SRJC Course Outlines

7/12/2024 12:46:21 PMASL 1 Course Outline as of Fall 2007

Changed Course

Discipline and Nbr:  ASL 1Title:  ELEM AMER SIGN LANG PT I  
Full Title:  Elementary American Sign Language - Part I
Last Reviewed:1/25/2021

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.00 Contact Total70.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total 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 1A

Catalog Description:
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Intensive instruction in elementary American Sign Language using appropriate linguistic and cultural principles.  Instruction will focus on several broad areas:  exchanging personal information; talking about surroundings and locations; describing families and family relationships; and talking about activities.


Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Extensive instruction in elementary American Sign Language using appropriate linguistic and cultural principles.
(Grade or P/NP)

Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1991
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1991
IGETC:Transfer Area Effective:Inactive:
 6ALanguage Other Than EnglishFall 1997
 6ALanguage Other Than EnglishFall 1996Fall 1997
CSU Transfer:TransferableEffective:Fall 1991Inactive:
UC Transfer:TransferableEffective:Fall 1991Inactive:

Certificate/Major Applicable: Both Certificate and Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of the course, students will be able to:
1.  Synthesize receptive and expressive American Sign Language (ASL)
   skills and participate in a variety of grammatically correct dialogues
   in ASL involving such topics as introducing oneself, exchanging
   personal information, telling where one lives, talking about one's
   family and sharing information about past, present and future plans
   and activities.
2.  Produce a variety of basic commands in grammatically correct ASL
   involving people, objects and spatial relationships or analyze a given
   command in ASL, and produce the correct action.
3.  Analyze a variety of spatial and geographic relationships involving
   sites and locations on campus and produce a grammatically correct
   description in ASL of the relationships between the locations or a set
   of directions for traveling from one location to another.
4.  Given a family tree or some other similar model, prepare a
   grammatically correct description in ASL of the relationship between
   the family members in the tree or model.
5.  Given a calendar containing a variety of activities such as sports and
   recreation, social events, household chores and trips to
   various places, produce a grammatically correct description in ASL of
   the date and the activity for that date.
6.  Analyze the use of number signs in a variety of situations including
   computational problems, time designations, and descriptions of
   multiple objects and produce an accurate ASL description of each
7.  Analyze the use of classifier signs to describe shapes and movements
   among objects and people and produce accurate descriptions in ASL of a
   variety of shapes and movements.
8.  Examine the narrative elements and structures of one or more basic
   short stories in ASL and reconstruct an accurate and grammatically
   correct version of the story that contains the essential narrative
   elements and structures of the stories.
9.  Describe some basic Deaf culture rules of social interaction within
   the Deaf community and apply these rules to produce effective
   communication with Deaf people on a basic level.
10. Outline the major points of several topics about Deaf culture,
   including:  the role of ASL in Deaf culture; culturally appropriate
   uses of fingerspelling, the role of the Deaf club in shaping Deaf
   culture and identity; a history of the cultural origins of ASL; the
   role of Gallaudet University; biographies of Clerc and Gallaudet and
   their role in founding the first permanent school for the Deaf; and
   technological advances in the world of Deaf people.

Topics and Scope
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I.    Introducing Oneself
     A.  Asking for and giving names
     B.  Confirming personal information
     C.  Correcting personal information
     D.  Grammatical concepts
         1.  Yes/No and "Wh" questions
         2.  Personal pronouns
         3.  Spatial referencing
     E.  Deaf culture topics
         1.  The central role of American Sign Language in Deaf culture
         2.  How Deaf people use fingerspelling to convey cultural
II.   Exchanging Personal Information
     A.  Asking if Deaf or hearing
     B.  Asking where learned signs
     C.  Providing basic description of people
     D.  Giving basic commands
     E.  Using facial expressions and non-manual markers
     F.  Grammatical concepts
         1.  Agent marker
         2.  Negation:  "not"
     G.  Deaf culture topic:  The role of the Deaf club in shaping Deaf
         culture and identity
III.  Talking About Surroundings (includes description of shapes etc.
     also numbers)
     A.  Asking and telling where
     B.  Giving directions
     C.  Correcting information
     D.  Expressing wants and needs
     E.  Describing simple shapes, objects, and colors
     F.  Grammatical concepts
         1.  Real world orientation
         2.  Non-manual grammatical markers
         3.  Indicating distance through facial grammar
     G.  Deaf culture topic:  A brief history of the origins of American
         Sign Language and Deaf culture
IV.   Telling Where You Live
     A.  Asking/Telling where you live and what kind of dwelling
     B.  Asking/Telling how you come to class
     C.  Expressing numbers from 1-20
     D.  Grammatical concepts
         1.  "Where" and "How" questions
         2.  Noun-verb pairs
     E.  Deaf culture topic: The role of Gallaudet Unversity in shaping
         Deaf culture
V.    Talking About Your Family
     A.  Identifying and explaining relationships in your extended
     B.  Asking/Telling about marital status and children
     C.  Describing events in a family history
     D.  Using basic limb and body classifiers
     E.  Grammatical concepts
         1.  Possessive pronouns
         2.  Negation:  No, not, none
         3.  Grammar of contrastive structure
     F.  Deaf culture topic:  Gallaudet and Clerc, the fathers of
         American deaf education
         1.  Gallaudet's trip to England and France in search of a way
             to educate deaf children in America
         2.  Gallaudet's meeting with Clerc and his decision to come to
         3.  Events leading up to the founding of the first school for
             the deaf
VI.   Telling About Activities
     A.  Describing events in a calendar of activities
     B.  Making plans for activities together
     C.  Apologizing/Making excuses/Giving reasons
     D.  Expressing numbers from 21-50
     E.  Grammatical concepts
         1.  Time signs
         2.  Multiple pronouns
         3.  Phrasing and listing activities
     F.  Deaf culture topic:  Technology and Deaf culture
         1.  Baby cry signaling systems and other similar devices
         2.  Visual alarm clocks and doorbells
         3.  Closed captioned television
         4.  Telecommunication devices for Deaf people
         5.  Text and video relay services to facilitate Deaf-hearing
VII.  Deaf Culture Topic:  Beginning Elements of Deaf Story-telling
     A.  Gallaudet and Clerc
     B.  ABC Gum or Haunted House
     C.  Childhood Story, Level 1
     D.  Grammatical concepts
         1.  Sentence types
         2.  Role shifting
         3.  Limb classifiers
VIII. Deaf Culture Topic:  Rules for Social Interaction
     A.  Getting attention
     B.  Negotiating a signing environment
     C.  Asking for repetitions
     D.  Meeting Deaf people and getting background information
     E.  The role of name signs in Deaf culture

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1.  Reading 15-20 pages per week of informational materials about Deaf
2.  Writing three to four 2-3-page compositions about Deaf culture topics.
3.  Problem-solving assignments
   a.  Completing practice exercises from the workbook, video and
       teacher-prepared materials.
   b.  Group practice activities, games and other activities.
   c.  Reviewing lessons from the workbook and video and
       teacher-prepared materials.
   d.  Practicing conversational dialogues in ASL (as individuals and
4.  Skill demonstrations
   a.  Performing conversational dialogues in ASL.
   b.  two-three Presentations in ASL about Deaf culture topics
   c.  Viewing and interpreting short passages in ASL.
   d.  Performing short stories and narratives in ASL.
5.  Weekly or bi-weekly quizzes, chapter exams and final.

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%
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 40%
See Problem Solving Assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 30%
See Skill demonstration assignments
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 60%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%

Representative Textbooks and Materials:
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and Smith. DawnSign Press, 1989.  (Level one, Lessons 1-6 and review).
HANDBOOK FOR ASL 1A AND 1B (Departmental Reader)
FOR HEARING PEOPLE ONLY, Moore and Levitan, MSN Publications, 2005.

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