| 12/3/2024 9:19:38 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ASL 2 | Title:
ELEM AMER SIGN LAN PT 2 |
|
| Full Title:
Elementary American Sign Language - Part 2 |
| Last Reviewed:1/25/2021 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 4.00 | Lecture Scheduled | 4.00 | 17.5 max. | Lecture Scheduled | 70.00 |
| Minimum | 4.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 4.00 | | Contact Total | 70.00 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 140.00 | Total Student Learning Hours: 210.00 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
ASL 1B
Catalog Description:
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Continuation of instruction in elementary American Sign Language using appropriate linguistic and cultural principles. Instruction increases and expands conversational strategies and comprehension of ASL grammatical structures.
Prerequisites/Corequisites:
Course Completion of ASL 1
Recommended Preparation:
Eligibility for ENGL C1000 or equivalent or appropriate placement based on AB705 mandates
Limits on Enrollment:
Schedule of Classes Information
Description:
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Continuation of instruction in elementary American Sign Language using appropriate linguistic and cultural principles. Instruction increases and expands conversational strategies and comprehension of ASL grammatical structures.
(Grade or P/NP)
Prerequisites:Course Completion of ASL 1
Recommended:Eligibility for ENGL C1000 or equivalent or appropriate placement based on AB705 mandates
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 1991
| Inactive: | |
| Area: | E
| Humanities
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | C2 | Humanities | Fall 1991 | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 3B | Humanities | Spring 2007 | |
| | 6A | Language Other Than English | | |
| | 6A | Language Other Than English | Fall 1996 | Spring 2007 |
| |
| CSU Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Major Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Develop strategies for engaging in conversations in ASL using statements, questions, and brief narrative elements, while modeling behaviors that are culturally appropriate among ASL signers.
2. Use and comprehend vocabulary as used for everyday or specialized topics and activities, with increased fluency in fingerspelling and numbers.
3. Increase use of grammatical structures such as temporal aspect, role shifting, complex noun-verb agreement, and classifiers, with accurate use of ASL parameters and non-manual markers.
4. Discuss features of the culture and history of Deaf people and ASL, including sociolinguistic and intersectional variations in the Deaf experience.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Demonstrate understanding of signing and fingerspelling with accuracy.
2. Compose comprehensible sentences and passages with communicative purposes, displaying minimum surface-level errors in ASL parameter and grammatical usage.
3. Generate questions, requests, and short narratives using grammatical structures involving subjects and predicates.
4. Respond to other signers, using common ASL vocabulary and metalinguistic feedback related to everyday and specialized topics.
5. Use greetings, interactions, and conversational techniques in a culturally appropriate manner.
6. Correctly interpret or evaluate content from authentic ASL texts.
7. Use basic to intermediate grammatical structures involving subjects and predicates.
8. Use fingerspelling to express names, lexicalized signs and loan words.
9. Develop, organize, and sign short narratives and presentations.
10. Describe social, cultural, historical, political, sociolinguistic, and intersectional aspects of Deaf and signing communities in the USA.
Topics and Scope
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I. Course Orientation
A. Accessing and using course materials
1. classroom
2. campus
3. community
4. online resources
B. Production of ASL texts (videos)
C. Review of ASL conventions
1. eye contact
2. voices off
3. attention-getting
4. turn-taking
D. Review of commands and requests
II. Vocabulary Development
A. People
1. identity
2. social roles
3. cultural roles
4. political roles
5. occupations
B. Places
1. housing
2. work
3. classroom
4. school
5. community features
6. cities
7. states
8. geography
C. Descriptions
1. clothing details
2. physical details
3. personal qualities
4. sizes
5. distances
6. colors
7. shapes
8. opinions
9. feelings
D. Numbers and time
1. cardinal 1-1000
2. telling time
3. phone numbers
4. money
5. years
6. past/future
7. ranking)
E. Activities
1. leisure
2. sports
3. hobbies
F. Interactions
1. arrivals
2. leave-takings
3. emergencies
G. Negations
1. lack of
2. refusal
3. disagreement
4. caution
5. prohibition
6. incomplete
7. not yet
8. not required
9. inappropriate
H. Miscellaneous
1. gossip
2. informal registers
3. slang
4. holidays
5. popular culture
6. current trends
7. technology
III. Grammatical Development
A. Parameters
1. handshape
2. location
3. movement
4. palm orientation
5. non-manual markers
B. Classifiers
1. descriptive
2. locative
3. instrumental
4. semantic
5. entity
6. body part
7. body part shape and size specifier
8. elemental
9. plural
C. Non-manual markers
1. facial expressions
2. body shifting
3. mouth morphemes
D. Detailed sentences
1. subject-predicate structure
2. topicalization
3. conjunctions
4. role-shifting
5. adjectives
6. adverbs
E. Verb modification
1. directionality
2. multi-subject verb agreement
3. temporal aspect
F. Comparisons
1. contrastive structure
2. listing/ranking
3. incorporation of subordinate details such as narration or description
4. locative consistency
G. Questions
1. yes/no
2. wh-q
3. rhetorical
4. requests
5. advice-seeking
6. strategies for asking about signs
IV. Composition
A. Narratives
1. autobiographical
2. situational
3. descriptive
B. Problem-based scenarios
1. conflicts
2. resolutions
V. Cultural Skills
A. Communicating with others
1. backchanneling
2. clarification
3. asking for new signs
B. Etiquette and behavioral norms
1. signing environments
2. attention-getting
3. interruptions
4. pointing in public
5. social conventions
C. Traditions and heritage
1. folklore
2. storytelling
3. poetry
4. visual vernacular
5. humor
6. history
7. notable events, places, and persons
8. current issues and trends
9. cultural activities
10. sociolinguistic and intersectional topics
Assignments:
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1. Readings on sign language grammar, techniques, and cultural topics from textbook, print, or digital materials (average 10-15 pages per week)
2. Video viewings from DVD or online collections (1-3 hours per week)
3. Memorization of sign vocabulary and grammatical modifications (average 50-100 signs per week)
4. Receptive practice exercises (3-7 per week)
5. Expressive practice exercises, such as vocabulary recitations, solo monologues, paired or group dialogues; presentations; role-playing (3-7 per week)
6. Expressive video or live performance projects (2-4 projects per semester)
7. Written or signed responses, such as reflections, analyses, or reports (4-8 per semester)
8. Quizzes, tests, final exam
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
10 - 20% |
| Written or signed responses, exercises | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
40 - 50% |
| Expressive practice exercises, expressive projects, receptive exercises | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
20 - 30% |
| Quizzes, tests, final exam | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 30% |
| Video recordings | |
Representative Textbooks and Materials:
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TRUE+WAY American Sign Language (online content). 2020
My ASL Book: A Communicative Approach for Learning a Visual Language, Levels 2 & 3 (print and online content). Bangs, Donald. Kendall Hunt Publishing. 2018
Signing Naturally: Student Workbook, Units 7-12 (print and DVDs or online content). Lentz, Ella and Mikos, Ken and Smith, Cheri. DawnSignPress. 2014 (classic)
ASL at Work (print and DVD). Newell, William and Sanders, Cynthia and Holcomb, Barbara. DawnSignPress. 2010 (classic)
Master ASL! Level One Student Textbook (print and DVD). Zinza, Jason. Sign Media, Inc. 2006 (classic)
Instructor-prepared materials.
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