SRJC Course Outlines

9/22/2019 3:11:01 AMASL 3 Course Outline as of Fall 2015

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ASL 3Title:  INT AMER SIGN LANG PT 1  
Full Title:  Intermediate American Sign Language - Part 1
Last Reviewed:3/23/2015

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 2A

Catalog Description:
Untitled document
The course builds on the foundation of skills and knowledge learned in both American Sign Language 1 and 2 (ASL 1 and 2) and increases and expands comprehension, production, and conversational strategies as covered in ASL 1 and 2. Students will learn more complex grammatical features through narratives and dialogues and they will increase their knowledge of both linguistic and cultural content.

Prerequisites/Corequisites:
Course Completion of ASL 2


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
The course builds on the foundation of skills and knowledge learned in both American Sign Language 1 and 2 (ASL 1 and 2) and increases and expands comprehension, production, and conversational strategies as covered in ASL 1 and 2. Students will learn more complex grammatical features through narratives and dialogues and they will increase their knowledge of both linguistic and cultural content.
(Grade or P/NP)

Prerequisites:Course Completion of ASL 2
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Fall 1991
Inactive: 
 Area:E
Humanities
 
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1991
 
IGETC:Transfer Area Effective:Inactive:
 6ALanguage Other Than EnglishFall 1996
 
CSU Transfer:TransferableEffective:Fall 1996Inactive:
 
UC Transfer:TransferableEffective:Fall 1996Inactive:
 
C-ID:

Certificate/Major Applicable: Major Applicable Course



COURSE CONTENT

Student Learning Outcomes:
Upon completion of the course, students will be able to:
Untitled document
1. 1   Demonstrate their knowledge of ASL as it is used in other academic disciplines.
2.  Gain a better understanding of Deaf communities through comparisons of ASL and Deaf culture and their own languages and cultures.
3.  Demonstrate understanding of the benefits of learning ASL and becoming bilingual.
4.  Demonstrate their ability to comprehend and express an idea in ASL in face-to-face interaction as well as through digital technologies.

Objectives: Untitled document
Upon completion of the course, students will be able to:
 
1.  Demonstrate increased proficiency in expressive and receptive skills through participation in extended dialogues on everyday topics
2.  Demonstrate culturally appropriate behavior in the Deaf community and discuss Deaf cultural topics, both nationally and globally.
3.  Comprehend and articulate a range of spatial and geographic relationships in ASL with regards to residences and other locations and/or situations using classifiers.
4.  Describe a problem or health situation and produce appropriate and grammatically correct responses, including requests for assistance and possible solutions.
5.  Narrate the life history of a deaf or hearing individual using       ASL sequencing techniques and correct grammar, including elements such as nationality, family ancestry, and specific events.
6.   Understand the role of movement in ASL to express time and time-related themes.

Topics and Scope
Untitled document
 
1.  Describing and identifying a house in terms of rooms, size, furniture locations, colors,
      exterior materials and the contents of various rooms using locative classifiers.
2.  Using the personal residences of the students to compare different residences and
     their contents
3.  Identifying problematic situations or health issues and asking for assistance or
      finding a resolution
4.  Using dialogues on everyday topics to practice using grammatical structures such
      as topic-comment, ordinal and cardinal numbers and nondominant hand markers
      (five classifiers - locative, descriptive,
      instrumental, semantic and element classifiers).
5.  Identifying the components of ASL literature and folklore (i.e. handshapes, movement, and
     visual rhyme) to enhance understanding of Deaf culture.
6.  Conversing about common physical ailments, remedies, how to express empathy
      and culturally appropriate responses in difficult situations
7.   Identifying the role of movement in ASL to express time related signs
       (recurring vs. continuous) and adverbial clauses.
8.   Discussing problems and annoyances with pets, family members, roommates,
       classmates, co-workers, and neighbors.
9.    Identifying the differences between inflecting verbs/uninflected verbs through dialogues
       on various everyday topics.
10.  Using context to deduce the meaning of a fingerspelled word.
11.  Practicing grammatical concepts such as role shifting, conditional sentences, and sequence
       events when discussing everyday topics.
12.  Presenting parents' and/or grandparents' biographies and discussing reasons for migration
       (economics, religions, war, and career/education).
13.  Understanding Deaf culture through discussing a brief history of Martha's Vineyard,
         the first known natural signing community in America.
14.  Identifying global Deaf issues and learning signs for other countries.
15.  Describing biographies of several historically important Deaf people through
        group presentations.
16.  Talking about every day topics such as past weekend events, seasons of the year and
         corresponding activities, opinions about those activities and describing disruptions
        to ones plans in ASL.
17.   Presentation skills using video/digital technology for tests, narrations, and quizzes.

Assignments:
Untitled document
 
1.  Lessons from the textbook (average 6-10 pages per week).
2.  1-2 page compositions about Deaf cultural topics (3-4 per semester).
3.  Three-four video/digital (signed) responses to ASL/Deaf community-related
      articles or videos.
4.   Performance of ABC stories  and numeral stories (handshapes), short stories (classifiers),
       poems (movement and rhythm) and narratives (event sequencing) in ASL.
5.   Group practice activities, games, and interactive dialogues.
6.   Completion of practice exercises in the workbook and of teacher-prepared material.
7.   Review of lessons from the workbook, videos and other teacher-prepared material.
8.   Practice conversational dialogues in ASL using sequence events, adverbial clauses,
       and other grammatical features.
9.   Weekly quizzes, chapter exams, and final.
10. Viewing and interpreting expressive signing in short, ASL passages.
11.  Computer-based exercises through DVD and computer resources (i.e. links illustrating ASL
        vocabulary, Deaf vlogs, and links related to Deaf culture, history and current events).

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 - 15%
Compositions; reports
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 20%
See Problem Solving Assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
25 - 40%
See Skill demonstration assignments and videos assignments
Exams: All forms of formal testing, other than skill performance exams.Exams
25 - 40%
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%
None


Representative Textbooks and Materials:
Untitled document
Signing Naturally, Student Videotext and Workbook, by Lentz, Mikos Smith, Dawn Sign Press, 1992 (Level two, lessons 13-15 and review) (classic)
Instructor prepared materials. (Note: new book will come out August 2014)

Print PDF