SRJC Course Outlines

10/22/2020 2:14:03 AMASL 2B Course Outline as of Fall 1996

Changed Course

Discipline and Nbr:  ASL 2BTitle:  AMER SIGN LANG 2B  
Full Title:  American Sign Language 2B
Last Reviewed:3/14/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled017 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

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 52B

Catalog Description:
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Continuation of ASL 2A.  Conversation and narration skills: describing and identifying things; describing problems at home, work and school; expressing opinions and feelings; describing disrupted plans.

Course Completion of ASL 3 ( or ASL 2A or ASL 52A or SE 214C)

Recommended Preparation:
Course Completion of ASL 5 ( or ASL 55 or SE 217)

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Continuation of ASL 2A. Conversation & narration skills: describing & identifying things; describing problems at home, work & school; expressing opinions and feelings; describing disrupted plans.
(Grade or P/NP)

Prerequisites:Course Completion of ASL 3 ( or ASL 2A or ASL 52A or SE 214C)
Recommended:Course Completion of ASL 5 ( or ASL 55 or SE 217)
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Spring 1992
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesSpring 1992
IGETC:Transfer Area Effective:Inactive:
 6ALanguage Other Than EnglishFall 1996
CSU Transfer:TransferableEffective:Spring 1992Inactive:
UC Transfer:TransferableEffective:Spring 1992Inactive:

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
Upon completion of the course, students will be able to:
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The students will learn:
1.  Language functions.
     A. Asking what a word means.
     B. Giving definitions of words.
     C. Describing objects.
     D. Asking about weekend plans/activities.
     E. Describing weekend plans/activities.
     F. Expressing opinions and feelings.
     G. Telling about disrupted plans.
     H. Directing and maintaining attention.
     I. Controlling the pace of conversation.
     J. Resuming conversation after an interruption.
     K. Responding to new information.
2.  Grammar.
     A. Descriptive classifiers for shapes, patterns, and textures.
     B. Instrument classifiers.
     C. Weak hand as reference.
     D. Topic/comment structure.
     E. Non-manual markers.
     F. Money numbers.
     G. Temporal sequencing.
     H. Time signs with durative aspect.
     I. Element classifiers.
     J. Numbers 120-1,000.
     K. Confirming questions.
     L. Locative classifiers.
3.  Vocabulary.
     A. Approximately 200 signs, appropriate to the topics introduced.
4.  Cultural information.
     A. Deafness in the family; causes of deafness and how it's
        discussed politely.
     B. Eye-gaze used to hold one's place in the conversation;
        turn-taking skills.
     C. Directing one's attention to something; getting everyone in
        the room's attention.
     D. Gettin attention from outside of group.
     E. How deaf people communicate with non-signers.
     F. Telling someone's name when you're not sure how it's spelled.

Topics and Scope
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1.  Content.
     A. Grammatical forms necessary for discussion of functions
     B. Vocabulary necessary for discussion of functions.
     C. Cultural information.
     D. Conversational strategies.
     E. Narration skills.
2.  Topics.
     A. Food and cooking descriptive signs; giving cooking directions.
     B. Tools, toys and appliances.
     C. Symmetrical and asymmetrical shapes (3 dimensional).
     D. Defining something by how it is made; by what it looks like.
     E. Verbal inflections to indicate frequency of occurance.
     F. Seasons of the year; seasonal activities.
     G. Feelings about activities.
     H. Disruptions and disasters: household problems (flooding,
        electrical black outs, hourse broken into, etc.), car
        problems, personal problems, job problems.
     I. Listing techniques for indicating preferences.
     J. Sight-seeing and descriptions of Bay Area landmarks.
     K. Recommending places to visit while traveling.
     L. Complex classifiers for describing different kinds of air
        quality, wind, smoke, running water, rain, snow, fire, lights
        and lamps.
3.  Scope.
     A. Carrying on the kind of conversation friend might have.
     B. Narrating stories, including exclaiming over disasters.
     C. Resuming the conversation after an interruption or after a
     D. Polite strategies for discussing family background, including
        deafness in the family.
     E. Appropriate behavior while listening to a narration.
     F. Kinds of information given in discussion with an interviewer
        contrasted with kinds of information given in discussion with
        a close friend (differences in register).
     G. Exchanging information involving complex fingerspelling or
        complex numbering.

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1.  Students use a Videotext and related Workbook, which contain all
   assignments.  Ex: Students view a conversation and answer questions
   from the workbook.

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
0 - 0%
This is a degree applicable course but assessment tools based on writing are not included because problem solving assessments and skill demonstrations are more appropriate for this course.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 60%
Homework problems, Quizzes, Exams
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 35%
Class performances, Performance exams
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 35%
Multiple choice, True/false, 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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Mikos and Smith. DawnSign Press, 1990. (Lessons 16-18 and review)

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