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Thus, going through the lessons sequentially starting with lesson 1 allows you to reach communicative competence in sign language very quickly-and it is based on second language acquisition research (mixed with a couple decades of real world ASL teaching experience).

Then I took the concepts that appeared the most frequently and translated those concepts into their equivalent ASL counterparts and included them in the lessons moving from most frequently used to less frequently used. I compiled lists of concepts from concordance research based on a language database (corpus) of hundreds of thousands of language samples. The main series of lessons in the ASL University Curriculum are based on research I did into what are the most common concepts used in everyday communication. If you actually have time to read this email can you answer a question.We need a bigger list of signs, would you recommend me going through the lessons or are you working on a 'more signs' page of maybe 100 to 200 of the most commonly used signs?.

' and pull up the bookmark of your web page. We constantly go through the 'What's the sign for. We have a vocabulary of 124 signs (most of what are on the 100 signs page). I have a perfectly healthy 2 year old that refuses to talk.

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