In one page answer the following, What did you do to practice ASL outside of the classroom? What worked and what did not work? – Essaylink

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In one page answer the following, What did you do to practice ASL outside of the classroom? What worked and what did not work? Stemming from your own personal experience, what would you, as an ASL teacher, advise students to do outside of the classroom to improve their ASL skills? What would be discouraged? Please refer to the Willoughby and Sell (2019) article in your response.
A piece from the article:
—“Scholars of second language (L2) learning and teaching are increas- ingly exploring students’ use of the L2 outside the classroom set- ting, in recognition of the powerful effect this self-directed study can have on language learning. Within sign language studies, stu- dents have long been exhorted to immerse themselves in the Deaf community. However, until now we have lacked an evidence base of the degree to which they do this (or other out-of-class study), how effective they find it, or whether/how engagement changes as proficiency develops.This study explores these issues by consider- ing responses from 157 students enrolled in four different levels of Auslan (Australian Sign Language) units at the same tertiary institu- tion. Findings indicate that students at all levels have low engagement with structured revision but make good use of media resources and face-to-face interactions, and that uptake of these increase in relative frequency to their developing capabilities and personal networks. Innovative students also integrate Auslan study into everyday situa- tions and interests. Learning any second language (L2) as an adult presents a range of challenges, from memorizing vocabulary items to mastering a new grammatical system and learning to manage the pragmatics of inter- actions with native speakers. Research based on introspection and interviews with teachers and students has consistently identified a number of key challenges hearing adults face when they start learn- ing a sign language that are additional to the generic challenges of learning to communicate in a new spoken language.These include developing new perceptual and motor skills in order to comprehend and produce sign language output, internalizing new communicative norms (such as prolonged eye contact and use of facial expression), and dealing with the high level of variation within sign languages (e.g., Jacobs 1996; McKee and McKee 1992; Quinto-Pozos 2011;Wilcox and Wilcox 1997; Willoughby et al. 2015). The principal advice given to students in order to overcome these challenges is to immerse them- selves in Deaf culture and networks—for example, by attending Deaf clubs and other community events or volunteering to assist a Deaf person in need. But teachers and researchers have always recognized that successfully immersing oneself is not something all students will be able to do, since it requires a number of factors to come together.”
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