4/24/2024 2:03:32 AM	ASL 56 Course Outline as of Summer 2022	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ASL 56	Title:  FINGERSPELLING & NUMBERS
Full Title:  ASL Fingerspelling and Numbers
Last Reviewed:2/12/2018

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

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 107

Catalog Description:

Introduction to fingerspelled and numerical systems in American Sign Language. This course provides intensive instruction in the receptive and expressive practice of fingerspelling and numbers at increasing levels of complexity.  

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion or Concurrent Enrollment in ASL 1

Limits on Enrollment:

Schedule of Classes Information
Description:

Introduction to fingerspelled and numerical systems in American Sign Language. This course provides intensive instruction in the receptive and expressive practice of fingerspelling and numbers at increasing levels of complexity.  

(Grade or P/NP)
Prerequisites:
Recommended:Course Completion or Concurrent Enrollment in ASL 1
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 2018	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1.  Demonstrate comprehension of presentations (in-class/online video) in ASL by producing a wide

    range of fingerspelling and number signs.

2.  Participate in extended dialogues in ASL which involve extensive use of fingerspelling and

    number signs.

3.  Apply the basic methods of palm orientation.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Produce numbers, fingerspelled words, and loan signs in ASL of varying degrees of

    complexity in a clear, rapid, and accurate manner.

2. Demonstrate comprehension of numbers, fingerspelled words, and loan signs in ASL by

    writing down or repeating in ASL the signed or fingerspelled item.

3. Produce clear, accurate and grammatically correct ASL sentences which combine

    conventional signs, loan signs, fingerspelled words, and numbers in a clear and

    accurate manner.

4. Demonstrate comprehension of ASL sentences which combine conventional signs, loan signs,

    fingerspelled words, and numbers by producing the same sentences by responding to the

    sentences, or by answering questions about the sentences.

5. Participate in extended dialogues about various basic topics using grammatically correct ASL

    sentences which combine conventional signs, loan signs, fingerspelled words, and numbers.

6. Demonstate cardinal and ordinal number signs in extended dialogue.

7. Demonstrate a mastery of ASL using applicable technology.

Topics and Scope

I. Introduction to Fingerspelling in ASL

    A. Basic method of palm orientation

         1. Alphabet letters

         2. Numeral systems

    B. Pangram

II. Basic Strategy for Receptive Fluency in ASL

    A. Seeing fingerspelled words as wholes instead of individual letters

    B. The "three Cs" for comprehending fingerspelled words

         1. Configuration

          2. Closure

         3. Context

    C. Receptive fingerspelling sample: "The quick brown fox . . ."

III. Basic Strategy for Expressive Fluency in ASL

     A. Expressive fingerspelling sample: "The quick brown fox . . ."

    B. Variations in fingerspelled letter such as e, f, g, h, j, k, n, m, p, and

     C. Guidelines for effective fingerspelling

         1. Pauses

         2. Correcting mistakes

         3. Communicating initials

         4. Showing articles

         5. Possessives

         6. Double letter formations

         7. Fingerspelled signs for emphasis

IV. Expressive Fingerspelling Practice

    A. Using a metronome for pacing expressive fingerspelling

    B. Avoiding Repetitive Motion Injury (RMI)

         1. Overuse Syndrome

         2. Tendonitis

         3. Carpal Tunnel Syndrome

V. Receptive Fingerspelling Practice

    A. Reading on GLOSS, written ASL sentence structures

    B. Using anticipated vocabulary

         1. Restricted set of words

         2. Categories

VI. Using Loan Signs

     A. Lexical Borrowing

    B. Assimilation

    C. Some signs originated from fingerspelling words such as BREAD, NO-GOOD, JOB

    D. Directionality of loan signs such as OK, BACK

     E. Manipulation of fingerspelling in words such as BUSY, HURT

    F. Fingerspelling abbreviations for states, ounce, pound

VII. Creative Fingerspelling

    A. Movement manipulation on fingerspelled words such as reflections, lamp, duel,

         honeymoon, jaws, flute and yo-yo

    B. Qualitative play on words such as sticky, itch, etc.

     C. ABC and number story sequencing by using alphabet letters, order, numbers or backward.

    D. Expressing emphasis of fingerspelling words using non-manual markers

VIII. Expressive and Receptive Use of ASL Number Systems

    A. Basic numbers 1 - 1 million

    B. Money and finance - cost, sale, total, taxes, budget, spending, owing, etc.

    C. Measurements - liquid, yard/tape, height

    D. Telling time

    E. Time duration

    F. Frequency of events

    G. Age and personal numbers

    H. Sports

    I. Location and ranking numbers - phone numbers, home and business addresses, etc.

     J. Scientific numbers

Assignments:

Assignments may include:

1. Translating Assignments: Practice translating visual content (online video assignment, dialogue with pairs or group, in class activities, and web-based assignment)

2. Problem-solving assignments

     a. Practice exercises from the workbook, videos, online video assignments, and teacher-prepared materials

    b. Group/pair practice in-class activities, games, and other activities

    c. Review of lessons from the workbook, videos, online video assignments,

         technology-related assignments, and teacher-prepared materials

3. Skills demonstration

    a. Performance of conversational dialogues in ASL

    b. Three or four presentations in ASL about Deaf Culture, loan signs, fingerspelled words, and numbers

    c. Viewing short videotaped passages and online video assignments and preparing written,

         signed, typed, paraphrased descriptions.

4. Objective examinations

    a. Weekly or bi-weekly quizzes

    b. Chapter exams

    c. Midterm and finals

    d. Expressive skills in signing ASL for quizzes or tests, and/or finals

    e. Video online exams and technology-related quizzes, tests, and exams

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 - 30%
Translate visual content
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 30%
Practice exercises (both group and individual), review lessons
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 40%
Performances (expressive and receptive skills)
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 40%
Quizzes, exams, mid-term, and final exam: Multiple choice, True/false, Matching items, Signing-Expressive, Other: Essays
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 20 - 40%
Web-basedTechnology-related such as GOREACT.com, ASL inside Fingerspelling Basic

Representative Textbooks and Materials:

Fingerspelling and Numbers in ASL, Student workbook, Registry of Interpreters for the Deaf 2008 (classic)

Number Signs for Everyone. Dawn Sign Press 2006 (classic)

Fingerspelling in American Sign Language. Registry of Interpreters for the Deaf. 2002 (classic)

Teacher prepared-materals

 

Technology related:

GOREACT, a video online assignment tool

YouTube account

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