4/18/2024 5:28:35 PM	ASL 1 Course Outline as of Fall 2007	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ASL 1	Title:  ELEM AMER SIGN LANG PT I
Full Title:  Elementary American Sign Language - Part I
Last Reviewed:1/25/2021

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	4.00	Lecture Scheduled	4.00		17.5 max.	Lecture Scheduled	70.00
Minimum	4.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	4.00			Contact Total	70.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  140.00

Total 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:

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.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description:

Extensive instruction in elementary American Sign Language using appropriate linguistic and cultural principles.

(Grade or P/NP)
Prerequisites:
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

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 1991	Inactive:
Area:	E	Humanities
CSU GE:	Transfer Area			Effective:	Inactive:
	C2	Humanities		Fall 1991
IGETC:	Transfer Area			Effective:	Inactive:
	6A	Language Other Than English		Fall 1997
	6A	Language Other Than English		Fall 1996	Fall 1997
CSU Transfer:	Transferable	Effective:	Fall 1991	Inactive:
UC Transfer:	Transferable	Effective:	Fall 1991	Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

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

   situation.

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

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

             information

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

         family

     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

             America

         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

             communication

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

Assignments:

Assignments:

1.  Reading 15-20 pages per week of informational materials about Deaf

   culture.

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

       pairs).

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%
Compositions
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%
None

Representative Textbooks and Materials:

SIGNING NATURALLY, STUDENT VIDEOTEXT AND WORKBOOK by Lentz, Mikos

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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