PG-4: EF-D
PRACTICE FACIAL EXPRESSIONS
CONSISTENT WITH MEANINGS

If you have ever watched someone else who is learning Cued Speech you may have noticed that their facial expressions show concern over cueing rather than support for the message being communicated by the actual words. If this behavior persists -- and sometimes it does -- it can be confusing to the hearing-impaired individual who needs all the communication information available

It's never too early to begin cueing with both an animated voice and appropriate facial expressons. We are not recommending that you adopt exaggerated facial expressions: only those which you would naturally use to complement the emotional intent of utterances. However, it won't do any harm to "let yourself go" while cueing-and-saying these first simple practice items. Watch yourself in a mirror or ask someone to monitor your facial expressions.

"Wow!" [6-s,5-t] (Show that you are very pleased and happy.)
"Wow!" (Show that you are surprised, but also pleased.)
"Wow!" (Show that you are surprised and seriously concerned because

the child just relayed a frightening experience.)
"Alright!" (Show you are very enthusiastic.)
"Alright?" (Show you are asking for approval or consent.)
"Alright!" (Show you are annoyed and have had quite enough.)
"Good!" "Swell!" "Fine!" "Great!" "Marvelous" "Fantastic!" "Fabulous!" "Super!" "How to go!" "Bad!" "Awful!" "Terrible!" "Rotten!" "Lousy!" "So-so" "Fair" "Not too bad" "OK" "Alright" "Sorry!" "Sad" "Blue" "Unhappy" "Lonesome" "Scared" "Frightened" "Nervous" "Tense" "Worried"

Now try these and see if you can sustain the implied facial expression throughout each of the phrases or sentences. Skip those which you personally would never use.

"That's great!" "That's very good!" "Shame on you!" "Don't cry." "I'm disgusted!" "I'm furious!" "Feel better now?" "I love you." "What's the matter?" "Where does it hurt?" "I don't care!" "Stop that!" "Be quiet!" "Leave her alone!" "Don't touch that!" "Sit down!" "Hurry up!" "Where have you been?" "That-a boy!" "I was worried about you." "What a nice smile!" "Good job!" "Can you smile for Daddy?" "Good morning." "Good night." "Have a good nap." "Are you hungry?" "I'm proud of you." "You'll like this!" "Stop being silly!" "That's my girl." "You need a bath, young man!" "You little rascal!" "What am I going to do with you?" "Why did you do that?" "Not on your life!" "No way!" "You'll be sorry!"

Ask someone who knows your speaking habits very well to jot down your frequent emotional expressions which may not be listed above. Practice cueing these with appropriate facial expressions.

Vulgar or profane utterances have been avoided in these pages because such words are usually offensive to readers. However, the question of whether or not to cue "four-letter-words" should be faced candidly and openly. If it is true that the hearing-impaired child is entitled to the same oral language environment as the hearing, then those parents who choose to say such things within earshot of their children should, in this writer's opinion, cue them as well. It is probably more provovative to say (and not cue) vulgarities in the presence of a hearing-impaired child because the child willassume that the "forbidden" words carry a special adult "magic" -- which of course they do not! If you say it, cue it; and if you feel guilty or uncomfortable cueing it, don't say it. It really is THAT simple!


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