SRJC Course Outlines

6/13/2024 5:19:59 PMASL 2 Course Outline as of Fall 2007

Changed Course

Discipline and Nbr:  ASL 2Title:  ELEM AMER SIGN LAN PT II  
Full Title:  Elementary American Sign Language Part II
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 1B

Catalog Description:
Untitled document
Continuation of instruction in elementary American Sign Language using appropriate linguistic and cultural principles. Instruction will focus on several broad areas:  giving directions; describing physical features and clothing; making requests; describing family relationships and occupations; attributing qualities to people; and describing daily routines.

Course Completion of ASL 1 ( or ASL 1A or ASL 51A or SE 214A)

Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

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

Prerequisites:Course Completion of ASL 1 ( or ASL 1A or ASL 51A or SE 214A)
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:
 3BHumanitiesSpring 2007
 6ALanguage Other Than English  
 6ALanguage Other Than EnglishFall 1996Spring 2007
CSU Transfer:TransferableEffective:Fall 1991Inactive:
UC Transfer:TransferableEffective:Fall 1991Inactive:

Certificate/Major Applicable: Major Applicable Course


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
Untitled document
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 giving directions, making requests,
   talking about family members and their occupations, discussing
   personal qualities, and describing daily, weekly and monthly routines.
2.  Analyze a variety of spatial and geographic relationships involving
   sites and locations in the students' environment and produce a set
   of grammatically correct directions in ASL to various sites and
   locations in this environment.
3.  Given a picture of a person or an actual person, analyze the
   predominant features of the person and produce a brief concise
   identifying description in ASL of the person or, given such a
   description, analyze the description and identify the person that it
   refers to.
4.  Create grammatically correct versions in ASL of a variety of requests
   or offers to help solve problem situations in the home or in other
   settings such as a hospital and analyze and describe the degree of
   completion of the problem solution.
5.  Given a set of details in ASL about an extended family, analyze
   and synthesize information about members of the family, their family
   relationships, degrees of closeness, and occupations and create a
   clear concise grammatically correct descripton in ASL of the family
   which includes each of these aspects and elements.
6.  Analyze the personal qualities and attributes of various individuals
   and produce a grammatically correct description in ASL of these
   individuals in terms of their qualities or, given a description of a
   specific quality, affirm or refute whether or not an individual
   exhibits this quality.
7.  Given a daily, weekly or monthly calendar of a person's activities
   or routines, analyze and produce a grammatically correct description
   in ASL of the person's activities and the time-line of the routines.
8.  Examine the narrative elements and structures of several more
   advanced elementary 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.  Apply appropriate Deaf culture rules of social interaction to more
   advanced elementary communication situations within the Deaf
   community or between Deaf and hearing people.
10. Outline the major points of several topics about Deaf culture,
   including:  common FAQ about ASL and Deaf culture; the role of
   information-sharing in the high context world of Deaf culture; the
   role of the residential school in shaping Deaf identity and culture;
   the Deaf President Now movement and its impact on Deaf culture; a
   time-line of deaf cultural history; and more advanced Deaf culture
   rules of social interaction.

Topics and Scope
Untitled document
I.    Giving Directions in ASL
     A.  Generating descriptions of various campus locations
     B.  Describing near, middle and far locations through the use of
         facial expressions
     C.  Expressing wants and needs and asking where
     D.  Giving directions in a multi-storied building
     E.  Expressing uncertainty
     F.  Phrase and vocabulary review
     G.  Grammatical Concepts
         1.  Ordinal numbers
         2.  Topic/comment structure
         3.  Spatial referencing
     H.  Deaf culture topic:  some FAQ about American Sign Language
         and Deaf culture
II.   Describing Others in ASL
     A.  Giving descriptions and identifying people
     B.  Using contrastive structure to describe physical characteristics
     C.  Naming and describing common articles of clothing
     D.  Identifying a specific person and asking for or giving
     E.  Using facial expressions and non-manual markers
     F. Phrase and vocabulary review
     G.  Grammatical concepts
         1.  "Who" questions
         2.  Descriptive classifiers for body parts and clothing
     H.  Deaf culture topic:  Deaf people as a high context culture and
         the role of information-sharing in maintaining this culture
III.  Making Requests in ASL
     A. Making commands involving objects and furniture in the classroom
     B. Giving third-party commands
     C. Working with numbers from 51-100
     D. Identifying household problems and offering or requesting
     E. Describing simple shapes, objects, and colors
     F. Asking how much of a task has been completed
     G. Phrase and vocabulary review
     H.  Grammatical concepts
         1.  Spatial verbs
         2.  Inflecting verbs
         3.  Money numbers
IV.   Talking About Family and Occupations in ASL
     A. Asking about the age of a person during various significant
     B. Using age rankings to give information about family members
     C. Describing a variety of occupations
     D. Explaining whether or not one gets along with family members
     E. Phrase and vocabulary review
     F.  Grammatical concepts
         1.  "How-old" and "How-long" questions
         2.  Listing principle for ranking family members
         3.  Age numbers
    G.  Deaf culture topic:  The role of the residential school in
        shaping Deaf identity and culture
V.    Attributing Qualities to Others in ASL
     A. Describing personal qualities of friends and family members
     B. Using contrastive structures to compare qualities of two people
     C. Confirming or refuting an attribution of a personal quality
     D. Phrase and vocabulary review
     E.  Grammatical concepts
         1.  One-character role shifting
         2.  Contrasting opinions
     F.  Deaf culture topic:  A history of the Deaf President Now
         movement and its impact on Deaf culture
VI.   Talking About Routines in ASL
     A. Describing morning and evening routines
     B. Clarifying the frequency over time of activities
     D. Describing sequences of routine tasks
     D. Making plans for activities together and identifying the best
     E. Phrase and vocabulary review
     F.  Grammatical concepts
         1.  Temporal sequencing
         2.  Non-spcific frequency descriptions
         3.  Specific frequency descriptions
     G.  A time-line of the evolution of Deaf culture in America
VII.  Deaf Culture topic:  Advanced Beginner Elements of Deaf
     A. Candy Bar
     B. One Fine Day
     C. Ten Commandments
VIII. Deaf Culture Topic:  Rules of Social Interaction (Advanced Beginner)
     A. Interrupting Conversations
     B. Maintaining Continuity in Conversations
     C. Checking for Comprehension and giving feedback
     D. Telling Stories
     E. Cumulative phrase and vocabulary review

Untitled document
1.  Reading 15-20 pages per week of informational materials about Deaf
2.  Writing three to four 2-3-page compositions about Deaf culture
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 - 35%
See Skill demonstration assignments
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 55%
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:
Untitled document
and Smith. DawnSign Press, 1989. (Level one, Lessons 7-12 and review).
HANDBOOK FOR ASL 1A AND 1B (Departmental Reader)
FOR HEARING PEOPLE ONLY, Moore and Levitan, MSN Publications, 2005.

Print PDF