SRJC Course Outlines

12/7/2023 9:36:52 AMASL 4 Course Outline as of Fall 2007

Changed Course

Discipline and Nbr:  ASL 4Title:  INT AMER SIGN LANG PT II  
Full Title:  Intermediate 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 Scheduled017.5 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 2B

Catalog Description:
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Intensive instruction in advanced intermediate American Sign Language using appropriate linguistic cultural principles.  Instruction will focus on several broad areas:  exchanging personal information about life events; describing and identifying things; and talking about events and activities in the past, present and future.

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

Recommended Preparation:

Limits on Enrollment:

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

Prerequisites:Course Completion of ASL 3 ( or ASL 2A or ASL 52A or SE 214C)
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: Major Applicable Course


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 ASL skills and participate in a
   variety of grammatically correct advanced intermediate dialogues in
   ASL involving such activities as exchanging personal information;
   describing immediate and extended family histories and life events;
   and talking about the weekend.
2.  Given a set of events in a family history, synthesize the events and
   various ASL sequencing techniques into a concise grammatically
   correct advanced intermediate narrative in ASL of the events in the
   life history.
3.  Analyze and produce a description of the nationalities and ancestries
   of several persons and, using events in their family histories and
   ASL sequencing techniques, create a grammatically correct advanced
   intermediate extended narrative in ASL of the family history.
4.  Synthesize a grammatically correct description of various abstract and
   real physical objects using a selection of ASL classifier signs.
5.  Organize information in ASL about weekend activities into a
   grammatically correct description of past events or a plan for future
   events in ASL.
6.  Generate solutions in ASL to a variety of signed problems involving
   numbers from 100-1,000.
7.  Outline the major points of several topics about Deaf culture,
   including: More biographies of important Deaf Americans; the World
   Federation of the Deaf; an example of a legend:  the Deaf spies
   of the civil war; theater works with a Deaf-hearing cross cultural
   focus or about Deaf people and deaf culture; and Natural and
   artificial sign systems used for educating and communicating with
   Deaf people.

Topics and Scope
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I.    Exchanging Personal Information in ASL About Life Events (Advanced)
     A.  Narrating events in a life history using ages as referents
     B.  Sequencing techniques in narrating a life history
     C.  Applying generalized time to a narrated life history
     D.  Dealing with unexpected changes in narrating a life history
     E.  Phrase and vocabulary review
     F.  Grammatical concepts
         1.  When clauses (advanced)
         2.  Phrasing for sequencing events (advanced)
         3.  Contrastive structure (advanced)
     G.  Deaf culture topic:  More biographies of important Deaf
II.   Describing and Narrating Life Events in a History of One's
     Ancestors (Advanced)
     A.  Signs for various countries around the world
     B.  Describing ancestry and family backgrounds in terms of
     C.  Giving a narrative of an extended family or ancestral history
     D.  Phrase and vocabulary review
     E.  Grammatical concepts
         1.  Possessive forms (advanced)
         2.  Descriptive and locative classifiers (advanced)
         3.  Dates and addresses (advanced)
     F.  Deaf culture topic:  the World Federation of the Deaf
III.  Describing and Identifying Things in ASL
     A.  Describing abstract objects in terms of size, viewer's
         perspectives and specific designs and features of the object
     B.  Describing actual objects, both symmetrical and asymmetrical
         in terms of size, viewer's perspective and specific features of
         the object
     C.  Describing variations in shapes of various objects and patterns
     D.  Phrase and vocabulary review
     E.  Grammatical concepts
        1.  Descriptive classifiers for shapes, patterns and textures
        2.  Instrument classifiers
        3.  non-manual markers: "oo", "cha", "mm"
     F.  Deaf culture topic:  an example of a legend:  the Deaf spies of
         the civil war
IV.   Using ASL Description and Sequencing to Describe a Process
     A.  Describing a sequence of events in carrying out a food recipe
     B.  Sequencing other processes and procedures
     C.  Phrase and vocabulary review
     D.  Grammatical concepts
         1.  non-dominant hand as reference
         2.  Measurement descriptives
     E.  Deaf culture topic:  Theater works with a deaf-hearing cross
         cultural focus
V.    Talking About Past Weekend Events in ASL
     A.  Seasons of the year and typical activities
     B.  Expressing opinions about activities
     C.  Dialogue about a person's weekend events
     D.  Describing disruption of plans
     E.  Phrase and vocabulary review
     F.  Grammatical concepts
         1.  Temporal sequencing of past events
         2.  Time signs with durative aspect-past
         3.  Element classifiers
     G.  Deaf culture topic: Theater works about Deaf people and Deaf
VI.   Using ASL to Make Plans for Future Events
     A.  Discussing suitability of a vacation or tourist location
     B.  Planning a special weekend event
     C.  Numbers from 120 - 1,000
     D.  Phrase and vocabulary review
     E.  Grammatical concepts
         1.  Temporal sequencing of future events
         2.  Time signs with durative aspect-future
         3.  Confirming questions
     F.  Deaf culture topic:  natural and artificial sign systems used
         for educating and communicating with Deaf people

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1.  Reading 15-20 pages per week of informal materials about Deaf culture
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
4.  Skill demonstrations
   a.  Performing conversational dialogues in ASL.
   b.  three-four 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%
Compositions; reports
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 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
10 - 35%
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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Mikos and Smith. DawnSign Press, 1989. (Level two, Lessons 15-17 and
Instructor prepared materials.

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