,E) 0.59 B pointing (`1' RH HS) at her addressbook(letter `B'LH 
HS)  Here's my address book. Right there, I send them  a 
Christmas   card every year.
 
 Between scenarios (0.46)
 
(D,E) 1.48 A you (NB: Made over the shoulder, sincethey were 
backto back)  You call me  Surprise (1.59)
 
(B began by saying, `Ring, ring.' She did not hold phone at all.)
 
(S) 0.01 A phone (only held ~2 seconds)  Hello
 
(S) 1.59 A phone (Hanging up. Held ~ half a second)  OK, bye.
 
 Between scenarios (0.27)
 
(D,E) 0.20 A she  She appeals to my friendship side
 
(D,E) 0.20 A I  She appeals to my friendship side
 
(D,D,E,NE) 0.20 B I, touch-heart (NB: B did made thesein 
agreement(back channel  utterance) with A while A was speaking. B 
said nothing.)  A: She appeals to my friendship side
 
DYAD: 11/1, 12:30 Non-Signers
 
NB: This dyad did NOTHING to represent knocking on doors, having 
telephones ring, etc. (i.e., started scenarios as if door were 
already opened, or phone connection had been established.)
 
  Time (2.35) 
 
(Subjects did not speak between these two scenarios)
 
  News (4.48)
 
  Between scenarios (3.24) 
 
(A used letter `C' RH HS, one fingered, two-handed to represent 
index card) (B used something ALMOST like `you (singular),' but 
with wrong movement: wrist twist, with palm facing up)
 
  Joe (2.11) 
 
  Between scenarios (1.06) 
 
(P,NE) 1.05 A CL:C (2H, one fingered) (N.B. - Researcher has 
just used this sign & said, `the eyes'. Subject is imitating 
researcher)  the eyes 
 
  Key (2.22)
 
 Between scenarios (0.27)
 
   Surprise (2.04)
 
(A kept holding the phone (wrong dez for the sign) for a short time, 
then `dropping' it while she made a gesture, then holding it again. 
She held it for a total of 0.53)
 
 Between scenarios (1.35)
 
DYAD: 11/1, 1:00 Non-Signers
 
   Key (3.15)
 
(B did NOT knock on door to start scenario)
 
 Between scenarios (0.04)
 
  Joe (3.50)
 
(K,E) 0.01 A knock  Knock, knock.
 
 Between scenarios (0.26)
 
  Surprise (1.54)
 
(S) 0.01-0.12 A phone (S) 0.02-1.00 B phone (Saw `A' using 
this gesture, and then did it herself. At the end of the minute, 
she changed her handshape and began to use her hand to play with 
her hair. 
 
 Between scenarios (0.03)
 
  News (2.58)
 
 Between scenarios (0.03)
 
   Time (3.42)
 
(K,E) 0.01 A knock  Knock, knock
 
 Between scenarios (0.34) 
 
 DYAD: 12/4, Non-Signers
 
NB: This dyad did NOTHING to represent knocking on doors, having 
telephones ring, etc. (i.e., started scenarios as if door were 
already opened, or phone connection had been established.)
 
  Time (2.14)
 
 Between scenarios (0.16)
 
  Key (1.59)
 
 Between scenarios (0.02)
 
  Joe (1.23)
 
 Between scenarios (0.30)
 
  Surprise (1.02)  (S) 0.01-0.15 
B phone
 
 Between scenarios (0.27)
 
(K,E) 0.20B letter `A' 2H HS (holding a piece ofpaper)   ...but 
there wasn't, like, a really written  dialog.
 
  News (2.09)
 
 Between scenarios (0.35) 
 
  DYAD: 1/16, 12:00 Non-Signers
 
  Time (2.45)
 
 Between Scenarios (0.20)
 
  News (3.35)
 
 Between Scenarios (0.20)
 
  Joe (2.28) 
 
(K,E) 0.01 A letter `S' HS (miming knocking)  knock, knock, 
knock 
 
 Between Scenarios (0.31)
 
  Surprise (2.21)
 
A & B mimed using a phone, each for about two seconds (but neither 
had the correct hand shape for the sign). B also ended the scenario 
by hanging up the phone. (Again, with the wrong handshape for the 
sign.)
 
 Between Scenarios (0.19)
 
  Key (4.04)
 
(K,E) 0.01 B knock  Knock, knock
 
Between Scenarios (0.01)
 
 
 
  DYAD: 1/16, 1:10 Non-Signers
 
  Key (1.19)
 
B began by knocking on the door, and saying `Knock, knock'; 
however, she had the wrong movement for the sign.
 
 Between Scenarios (0.29)
 
  Surprise (1.21)
 
(A held a phone for about one second, but she had the wrong 
handshape for the sign.)
 
 Between Scenarios (0.15)
 
  Time (0.55)
 
 Between Scenarios (0.12)
 
  News (0.55)
 
 Between Scenarios (1.55)
 
  Joe (1.11)
 
(K,E) 0.01 A knock  knock, knock
 
 Between Scenarios (0.41)
 
DYAD: 1/16, 2:05 Non-Signers
 
  Surprise (1.39)
 
(B waved her hand vaguely for about a second to imitate holding a 
phone; but she has the wrong handshape for the sign.)
 
 Between Scenarios (0.15)
 
  Time (2.44)
 
 Between Scenarios (0.17)
 
  Key (3.29)
 
(B began by knocking on her chair.)
 
 Between Scenarios (0.45)
 
  Joe (5.00)
 
(A began by saying, `knock, knock,' but makes no knocking motions.)
 
 Between Scenarios (0.40)
 
  News (4.30)
 
 Between Scenarios (0.59) 
 
  DYAD: 1/16, 3:00 Non-Signers
 
  News (3.17)
 
 Between Scenarios (0.41)
 
  Key (2.41)
 
 Between Scenarios (0.06)
 
  Time (3.21)
 
 Between Scenarios (0.21)
 
  Surprise (1.51)
 
(Neither party held the phone. B did not begin by having the phone 
ring. Instead, she simply said, "We're on the telephone? OK.")
 
 Between Scenarios (0.44)
 
  Joe (2.14)
 
(S) 0.01  A knock
 
B never opened the door; but both parties acted like the door was 
open.
 
 Between Scenarios (0.44) 
 
  DYAD: 1/17, 12:00 Non-Signers
 
 NB: This dyad did NOTHING to represent knocking on doors. (i.e., 
They started scenarios as if door were already opened.)
 
  News (3.05)
 
 Between Scenarios (0.05)
 
  Time (2.24)
 
 Between Scenarios (0.06)
 
  Surprise (2.17)
 
(S) 0.01  B phone  Hi
 
 Between Scenarios (0.09)
 
  Joe (2.36)
 
 Between Scenarios (0.39)
 
  Key (2.17)
 
 Between Scenarios (0.04) 
 
  DYAD: 1/17, 1:10 Non-Signers
 
  Surprise (1.42)
 
(S) 0.01-1.42 B phone  (held throughout conversation. She began 
the conversation by dialing the phone; and ended it by hanging up. 
A also held phone throught conversation, and then hung it up, but 
she didn't use the correct handshape for the sign.)
 
 Between Scenarios (0.43)
 
  Joe (1.46)
 
(A did not knock on the door.)
 
(SCC) 1.02 B surrender (hands up) (Made in context ofgiving up 
playing the practical joke.)   OK. I'm sorry.
 
 Between Scenarios (0.19)
 
  Key (3.05)
 
(K,E) 0.01 B knock  Knock, knock
 
 Between Scenarios (0.33)
 
  News (1.29)
 
 Between Scenarios (1.11)
 
  Time (2.34)
 
 Between Scenarios (0.19)
 
DYAD: 1/17, 2:05 Non-Signers
 
  Time (4.21)
 
 Between Scenarios (0.29)
 
  Key (3.44)
 
(The dyad began the scenario as if the door were already open)
 
 Between Scenarios (0.47)
 
  News (4.32)
 
(Ba,E) 2.04 B relax  calm down, calm down
 
 Between Scenarios (0.40)
 
  Joe (4.33)
 
(S) 0.01 A knock (She also knocked (LH) on a piece of nearby 
furniture to create a knocking noise.))
 
 Between Scenarios (1.12)
 
  Surprise (5.45)
 
0.05 - 5.45 A held a phone (BUT used wrong handshape for the sign). 
She ended the conversation by hanging up the 
phone.  Between Scenarios (0.49)
 
DYAD: 2/4, Noon, ASL I
 
  News (0.52)
 
(Ba,E) 0.02 A WH-question  What's wrong with me?
 
 Between Scenarios (0.48)
 
  Joe (0.22)
 
(They began the scenario as if the door were already open)
 
 Between Scenarios (0.27)
 
  Time (1.54)
 
 Between Scenarios (0.18)
 
  Key (1.47)
 
(S) 0.01 B knock
 
 Between Scenarios (0.26)
 
  Surprise (1.05)
 
(0.01-1.05 Begins with B saying, "OK. The phone is ringing." B 
held the phone, but with the wrong handshape.)
 
 Between Scenarios (0.53)
 
 
 
 DYAD: 2/4, 1:10, ASL I
 
  Key (2.46)
 
(S) 0.01  B knock
 
 Between Scenarios (0.20)
 
  Surprise (1.08)
 
(B begins by saying, "ring, ring". A was already making the sign 
for phone.)
 
(S) 0.00 - 0.02 A phone   Hello
 
(0.03-0.09 B held the phone, but with the wrong handshape.)
 
 Between Scenarios (0.18)
 
  News (3.44)
 
 Between Scenarios (0.48)
 
  Time (1.57)
 
(Scenario began with A saying, "Hi!")
 
 Between Scenarios (0.10)
 
  Joe (2.00)
 
(S) 0.00 A knock
 
 Between Scenarios (0.17)
 
DYAD: 2/4, 2:20, ASL I
 
  Surprise (0.46)
 
(B begins by `dialing' a touch-tone phone. Both hold phone 
throughout the scenario; but they have the wrong handshape for the 
sign.)
 
 Between Scenarios (0.20)
 
  News (4.19)
 
 Between Scenarios (0.13)
 
  Time (1.40)
 
(This scenario begins with A walking in and sitting down.)
 
 Between Scenarios (0.18)
 
  Joe (0.28)
 
 (A knocked ON B (with an A handshape) to indicateknocking on the 
door.) 
 
 Between Scenarios (0.28)
 
  Key (1.32)
 
(B begins by knocking on A's chair (with an A handshape)to indicate 
knocking on the door.)
 
 Between Scenarios (0.35)
 
DYAD: 2/5, 1:10, ASL I
 
NB: B is a mulatto. Also, she had originally enrolled in the class 
as a listener. Consequently, she only attended about half of the 
classes.
 
  Time (2.24)
 
 Between Scenarios (0.10)
 
  Joe (3.00) (K,E) 0.01 A knock 
(letter `S' HS)  knock, knock, knock
 
 Between Scenarios (0.15)
 
  Key (2.17)
 
(K,E) 0.01 B knock   Knock, knock, knock
 
 Between Scenarios (0.17)
 
  News (2.31)
 
 Between Scenarios (0.32)
 
  Surprise (4.19)
 
(Began with B saying, `ring, ring.' Both A and B began holding a 
phone (wrong handshape.) A dropped the phone almost immediately. 
B held it for about ten seconds.)
 
 Between Scenarios (1.02)
 
DYAD: 2/5, 3:30, ASL I
 
NB: In the debriefing phase, both members of this dyad said that 
they tried to keep their hands in their laps, because they didn't 
know how wide a field the camcorder picked up.
 
  Key (0.55)
 
(B begins by knocking on the door (but not with the correct 
handshape.))
 
 Between Scenarios (0.26)
 
  News (4.32)
 
 Between Scenarios (0.31)
 
  Joe (1.32)
 
(K,E) 0.01 A knock  Knock, knock, knock.
 
(S) 1.27 A phone (in context of calling police)  Help!
 
 Between Scenarios (0.54)
 
  Surprise (0.47)
 
(K,E) 0.00-0.47 B phone  Bring (making noise of phone ringing.)
 
(S) 0.00-0.47 A phone 
 
 Between Scenarios (0.36)
 
  Time (1.15)
 
 Between Scenarios (0.13)
 
DYAD: 2/6, 12:00, ASL I
 
  Time (1.48)
 
 Between Scenarios (0.21)
 
  Surprise (1.20)
 
(A held a phone (wrong handshape) for the first five seconds of 
scenario)
 
(K,E) 0.00-1.20 B phone  bring (sound of phone ringing)
 
 Between Scenarios (0.22)
 
  News (2.16)
 
 Between Scenarios (0.18)
 
  Key (2.22)
 
(SCC) 0.01 B knock   Knock, knock
 
(SCC) 0.03 B knock   Knock, knock
 
 Between Scenarios (0.23)
 
  Joe (1.20)
 
(S) 0.01  A knock
 
 Between Scenarios (0.38)
 
DYAD: 2/6, 1:10, ASL I
 
  Surprise (1.50)
 
(K,E) 0.00-0.42 B phone  Ring, ring
 
(S) 0.02-1.50 A phone
 
 Between Scenarios (0.13)
 
  Time (2.25)
 
 Between Scenarios (0.07)
 
  Joe (0.57)
 
(S) 0.01 A knock
 
 Between Scenarios (0.24)
 
(D,E) 0.09 A I  She doesn't know that I
 
  Key (2.25)
 
(S) 0.01 B knock
 
 Between Scenarios (0.16)
 
  News (3.20)
 
 Between Scenarios (0.34)
 
DYAD: 2/6, 2:20, ASL I
 
  Surprise (1.31)
 
(S) 0.01-0.53 A phone (kept hand at least at shoulder throughout 
scenario)
 
(.01-0.30 B held phone; wrong handshape for sign)
 
(SCC) 1.31 A hang-up-phone  Bye 
 
 Between Scenarios (0.35)
 
(K,E) 0.30 A phone  B: I was like this [i.e., making `phone' by  
holding  pinkie and index finger extended by ear]for, like, half 
the time.  A: [making correct `phone' sign] I was doing it,  too. 
And then I wanted to take away my hand, andI was like, but I can't.
 
  Key (2.46)
 
  Between Scenarios (0.56)
 
  News (4.11)
 
 Between Scenarios (0.31)
 
  Time (3.49) (No knocking)
 
 Between Scenarios (0.25)
 
  Joe (2.36)
 
(No knocking. B says, `Just enter.' There was, however, a 
confusion over who was, in the words of A, `Supposed to knock on 
the door.' In the discussion following the scenario, it becomes 
clear that A would have knocked on the door, had she read her card 
correctly.)
 
 Between Scenarios (0.33)
 
DYAD: 2/6, 3:30, ASL I
 
  News (1.20)
 
 Between Scenarios (1.26)
 
  Time (2.00)
 
 Between Scenarios (0.30)
 
  Key (1.54)
 
(K,E) 0.01 B knock  Knock, knock, knock.
 
 Between Scenarios (0.54)
 
  Joe (4.15)
 
(K,E) 0.01 A knock  knock, knock, knock.
 
(K,E) 1.46 A knock  knock, knock, knock.
 
 Between Scenarios (0.46)
 
  Surprise (1.47)
 
(S) 0.01-1.47 A phone
 
(S) 0.06 B phone  A: Are you using your hand [i.e., to make the  
`phone' sign], or am I being silly?  B: Oh, it doesn't matter. I'll 
do it.  (B then held the phone BRIEFLY, for about a  second.)
 
 Between Scenarios (0.34)
 
 
 
 APPENDIX G
 
  Subjects' Reactions to, and Reasons for, Using BC
 
  The questionnaire which signing subjects completed asked 
subjects who used BC to discuss their own reactions when they found 
themselves doing so, and what they thought the reasons were for 
their using BC. A comprehensive verbatim list of their answers 
follows. All punctuation, spelling, and syntax have been retained 
as originally written. Editorial comments are in square brackets. 
Double parenthesized statements were copied from tapes with the 
subjects which were made during the debriefing. When these 
comments were taken verbatim, they appear in quotes. Summarized 
or paraphrased comments are left unquoted. Following the quotes, 
in curled brackets, are abbreviations for the categorizations into 
which each comment falls. The following abbreviations are used:
 
 Adv subject uses BC in circumstances adverse   to 
English (e.g. - speaking in noisy    places or to people with a 
limited command   of English)  C subject believes using BC 
improves   communication (this category is only used   
when there is insufficient data to use a   more specific 
category)  D subject states that (she believes) others   
find her use of BC distracting  De subject believes her use of 
BC aids   receiver in decoding intended message  Emph 
subject uses BC to emphasize a point  Em subject uses BC to 
express emotions  Id subject uses BC as an identity marker  
Ill subject uses BC to illustrate or clarify a   point  
J subject uses BC to provide the mot juste  L subject 
believes BC is a byproduct of the  language learning 
process  Misc miscellaneous uncoded comments   Neg subject has 
negative feelings toward using   BC  Neut subject has neutral 
feelings toward using   BC  Pos subject has positive feelings 
toward using   BC   Surp subject is surprised at 
finding self using   BC  T subject has tried to stop using 
BC  U subject believes she uses BC unconsciously 
 
Beginners: a) (2/6,3:30,B) - Although I don't remember using BC 
during the experiment, my husband often accuses me of it. 
Especially, when I say I called my mom on the phone. He'll teasing 
laugh & say, "Now, how did you do that?"
 
b) (2/4, 12:00, A) I think I use bi-modal communication but it isn't 
a conscious effort. {U}
 
c) (2/4, 1:10, B) When I realize I am communicating bimodally I am 
surprised and pleased that I am able to incorporate signs that I 
am learning. I think I use bimodal communication because I am 
trying to learn ASL presently and it is always running through my 
mind. {L,Pos,Surp}
 
d) (2/4, 2:20 A) [I feel] neutral. [I use BC] B/C if someone 
doesn't understand you (when signing) you speak so that they can 
understand you. {De,Neut}
 
e) (2/4, 2:20, B) [I feel] neutral. [I use BC] probably b/c I feel 
uncomfortable the way I'm standing & want my hand gestures to 
detract person from watching my face. {Misc,Neut}
 
f) (2/5, 1:10, A) I don't usually realize that I communicate 
bimodally, it's more of a natural occurrence. It's not noticeable 
to me unless it's pointed out. I probably rarely speak bimodally, 
though. [I use BC] To illustrate a point better w/ your hands. 
{U,Ill}
 
g) (2/5, 3:30, A) [I feel] neutral. I rarely notice how often I 
use gestures and signs unless it is pointed out to me. [I use BC] 
partly due to learning ASL - and I'm not sure why else. {U,L,Neut}
 
h) (2/6, 12:00, B) I think it makes the communication more 
interestiung b/c your doing something besides just talking. Your 
putting more action into your conversation. I like to use my hands 
while talking sometimes. {Misc,Pos}
 
i) (2/6, 1:10, A) Sometimes I feel like I'm talking with my hands 
too much. I'm trying to get out of this habit so I don't distract 
my students' attention when I'm teaching. [Using BC] is 
unconscious, but I think I do it, to enhance the meaning of what I 
am saying. {Neg,D,T}
 
j) (2/6, 1;10, B) [I feel] neutral - I feel sometimes you get your 
point across better when you are using your hands. Whether I use 
the signs or just use my hands, I feel I am expressing myself 
better. {Ill,Neut}
 
k) (2/5, 12:00, B) I was pleased when I used bimodal communication 
because it is another way of expressing strong emotions. [I use BC] 
To show strong feelings. {Em,Pos}
 
(Eight subjects claimed not to use BC, and one other one claimed 
to have used BC, but left both questions blank)
 
Intermediate students:
 
a) (7/26, 2:30, A) The signs for some things are good communication 
support - e.g. phone. I like the fact that I am learning ASL so 
I'm pleased to use real signs. I like drama so I often use my hands 
in talking, describing. {C,Pos}
 
b) (7/16, 2:30, B) In the example of lightly touching her chair 
and back give a more complete sense of communication. & is more 
satisfying to know your better understood. {C,De,Pos}
 
c) (7/25,2:30,A) Feel pleased [about using BC] - means I am 
internalizing the language more. It's like "muscle memory" - 
hands/face get used to signing, so it carries over. {L,Pos}
 
d) (7/25,2:30,B) It felt natural [to use BC]. It makes the 
circumstance easier to picture and emphasizes a point. 
{Emph,Ill,Misc}
 
e) (7/25, 4:00, A) ((Although this subject claimed not to use BC, 
and left both questions blank, she stated orally that she had had 
an ASL I teacher who had told her that when she was around hearing 
people, she should act "hearing," and she has taken this advise to 
heart. She also stated that, had the researcher signed before the 
videotaping had begun, she [i.e. - the subject] would probably have 
used more BC)) {Id,T}
 
f) (7/25, 4:00, B) I think that emotional times or time when you 
normally use facial expression, I would personally have a tendency 
to sign. {Em} 
 
 (One person (subject `e') claimed not to use BC, and another 
(subject `f') claimed to have used BC, but left both questions 
blank)
 
Advanced Singers:
 
a) (7/19, 4:00, A) [Using BC is] such a subconscious thing with 
me I guess I'm pretty neutral about it. However I do have hearing 
friends who do not know sign who are uncomfortable with / 
distracted by my gesturing. Before I ever learned sign I gestured 
a lot. Now my gestures really mean something. Sign is something 
very important to me right now and I've discovered myself thinking 
in sign. I think any bimodal communication on my part is an 
offshoot of that. One thing I know and am aware I do is sign when 
I've been told I cannot speak in a situation that is supposed to 
be quiet. Since I've learned how to communicate w/o my voice when 
I am not allowed to speak I can still try to communicate - and do. 
((Subject commented that she knows she uses BC, and that people 
have told her that her doing so is distracting. Therefore, she 
tries to stop using BC.)) {U,Misc,Adv,Neut,D,T}
 
b) (7/19, 4:00, B) I feel pleased that it comes quickly and 
naturally; however, I don't feel that [BC] is a accurate or viable 
mode of communication - so I do not want to continue to add many 
signs. I have discovered if there is a lot of extraneous noise in 
the room, I use sign to support my speech. If there are a large # 
of people in the room - I also "discover" I support my speech [by 
using BC]. In quiet places (i.e. library or mtg, I have also 
noticed using more sign. At one time I signed (no voice) to a woman 
I know cannot speak english - she speaks spanish. She was gone 
before I realized what I did. My friends who do not sign tell me 
I sign a lot. If they explain people or names they tell me I sign 
this - I am unaware. I feel I was aware of the videotape [which 
was running during the experiment] & therefore signed less (mostly 
because everyone tells me I sign alot!) {Adv,Pos,Neg,T,U}
 
c) (7/22,4:00,A) Due to the kind of vocal "things" occuring here I 
felt a little Ackward when I chose to sign Telephone & Knock-on-
Door. But, any other Bi-Modal Communication occured without 
registering in my mind. So I have no consicous remembrance of 
feeling anything. [The reason I use BC is] Because, you feel that 
more information is being conveyed. The need to emphasisis the 
point usually brings about Bi-Modal Communication (at least for me) 
also wanting the other person to understand is very important. 
{U,Emph,De,Neg}
 
d) (7/22,4:00,B) I feel neutral [about my using BC]. Really I feel 
I am able to express a point more clearly. I feel I am make myself 
"more clear" (awful english). Bimodal communication has become a 
natural part of my everyday life, especially w/ people from a 
foreign country. {Adv,Ill,Neut}
 
e) (7/26, 4:00, A) [Using BC] feels right, like a good match. 
Somewhere inside I feel pleased because I can express myself 
completely. [BC] emphasises a word or a thought. Sometimes the 
sign is better than the voiced word. ((When researcher discussed 
the hypothesis that intermediate and advanced signers try to stop 
their use of BC, the subject agreed. She said that she herself 
noticed that really fluent signers don't use BC. She also 
commented that she wished to hold the sign PHONE throughout a 
scenario, but she didn't think it would be "approriate [her word], 
so she made a point of not doing so. Furthermore, she stated, 
"Outside, in the real world, I catch myself adding signs to express 
something, especially if there's a sign that works better than 
anything verbal...It's funny how in some situations I do start 
signing, and go, `Why am I signing? I don't need to sign to you. 
You don't understand that.' But often I'll add a sign [here, 
subject realizes that she just signed ADD], like `add,' I'll add a 
sign that feels right. [Here, her partner in the scenarios added, 
"If you can't think of a word..."] If I can't think of it, or [Her 
partner, subject `f' below, interrupts, "Or, I'll say something in 
ASL, like `for for?' [the partner simultaneously signs FOR-FOR] 
...but I think that's more, just kind of joking around; but not 
consciously. The only time I really start signing is when I meet 
a foreign person."] I've been here [at Gallaudet University] for 
five weeks, so it's real natural to sign and talk at the same time, 
but I don't think I did it as much as I catch myself sometimes on 
the outside...For me it feels more natural to add some signs as I'm 
speaking; and if I was with someone that would understand any of 
them, I would tend to do that more than if I were with a hearing 
person that didn't know diddly about sign language. So sometimes, 
it just naturally feels better, or the sign feels better than the 
word in expressing myself.")) {Ill,Emph,J,Pos,T,U,}
 
f) (7/26, 4:00, B) [I feel] pleased that I think in sign language. 
[It] makes me happy. I often use bimodal communication when I find 
a person is foreign. ASL is my second language, so I think 
foreigners will know it. ((She commented that she made an effort 
to stop using BC.)) {Adv,Id,J , Pos,T}

 (No one claimed not to use BC, or left both questions blank)



 Comments from other people who participated in the experiments, 
but whose data were not included in the final study, follow.

Intermediate students:

a) (("I'm always saying things, "thank you" like this [sign THANK  YOU], and people take offense at that" because people confuse the 
sign with the Italian under-the-chin gesture.  He claimed that he 
used less BC than usual during the experiment, because he was 
nervous.)) {D}

b) I'm glad to see myself able to use more signs while talking.  It 
probably is some of my friends' first introduction to sign.  It 
often emphasizes my point.  [Subject claimed that she usually used 
more BC, but that she was nervous.] {Pos,Emph}

c) Usually, [my using BC] is fine - it's normal - but with someone 
I don't know or I can tell is judemental I tend to get embarrassed 
& self concious. I think it's something we all do to some degree 
in expressing ourselves - the spoken word is limiting & bimodal 
communication is a way much can be added to an interaction.  My 
friends & parents are about to kill me for adding sign so often to 
what I'm saying - the man I'm dating is bilingual in Eng/Spanish & 
has threatened to speak just in Spanish if I don't stop. {C,D}

d) Sometimes a mere word doesn't describe a way you feel but using 
sign or words ASL - seems get idea across. {J}

Advanced students:

a) [I] feel a little confused OR feel surprise happy [when I use 
BC].  - confused like - what am I doing?  - surprised happy - "hey.   I'm using sign and don't know it!"  [I use BC because] Language 
centers sometimes cross - certain thought patterns easier in some 
languages than others. {U,Misc,Pos}  

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