ASL 1150C-1081 American Sign Language II
ACADEMIC DEPARTMENT:
Dean: Dr. Martha Campbell Academic Chair: Dr. Shirley Oakley
Office Location: LA 159 Office Location: LA 159
Office Number: (727)791-5904 Office Number: (727)791-2570
mailto:
Course type: / classroom and lab
Prerequisites: / successful completion of ASL 1140C
Course description: / Intermediate American Sign Language (ASL) is a continuation of the basic American Sign Language course and expands the student's vocabulary and signing fluency. Students will have directed practice with media generated materials, emphasizing receptive and expressive conversational practice. Lecture - 47 contact hours. Lab – 30 contact hours.
Office location: / LA 165 (Clearwater)
Office hours: / On Campus / Virtual Hours
Monday/Wednesday: 8:30-9:00; 11:30-1:30
Tuesday: 8:30-1:30 /
M -Th: 5:45-6:45 am
Phone: / 727-791-2746
Disabilities info: / From Student and Educational Services
http://www.spcollege.edu/addendum/#accommodations
Academic and Student Affairs: / From Student and Educational Services
Reasonable accommodations are available to students who:
· are otherwise qualified for admission to the College
· identify themselves to appropriate College personnel
· Provide acceptable and qualifying documentation to the College.
It is the student's responsibility to provide notice of the nature of the disability to the College and to assist in identifying appropriate and effective accommodation. Students must personally identify the need, provide supporting diagnostic test results and professional evaluations, participate in planning services, and give adequate notice in requesting accommodation. A Counselor/Learning Specialist in the Office of Services for Students with Disabilities (OSSD) is assigned to oversee services on each SPC campus. To call, visit, or e-mail a Counselor/
Learning Specialist,seethe list below.
Contact Information by Campus
http://www.spcollege.edu/dr/
Class meeting schedule: / Monday/Wednesday: 9:00-11:30
Clearwater Campus LA 108
Textbooks: / Required:
1. Signing Naturally Level II chapters 7-12 by Lentz, Mikos and Smith
ISBN: 978-1-58121-221-1
2. A Loss for Words by Lou Ann Walker.
Harper Collins Publisher
ISBN: ISBN-13: 9780060914257
3. GoReact by Speakworks
Recommended Text or Other Reading Material:
Library: http://www.spcollege.edu/central/libonline/.
Other materials/
Media
Protocol: / For this class you must have access to a webcam. Use the ASL Lab.
Protocol for Production of MediaMake sure yousign the following information on each video project.
Your First and Last NameThe DateThe Project Title
When producing visual/gestural material the student must be aware of procedures that willenhancethe production:
Backgrounds
· Colorof Clothesshould be asolidcolor that contrasts with a student’s skin color.
· Light skinned students wear darker solid color tops.
· Darker skinned students wear lighter solid color tops.
· Tops should have sleeves; no tank tops, low cut or sleeveless
tops permitted.
· Tops should not have distractions:buttons, emblems, and graphics.
Distractions
· Hair should be out of the face.Do not wear a hat or chew gum.
· Jewelry should not be distracting: dangling earrings, shiny necklace, sparkly pins
· Midriff and/or shoulders should not be exposed
Not following protocol will result in points being deducted from the final grade of the material produced. Exercises from the Student Textbookswill be assigned each week.You will be prepared to demonstrate their receptive and expressive sign skills during the class.
Video Assignments:You will be expected to submit digital assignments for grading.This work will be recorded through GoREACT.Be sure to set up and save your password as soon as you receive my invitation to the class.Webcams are available in the ASL Lab.Personal webcams are acceptable provided media protocol is followed.
Course goals and objectives: / Upon completion of this course, the student will:
· Explain the importance of non-verbal and visual gestural communication techniques in relation to: a) the origin of signs; b) the origin of sign language; and c) the culture of the Deaf community.
· Continue to demonstrate 80% competency in expressive communication skills through conversational signing by using manual and non-manual grammatical features of sign language.
· Continue to demonstrate 80% competency in receptive communication skills in conversational signing through comprehension monitoring techniques.
· Continue to develop skills in receptive and expressive fingerspelling.
· Continue to develop receptive skills and increase the ability to accurately and appropriately express ASL.
· Develop an intermediate level competency in spontaneous conversational ASL as demonstrated by accurate use of sign vocabulary, classifiers, and ASL structure.
· Recognize and apply a glossing system for describing sign production and its related characteristics (e.g., facial expression, location, structure, etc.)
· Present signed productions at 80% mastery.
· Acquire an additional ASL working vocabulary of approximately 250-300 signs.
· Continue to develop an appreciation and understanding of Deaf Culture and ASL as a language in its own right.
· Summarize basic applications of visual and sign communication
DISCIPLINE SPECIFIC INFORMATION:
If you must enter the classroom after class has begun, please do so as quietly as possible. Exercises techniques used in Deaf Culture for interruption. Because American Sign Language is a visual-gestural language, it is best learned in a voiceless environment. You are expected to use only sign/fingerspelling and are discouraged from using your voices in the classroom. Please make use of techniques for getting the meaning across rather than attempting to make us of voice if there is a misunderstanding in meaning. The curriculum and the lessons are designed to help the class and the program meet the five areas of Communication, Cultures, Connections, Comparisons and Communities outlined by the American Council on the Teaching of Foreign Languages (ACTFL).
The curriculum parallels what we know about language development and second language learning. We focus on introducing language in context and reinforcing what is learned by engaging you into various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates. Our classes are conducted in ASL from the very first day. You are immersed in the language to maximize your language learning. I will use gestures, signs, drawings, and act out situations to get the point across and your job is to keep trying. This may sound unnerving at first, but trust me, it works!
1) Communication: Exchange information in ASL using short dialogues about everyday life such as describing people and things, making requests and asking for advice, describing places, giving opinions about others, and discussing plans and goals with other students, the instructor, and through video recording activities.
2) Communication: Develop skills in using facial expressions, gestures and specialized handshapes (classifiers) for communication and descriptive purposes.
3) Communication: Maintain a conversation in ASL with native signers using both culturally appropriate content and interpersonal skills, and comprehend basic conversational questions and short discourses.
4) Communication: Develop understanding and use of ASL grammatical principles including (a) Use of space for referents, (b) Directionality for verb signs, (c) Modification of signs for degree, and (d) Communicating about more than one (plurals).
5) Communication: Develop skills in organizing and delivering narratives in ASL including (a) Using the appropriate introduction, body, and conclusion, (b) Grammatical markers for transitions, (c) Role-shifting between two or more characters, and (d) Use of space.
6) Cultural and Connections: Discuss the view that Deaf people are a cultural-linguistic minority group.
7) Comparative: Explore Deaf art and how it expresses the Deaf experience.
8) Comparative: Discuss the rules of social interaction in Deaf culture and compare them with other cultural norms.
9) Comparative: Understand the Deaf community’s participation in society, and dispel misrepresentations and stereotypes about them.
10) Comparative: Examine the historical collision between culture and disability in the Deaf community, including ethical conflicts with the medical model.
11) Comparative: Discuss the intersections which occur within the Deaf community, the universality of the Deaf experience, and the visions of the future.
12) Community: Attend ASL and Deaf events to continue to develop ASL and Deaf behavioral norms outside of the classroom.
Attendance policy: / The college-wide attendance policy is included in the Syllabus Addendum http://www.spcollege.edu/central/asa/addendum.htm. Since learning a language requires interacting as with native users and practicing with others on a regular basis, American Sign Language students will need to attend and participate in all classes to be successful. Attendance will be tracked during each class and students who in excessive of four absences will be dropped from the course due to lack of 60% activity time. For extenuating circumstances, documentation must be presented.
IMPORTANT COLLEGE POLICY REGARDING COURSE DROP-ADD PERIOD AND AUDIT INFORMATION
http://www.spcollege.edu/addendum/#drop
FEDERAL GUIDELINES RELATED TO FINANCIAL AID AND TOTAL WITHDRAWAL FROM THE COLLEGE
http://www.spcollege.edu/addendum/#finaid.
Evaluation process: / Assignments
2Signed projects...... 30 points
Unit Tests...... 30 points
Final Project...... …...... 10 points
15Contact Hours...... …...... 10 points
Journal/Book Test...... 10 points
In-class performance/progress…..…..10 points
100 points
Grading scale: / A = 90+
B = 80+
C = 70+
D = 60+
F = less than 60
Grading policies: / ASL Immersion and No Talking Policy:
The curriculum and workbook are designed with the assumption that you use English as your first language. ASL will be used exclusively in the classroom for two reasons. First, it is culturally inappropriate to use voice in an ASL environment, or to not sign in the presence of any Deaf person. Speaking eliminates the Deaf person, whether intentionally or not, from the communication around them. In the classroom, it is critical that the instructor, Deaf or hearing, maintain a culturally appropriate environment so that you can develop the habit of signing in Deaf-hearing situations. Secondly, you can only become fluent by constantly using ASL. The more you rely on English to understand ASL, the longer you will remain in the limbo of being unable to communicate in ASL. You can’t learn a language by speaking or listening to another language. No language is a direct translation of another, and concept formation is enhanced by full immersion. Students will not learn ASL until they actually commit to using it as a living language. The classroom will become a microcosm of the living world where all meaning is negotiated in ASL.
Since ASL does not yet have its own standardized writing system, written English is used to give instructions, and explain some signs in the student workbook. However, whenever possible I will use pictures and other ways to minimize the use of English in the classroom.
Assignments
Students should expect to spend at least six hours outside of the classroom on homework assignments, social hour, study groups, and other ASL related activities to perform well in this class. Based on past experience, there is a strong relationship between a student’s attendance, participation, effort on homework assignments, and getting a good grade on the exams
Written Work/Assignments: All work is due on the date specified on the schedule. It is due at the beginning of the class period. Late work will not be accepted past the next class period of a missed class without a 50% reduction in grade. Written work and assignments should include your name, date assignment is due, and class title. In class assignments may not be made up.
THE LAB component of this class is conducted as an independent study and is based on classroom requirements and activities assigned by the instructor. NO Lab assignment will be accepted late and no partial lab assignments will be accepted; however, a student may turn lab work in early if they wish. All work is due on the date listed. A grade of “50%” will be assigned for work not submitted on time. At the time of each test, students need to bring in their completed homework assignments.
Use this space here to write down contact information from at least three classmates. And, please, if you must miss a class, please do not contact me and ask
if you missed anything in class; YOU DID! Ask your classmates.
Contact 1: ______
Contact 2:______
Contact 3:______
Contact 4:______
Class calendar: / Week of: / Assignments:
5/18-5/20 / Introduction/Review of Units 1-6
Textbook and videotape; course goals/requirements; The Building Blocks of ASL; Strategies for learning ASL
Cumulative ReviewUnits 1-6
*View DVD; review vocabulary and textbook exercises
Post Introductions and Complete Re–Defining Deaf Assignment
5/25-5/27 / Unit 7:Describing People and Things: 7.1-7.8
*View DVD; review vocabulary and complete textbook exercises
A Loss For Words: Journal entry Chapter 1 (Due 5/24)
6/1-6/3 / Unit 7:Describing People and Things: 7.9-7.13
*View DVD; review vocabulary and complete textbook exercises
Unit 12: Lessons 1-2
A Loss For Words: Journal entry Chapter 2/3 (Due 5/31)
6/8-6/10 / Unit 8: Making Requests and Asking for Help: 8.1-8.8
*View DVD; review vocabulary and complete textbook exercises
A Loss For Words: Journal entry Chapter 4/5 (Due 6/7)
6/8-6/10 / Unit 8: Making Requests and Asking for Help: 8.9-8.14
*View DVD; review vocabulary and complete textbook exercises
Unit 12: Lessons 3-7
A Loss For Words: Journal entry Chapter 6/7 (Due 6/14)
Post unit 7/8 Project in GoReact 6/7/15
Unit 7/8 Test 6/10
6/15-6/17 / Unit 9:Describing Places: 9.1-9.8
*View DVD; review vocabulary and complete textbook exercises
A Loss For Words: Journal entry Chapter 8/9 (Due 6/21)
6/22-6/24 / Unit 9:Describing Places: 9.9-9.14
*View DVD; review vocabulary and complete textbook exercises
Unit 12: Lesson 8
A Loss For Words: Journal entry Chapter 10/11 (Due 6/28)
6/29-7/1 / Unit 10: Giving Opinions About Others: 10.1-10.6
*View DVD; review vocabulary and complete textbook exercises
A Loss For Words: Journal entry Chapter 12/13 (Due 7/5)
7/6-7/8 / Unit 10: Giving Opinions About Others: 10.7-11.6
*View DVD; review vocabulary and complete textbook exercises
Unit 12: Lesson 9
A Loss For Words: Journal entry Chapter 14-16 (Due 7/12)
A Loss For Words Online TEST 7/5-7/8
7/13-7/15 / Unit 11: Discussing Plans and Goals: 11.7-11.13
*View DVD; review vocabulary and complete textbook exercises
Unit 12: Lesson 10
Post unit 9-11 Project in GoReact by 7/12/15
Unit 9-11 test 7/15
7/20-7/22 /
FINAL EXAM WEEK - Present Final Project
Important Dates: / College Calendar
http://www.spcollege.edu/calendar/
Class policies: / Academic Honesty
http://www.spcollege.edu/academichonesty/
Classroom Protocol:
Class discussion periods will be conducted in an orderly fashion. If a student must enter theclassroom after class has begun, please do so as quietly as possible. If a student has adisagreementwith an instructor on a particular graded exercise or exam question, pleasesee the instructor afterclass.