ASL 101 Syllabus Page

Seattle Central Community College
ASL 121 - Introduction to American Sign Language
Barb Bernstein Fant, Instructor

                                    SYLLABUS
                                                          Updated October 13, 2009

CREDITS	05
PRE-REQUISITES	None however eligibility for English 101 is highly recommended
REQUIRED TEXTBOOKS AND MATERIALS		Signing Naturally Level 1 Workbook and CD Smith, Lentz, Mikos ISBN 0-915035-20-0 Used for ASL 1, 2 and 3
		Deaf Again by Mark Drolsbaugh ISBN 0-9657460-4-6
		ASL I, II, III Core Vocabulary This is provided for you to download from the course website (See my Vocabulary and Assignments web page). You may download it via streaming (.wmv) and save a copy for your own use.
		Blank videotapes for your lab work. You need to obtain 2 videotapes (30 minutes is plenty) so that you can keep your expressive assignments and receptive assignments organized and separate.
		Sign Language Dictionary (optional) - there are many to choose from, including an on-line and CD-Rom versions. American Sign Language Dictionary, by Costello or by Sternberg is good.
		SCCC Student ID card. You will need to obtain an SCCC ID and pay the Computer Lab Fee ($35.90) for entering and leaving the ASL/ITP Lab and for checking out books from the ASL/ITP Lab. Student ID cards can be purchased in BE 1104 D inside the Registration office.
COURSE OBJECTIVES LEARNING OUTCOMES	Students will learn to appreciate and respect ASL as a living, unique and wholly naturally-occurring language, and recognize Deaf people as a community with their own set of cultural traditions and values. Students will become familiar with Deaf culture, history, folklore, community, and sub-communities such as the Deaf-Blind community in Seattle. Students will utilize the appropriate vocabulary, grammar and social behavior by demonstrating their knowledge of the topics covered in class using specific language and grammar constructions. Language Functions (Signing Naturally) Unit 1: Introducing Oneself Unit 2: Exchanging Personal Information Unit 3: Talking about Surroundings Unit 4: Telling Where You Live Unit 5: Talking About Your Family ASL Grammar Components Parameters of a sign Manual alphabet Lexicalized fingerspelling Dominant hand/non-dominant hand roles ASL Glosses Classifiers: Pronominal; Size and shape specifiers, Locatives, Perimeters Numbers: Cardinal numbers 1 - 100, Ordinal numbers Pronouns: Personal, Possessive, Plural, Classifier Verb types: Noun-verb pairs, Modals, Inflecting Sentence Structures: Yes/No questions, WH-word questions, Commands, Topicalization Real World Orientation Signer's Perspective ASL Time Line and time indicators Spatial agreement (referencing) Contrastive structure Negation ASL Functional/Cultural Components Rules of introductions Rules of exchanging personal information Rules of describing locations and directions Rules of describing family and relatives Rules of confirmation, negation, and correction of information Rules of getting attention Knowledge of Deaf Culture and Deaf Community The history of ASL The Gallaudet University "Deaf President Now" protest The history of the education of Deaf people in the U.S. "Deaf goodbyes" The primary cause of deaf-blindness The primary modes of communication for Deaf-Blind people The assistive devices used by Deaf people and Deaf-Blind people Vocabulary A core vocabulary of 300 signs and a supplemental vocabulary as they arise during class. Use your ASL 1- 3 Core Vocabulary to help your review.
TEACHING METHODS	Diversity: People learn in many different ways and so in class we will use a variety of instructional styles including brief lectures, modeling, demonstrations, lab activities, small and large group activities, props, pictures, Power Point slideshows, videotapes, and websites. ASL Zone: Since ASL is a visual/gestural language, you will need to develop communication skills of which you are not accustomed: using one's hands, face, body, eyes and space. In order to progress, it is important that students become comfortable using their bodies and "listening" with their eyes. To encourage and foster the development of these skills, voicing in the classroom will be avoided as much as possible. During and at the end of each class session, feel free to sign or write your questions on the whiteboard to get clarification on ASL grammar or what was covered in class that evening for the benefit of the class. You will be allowed to use your voice to give pertinent announcements to the class such as potential community class events, study groups, etc. upon instructor permission. Course Website: Many of your course materials will be accessed via the course website. You will discover that the website is an extremely effective and efficient tool for learning ASL. We will use the site in the classroom, but primarily you will use the site for out-of-class work. The website will provide you with: - course syllabus, - in-class schedule and homework schedule, - lecture notes, handouts, assignment sheets - links to supporting resources and supplemental materials, - listing of classmate contact information - updated grade sheet to monitor your progress Course materials will come in several formats: - web pages - accessible using any internet service provider, - Acrobat .pdf files - for easy printing of graphics and forms, - Power Point .ppt files - for review of class lecture materials - media files - to view video clips and listen to audio clips - traditional paper handouts You can use any student computer on the Seattle Central campus to access these resources. The student computer lab is located in room BE3148, the library in BE2101, and the ASL/ITP lab, BE1129. Be sure to have your student ID number to log into computers at Seattle Central. You also have a student e-mail account and a website if you wish. Use of the website is easy and friendly, but should you need help, you will have ample support from the staff at the student computing lab.
ASSIGNMENTS	Skill Enhancement Exercises (30% of the grade) Signing Naturally Workbook: Regular review and study outside the classroom is the most important way for you to learn. During the quarter you will have an opportunity to improve your receptive skills by completing units one through five in your workbook using the accompanying videotext. Receptive Translation Narratives and Homework Sentences: To help you develop your receptive skills and your understanding of the nuances of the language you will be given five video narratives to translate into written English. In addition, you will be assigned some homework sentences to help build your receptive skills as well (2 - 4 homework sentences assignments contingent on time constraints). Spontaneous Dialogues and Narrative Stories: These narratives are designed to help you learn what fluent ASL "feels" like. You will be given a narrative to memorize and reproduce on videotape; to have the opportunity to create your own narratives, and to sign dialogues with a partner. You will receive feedback and an opportunity to revise your work prior to turning it in for credit. Deaf Culture Videos: Culture and language are highly interwoven with each other. To fully appreciate any language you must have a sense of the community that uses the language. Questions will be assigned for each video. Deaf Culture Text: We will begin to explore the Deaf community by reading Deaf Again. You will be given assignments to complete related to the reading. Community Contact Events: The goal is to independently explore any avenue of interest related to deaf people, the deaf community and the language that they use to communicate amongst themselves and/or the greater community. You will be required to explore and experience any aspect of the deaf community that you find of interest. Every event that you attend will be assigned points.
GRADING	*Quizzes and Exams: (70% of the grade)* Vocabulary, Fingerspelling, and Numbers Quizzes (20%): You will have 3 to 4 quizzes during the quarter including a cumulative final quiz at the end of the quarter. There are no makeup quizzes but you may throw out any quiz score except the cumulative quiz at the end of the quarter. Receptive Translation Midterm (5%): You will have a receptive translation exam in the middle of the quarter to allow you to assess your progress up to date. The exam will take place in the lab. Receptive Translation Final: (20%) You will take a receptive translation exam that will assess your understanding of ASL vocabulary and grammar for the whole quarter. The exam will take place in the lab. Spontaneous Dialogues and Narrative Stories (10%): These narratives are designed to help you learn what fluent ASL "feels" like. You will be given a narrative to memorize and reproduce on videotape; to have the opportunity to create your own narratives, and to sign dialogues with a partner. You will receive feedback and an opportunity to revise your work prior to turning it in for credit. Spontaneous Dialogue Final (15%): You and a partner will record yourselves engaged in a spontaneous dialogue that will be used to assess your functional and grammatical skills. This is the grade conversion scale used for the quizzes and exams: A 4.0 95% B 3.0 85% C 2.0 75% D 1.0 65% E 0.0 55% Late Assignments Marked Down: Homework is not accepted via email: Work turned in late will receive reduced points depending on circumstances unless you have extenuating circumstances AND you contact me or leave me a message in advance of the assignment due date. My phone number and e-mail address are listed on my course homepage. You CANNOT make-up the vocabulary quizzes (they are live and in-class), but you CAN make-up the other work provided you have taken the responsibility to contact me and inform me that you will need to arrange a make-up date. Class attendance policy: Attendance is very important in ASL classes, as face-to-face time is vitally important in developing communication skills and fluency. Participation is counted as part of your grade. Each class you attend is equal to 10 points with a total of 20 classes (22 for Tues/Thurs class). You can earn up to 200 (220 for Tues/Thurs class) points. If you are absent, you lose 10 points. If you have an emergency, exceptions are made for family, doctor emergencies and work. Paperwork is required for proof (death certificate, doctor's note, jury summons). Please contact me in advance whenever possible.
COURSE EXPECTATIONS	Instructor will help us all create a supportive learning community in our classroom. Instructor Expectations of Students: For myself I have the following expectations of the students: 1. I expect you will arrive to class and returning from breaks on time. This will allow the class to stay organized and running smoothly. 2. I expect you will arrive to class prepared for the planned activities. This particularly means having your homework completed, bringing your videotape to class on lab days and being prepared to participate fully in class activities. 3. I expect you will NOT use your voices during class, unless I allow that option. ASL is a very challenging language to learn. It is particularly difficult not to "think" in English. I expect you will respect your classmates and not distract their concentration by using English or other vocal languages in the classroom. If you wish to share ideas, gossip, comments, or remarks with your neighbors, feel free to do so using ASL; gestures or by writing notes to each other. Especially for beginning ASL students, this will help you give a better perspective of how Deaf people communicate with non-signers in general. Note: At instructor's discretion, you will be allowed to use your native English language, vocally, to ask questions, and discuss the more complex aspects of ASL. Learning ASL will be a new experience for most of you. I encourage you to be daring and exploring with the language as you learn. On occasion, I will call in an interpreter to go over the syllabus, homework assignments and the cultural reading discussions. 4. Please feel encouraged to raise your hand if you don't understand what is happening in class! We are all learning to communicate together in a new way. Your classmates will benefit not only from your question itself but from watching you sign a question. You are also encouraged to write your questions on the whiteboard for the benefit of all as well. Student Expectations of the Instructor: I don't pretend to know what your expectations will be of me, but as a student you can expect the following from your instructor: 1. You can expect the instructor to return all assignments promptly as possible so that you can receive your feedback as quickly as possible after the event. 2. You can expect the instructor to be organized and prepared for the day's lesson. 3. You can expect the instructor (with student help) to create a supportive, flexible, and cooperative learning environment so that we all can have fun while we learn to master this fascinating language.
ACCOMMODATIONS	If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with your instructor, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. If you would like to speak to someone about support services or other questions related to accommodations, please contact the Disabled Student Services, Room BE1112, at 206-587-4183.