Review of ASL grammar with special emphasis

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					Discipline: American Sign Language

                                                                               Degree Credit _X__
                                                                                  Non Credit ____
                                                                             Nondegree Credit ____
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                             INTEGRATED COURSE OUTLINE of RECORD

                                     AMERICAN SIGN LANGUAGE 3


3     American Sign Language 3                                                                4 units


Review of ASL grammar with special emphasis upon idiomatic constructions. Further development of
conversational techniques focusing on expressive, as well as receptive skills, intermediate level
vocabulary expansion, ASL structural and grammatical patterns necessary for comprehension of standard
ASL at the intermediate level. This course includes an expanded discussion of Deaf cultural issues and
daily life. 72 hours lecture and 18 hours laboratory.


Development of intermediate expressive and receptive communicative skills, with an emphasis on
idiomatic constructions.


Before entering the course, students will be able to:

      1.     Demonstrate comprehension of clear standard discourse related to self, family, academic,
             work, and social experiences.
      2.     Demonstrate receptive and expressive fluency in the manual alphabet.
      3.     Communicate using a series of simple sentences and short monologues to describe self,
             family, academic, work, and social experiences.
      4.     Apply more complex ASL grammatical rules, describing experiences and impressions
             through short dialogues and monologues.
      5.     Distinguish appropriate non-manual grammatical features on a more advanced level through
             short dialogues and monologues.
      6.     Illustrate appropriate cultural norms through discursive interactions.

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Upon successful completion of the course, students should be able to:

      1.     Illustrate and present monologues on topics which are familiar and of personal interest,
             describing experiences and impressions in ASL
      2.     Apply basic inflectional and aspectual features, with their corresponding non-manual
             features, common in ASL discourse
      3.     Integrate appropriate discourse fluency with special attention given to grammatically correct
             sentences in ASL
      4.     Formulate appropriate non-manual features while conversing in ASL
      5.     Produce idiomatic constructions in ASL through conversational discourse
      6.     Describe and analyze, with sensitivity and appreciation, the relationship between language,
             culture, and world views of Deaf people, as well as similarities and differences between Deaf
             and hearing cultural practices and perspectives
      7.     Compare and contrast visual with spoken languages as a demonstration of further enhanced
             critical thinking abilities
      8.     Integrate appropriate cultural behaviors when dialoguing with other ASL users.


      Lectures, class exercise practice, and laboratories will emphasize the development of receptive
      skills (comprehension of ASL by instructor and each other) and communicative skills (expression in
      ASL) at the intermediate level. Both receptive and communicative skills will be enhanced by an
      increased emphasis on the viewing of authentic materials in ASL. The topics are presented in an
      appropriate order within the natural approach to second language learning, and are reintroduced
      repeatedly throughout the semester. In foreign language acquisition for adult second language
      learners, comprehension precedes production. Therefore, more emphasis is placed on the
      development of receptive skills than of communicative skills, with a higher level of competence
      expected in this area, but also an increased level of expectation in the expressive area, as well.
      The basic intermediate-level structural and grammatical patterns necessary for effective visual
      communication will be introduced.

      1.   Semantic Topics: Topics typical of third semester college ASL textbooks, such as, but not
           limited to, the following will be discussed as they relate to the framework of both Deaf
           cultures and the students’ native cultures:
           a.     review and expansion of greetings, use of space, personal information, surroundings,
                  daily activities
           b.     spatial referencing, inflecting verbs, temporal aspect
           c.     non-manual facial grammar as it pertains to the structural grammar of ASL in the
                  semantic areas
           d.     limb classifiers from above/below perspectives
           e.     narratives pertaining to travel and weekend activities/hobbies
           f.     expressing opinions regarding likes/dislikes/preferences
                         RECEPTIVE SKILLS: Students will be taught to comprehend the global
                          meaning of native ASL in the listed semantic areas, including recognizing the
                          associated vocabulary for each topic area.
                         COMMUNICATIVE SKILLS: Students will acquire an active vocabulary for the
                          above semantic areas.
      2.   Syntactic Topics: Topics typical of third semester college ASL textbooks, such as, but not
           limited to, the following, will be presented: complex sentences, aspectual inflections, making
           requests, ASL classifier incorporation into sentential and narrative levels

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                           RECEPTIVE SKILLS: Students will recognize the meaning of native ASL in the
                            listed sentential areas using interrogative, imperatives, declarative, conditional,
                            rhetorical, and negative sentence structure. Students will understand simple
                            and compound sentences, long dialogues, and short to medium-length
                            monologic compositions of connected discourse, all presented visually in ASL,
                            using vocabulary listed in the semantic areas.
                           COMMUNICATIVE SKILLS: Manual production of simple and complex ASL
                            sentences, and narratives of short to medium-length monologic compositions of
                            connected discourse, using vocabulary from the semantic areas.
     3.      Morphological Tools: Topics typical of third semester college ASL textbooks, such as, but
             not limited to, the following, will be presented:
             a.     Personal pronouns, possessive pronouns, reflexive pronouns, dual pronouns, and
                    agent markers
             b.     Number forms, temporal sequencing, inflected time signs, tense markers, verb
             c.     Directional verbs, role shifting
             d.     ASL descriptive and predicate classifiers, incorporating use of space and description
                    of rooms
             e.     Non-manual facial grammar as it pertains to the structural grammar ASL aspectual
                    and verb inflection
             f.     Non-manual facial grammar as it pertains to classifier incorporation and size
                           RECEPTIVE SKILLS: Students will be able to understand the listed
                            grammatical structures when signed to them, will often be able to understand
                            other grammatical structures slightly above their level, and be able to recognize
                            morphemes (sign and facial grammar elements) which affect use of space, verb
                            agreements, number, person, and tense. Additionally, they will be able to
                            respond to simple and complex command forms.
                           COMMUNICATIVE SKILLS: Students will begin to communicate meaning using
                            the grammatical forms listed, including meaning in sentences and short to
                            medium-length narratives with appropriate use of classifiers, space and non-
                            manual grammar.
     4.      Cultural Topics: Topics typical of third semester college ASL textbooks, such as, but not
             limited to, the following, will be presented:
             a.     deaf cultural experiences from present day Deaf individual role models
             b.     cultural norms for appropriate behaviour within the Deaf community for interactions on
                    the conversational level
             c.     cultural media series aimed at exposing students to various Deaf people’s world views
             d.     important cultural and historical figures in the Deaf community
             e.     forms of oppression within historical and present day lives of the global Deaf
             f.     differences and similarities between the daily life and leisure activities of the students’
                    native cultures and those of the target culture
             g.     role of age, gender, race, region and class in interpersonal relationships and language
             h.     non-verbal communication as a means of conveying attitudes, feelings, and emotions
                           RECEPTIVE SKILLS: Students will be taught to comprehend the global
                            meaning of standard ASL in the listed cultural areas. Students will also be
                            introduced to the world views of Deaf people globally through exposure to
                            media exhibiting Deaf people and their life experiences.
                           COMMUNICATIVE SKILLS: Students will acquire an active vocabulary
                            sufficient to manually communicate about the listed cultural topics at a
                            beginning level. They are also expected to turn in a college level written report
                            on their observations of these events.

     Students are also assigned reading, writing and other outside assignments equivalent to two hours
     per one hour lecture.

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Methods of instruction used to achieve student learning outcomes may include, but are not limited to:

      1.     Presenting lectures and discussions in American Sign Language in order to increase
             students’ ability to comprehend the visual language; reinforce the targeted cultural,
             semantic, syntactical and morphological items; and guide students in the application of
             visual comprehension and expressive strategies
      2.     Showing films/videos/interactive DVDs and selections taped from TV, the internet, or
             documented Deaf community events in order to help students improve their ability to
             comprehend ASL at native speed; provide them with virtual access to Deaf communities,
             cultures, and their products; stimulate discussions about Deaf peoples’ lives, culture and
             history; and encourage the expression of opinions at the intermediate level
      3.     Presenting video/reading activities, which may include cultural selections and anecdotes,
             narratives, authentic ASL poems and stories, magazines, newspapers, ASL children’s
             literature, web articles and grammar explanations in order to guide students in the
             application of receptive strategies and to help students draw logical conclusions from their
             study materials and lead them in a sensitive comparison and contrast between the culture,
             history, current events, and daily life of Deaf communities and their own
      4.     Creating and assigning pair and small group communicative activities such as in-class
             interviews, post-reading activities, dialogues, picture descriptions, games, skits, student
             creation of PowerPoint presentations, short group narratives, problem-solving fingerspelling
             puzzles, and other visual communicative activities in order to help students practice specific
             signing strategies and skills in the context of the target culture, vocabulary, and grammar
      5.     Developing and assigning writing activities, which may include in-class English glossing for
             ASL sentences, paragraphs and dialogues, fingerspelling cloze activities in order to aid
             students in mastering intermediate-level syntax, semantics, and morphology, using the
             target vocabulary and grammar to help them compose well-structured short to medium-
             length dialogues and monologic narratives
      6.     Conducting individual conferences in order to advise students on their needs and progress
      7.     Instructing and aiding students with computer-based language programs
      8.     Developing and assigning online tasks such as written discussion board postings; viewing
             online PowerPoint presentations; viewing online signed presentations; completion of
             functionally-oriented website-specific vocabulary, cultural, and viewing tasks; reading and
             writing tasks; interactive vocabulary, grammar and culture games; web quests; and textbook
             companion website interactive activities in order to reinforce targeted cultural, semantic,
             syntactical, and morphological items; provide an opportunity for the practice of receptive and
             expressive strategies and skills; present students with up-to-date information on, and virtual
             access to, ASL and Deaf communities, locally, nationally, and globally and their respective
             cultures; encourage consideration of, and respect for, cultural differences as well as an
             awareness of similarities; and stimulate and guide signed and written interactive
      9.     Evaluating ASL videotaped stories and visual media in order for students to analyze and
             understand the similarities and differences between spoken English and the target language
             of ASL


Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation
which may include, but are not limited to:

      1.     Signed reports/presentations designed to evaluate students’ ability to express personal
             opinions on targeted culture and personal topics
      2.     Written assignments designed to assess students’ knowledge on Deaf history and culture,
             as well as ASL grammatical rules

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      3.     Participation in class discussions and activities designed to evaluate competency in and
             understanding of assigned material
      4.     Receptive and expressive quizzes/examinations designed to evaluate students’ ability to
             understand and draw logical conclusions from conversations and authentic cultural material
             on targeted topics
      5.     Student portfolios, workbook and textbook assignments designed to evaluate student
             mastery of specific vocabulary, grammatical, and cultural topics
      6.     Class and individual projects designed to assess student ability to make thoughtful
             comparisons between the target culture and their own
      7.     Class presentations in the target language to evaluate students’ competency of ASL
             grammatical structure
      8.     Final examination designed to evaluate student learning outcomes and readiness for ASL 4


All materials used in this course will be periodically reviewed to ensure that they are appropriate for
college level instruction. Possible texts include:

      1.     Lentz, Mikos, & Smith. Signing Naturally Level II. workbook/DVD. Expanded edition.
             DawnSignPress, 1998.
      2.     Jacobs, Leo. A Deaf Adult Speaks Out. Gallaudet University Press, 1989.
      3.     Locker-McKee, Rachel, et al. People of the Eye: Stories from the Deaf World. Bridget
             Williams Books, 2002.

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