FLORIDA STATE COLLEGE AT JACKSONVILLE
COLLEGE CREDIT COURSE OUTLINE
COURSE NUMBER:
ASL 1150
COURSE TITLE:
American Sign Language II
PREREQUISITE(S):
ASL 1140 with a grade of "C" or better
CREDIT HOURS:
4
CONTACT HOURS/WEEK:
4
CONTACT HOUR BREAKDOWN:
Lecture/Discussion:
4
Laboratory:
Other ____________:
FACULTY WORKLOAD POINTS:
4
STANDARDIZED CLASS SIZE
ALLOCATION:
24
CATALOG COURSE DESCRIPTION:
This course is a continuation of American Sign Language I and will emphasize intermediate level sign
vocabulary, increasingly complex linguistic principles of American Sign Language and the development of
intermediate receptive and expressive conversational skills. There will be additional costs required which will
vary based on activities or projects such as attendance to the local Deaf club, and experiences within in the
Deaf community or at the Florida School for the Deaf and the Blind in St. Augustine. Students will be expected
to refine and practice their skills in the Sign Language Lab.
SUGGESTED TEXT(S):
American Sign Language Curriculum Bravo!
J. Cassell
Signing Naturally Units 1-6, student workbook and DVD,
Smith, Lentz, Mikos (2008)
Signing Naturally Units 7-12, student workbook and DVD,
Smith, Lentz, Mikos (2014)
IMPLEMENTATION DATE:
November 14, 1987
1
REVIEW OR MODIFICATION DATE:
Fall Term, 1991 (921)
Fall Term, 2002 (20031)
Fall Term, 2005 (20061) (was SPA 1613)
Fall Term, 2007 (20081) (was SPA 1603)
Spring Term, 2008 (20092) (was ASL 1120)
Fall Term, 2011 (20121) Proposal 2011-33
Fall Term, 2015 (20161) – Proposal 2014-104
Fall Term, 2015 (20161) – Outline Review 14-15
2
*Topics may be arranged to accommodate the professor’s individual preference and techniques.
COURSE TOPICS
CONTACT HOURS
PER TOPIC
I.
TELLING ABOUT ACTIVITIES (Signing Naturally Unit 5)
6
A. Vocabulary/Grammar/Culture
1.
Ask someone what to do on a certain day
2.
Ask when someone did/will do a certain activity
3.
Ask someone if she/he has completed an activity
4.
Ask and tell someone how often one does an activity
5.
Know how to use time signs to discuss events in the future and in the past
6.
Know how to express opinions
7.
Know how to use space around me when using possessive adjectives to discuss
more than two people
8.
Know how to use agreement verbs to indicate the subject and the object of an action
9.
Know how and when to indicate tense in a sentence
10.
How to use non-manual markers to sequence two or more activities
11.
Know the correct forms for plural pronouns to tell how many
12.
Know the correct sign to use when responding to “Are you done…?” question
13.
Able to correctly fingerspell the letters “G” and “H”
II.
STORYTELLING (Signing Naturally Unit 6) The Gallaudet & Clerc Story and Childhood Stories 6
A. Storytelling Features
1.
Two-person role shift in narratives
2.
Story cohesion
a.
Transitions, engaging audience, use of signing space, sticking the ending
3.
Entrance and exits of characters
4.
Maintaining spatial agreement
5.
Narrative Structure (Background, Body, Conclusion)
III.
DESCRIBING PEOPLE AND THINGS (Signing Naturally Unit 7)
1. Identifying present people
2. Fingerspelling: clothing related
3. Numbers: guess my number
4. Describing personal items
5. Translating sentences with “Have” 1
6. Translating sentences with “Drive To”, “Take To” and “Pick Up” 1
7. Numbers: asking how many
8. Describing lost items
9. Numbers: telling the year
10. Translating Sentences with “Have” 2
11. Cultural: Greeting and Leave-takings
12. Translating sentences with “Drive To”, “Take To” and “Pick Up” 2
13. Comprehension: The family portrait
8
3
COURSE TOPICS
CONTACT HOURS
PER TOPIC
IV.
MAKING REQEUSTS AND ASKING FOR ADVICE (Signing Naturally Unit 8)
1.
Making requests
2.
Fingerspelling: months
3.
Agreement verbs 1
4.
Agreeing with conditions
5.
Negations 1
6.
Numbers: giving phone numbers
7.
Asking for advice 1
8.
Asking for a sign
9.
Agreement verbs 2
10.
Asking for advice 2
11.
Negation 2
12.
Comprehension: The Candy Bar
13.
Culture: minimizing interruptions
14.
Culture: name signs
8
V.
DESCRIBING PLANS (Signing Naturally Unit 9)
1.
Discussing neighborhoods
2.
Places in neighborhoods
3.
Numbers: giving the time
4.
Describing your neighborhood
5.
Giving directions: next to, across from
6.
Yes-No questions 1
7.
Describing a restaurant
8.
Giving directions: where to turn
9.
Numbers: giving the time 2
10.
Suggesting a place to eat
11.
Giving directions: perspective shift
12.
Yes-No questions 2
13.
Culture: keeping others informed
14.
Comprehension: stop the traffic
8
VI.
STORYTELLING (Signing Naturally Unit 12) The Tailor and One Fine Day
1.
Descriptive and instrument classifiers
2.
Spatial agreement
3.
Role shifting
6
VII.
A SCHOOL DAZE (Bravo – Lesson 8)
1.5
A. Vocabulary/Language Functions - vocabulary for school, math and verbs related to school
B. Grammar - conceptually accuracy
C. Culture - schools for the Deaf (advantages vs. disadvantages) and the view the Deaf community
has for them
4
COURSE TOPICS
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
CONTACT HOURS
PER TOPIC
DOLLAR SIGNS (Bravo – Lesson 9)
1.5
A. Vocabulary/Language Functions - vocabulary related to finance and personal information
B. Grammar - money numbers ($1 - $10)
C. Culture
1. communication strategies to use with Deaf people
2. employment options
PLAYING IN THE PARK (Bravo – Lesson 11)
1.5
A. Vocabulary/Language Functions - vocabulary related to nature and sports
B. Grammar – use of space
C. Culture – unique needs of Deaf people in medical situations
THE DOCTOR IS IN! (Bravo – Lesson 12)
1.5
A. Vocabulary/Language Functions – vocabulary related to illness or injury
B. Grammar – using facial expression to enhance meaning
C. Culture – unique needs of Deaf patients
BUSINESS AS USUAL (Bravo – Lesson 13)
1.5
A. Vocabulary/Language Functions – vocabulary related to jobs and job titles
B. Grammar
i. number incorporation
ii. number expansion
C. Culture – Deaf people’s use of the telephone (TTY, VP, relay services)
LET’S GO SHOPPING (Bravo – Lesson 14)
A. Vocabulary/Language Functions
iii. vocabulary related to clothing and how they fit
iv. classifiers (CL:1, CL:2, CL:3, CL:4, CL:V)
B. Grammar – defining various types of classifiers
C. Culture – needs of children who are born deaf
1.5
PRACTICE AND PROJECTS
4
A. This time should be used for application and consolidation of language, grammar and cultural
components studied in ASL 1150. It allows for expressive and receptive practice in the
classroom or sign language lab.
REVIEW AND TESTING
5
A. This time should be used for review of specific sign vocabulary, quizzes/exams (written,
expressive or receptive).
Total Hours
60
5
Additional Activities and Review:
Additional activities are at the discretion of the instructor. They may include class time spent in the sign
language lab, readings from outside sources, class social activities with deaf/hard of hearing individuals, or
guest speakers.
Additional video materials available in the sign language lab such as the Bravo videos are provided as a
companion to the workbook and are to be completed by students during their own time. (Bravo Lessons,
including the review lessons 10 & 15 can be completed in the sign language lab at the discretion of the
professor.)
6
Course Goals
The following general performance goals and sub-goals will be addressed in the course, based on the
Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D, Kurz, Kim & Ph.D. Taylor, Marty
(2008), available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.
1. COMMUNICATION – Students communicate in American Sign Language
1) INTERPERSONAL COMMUNICATION - Two-way communication via face-to-face conversation
or through technological means.
2) INTERPRETIVE COMMUNICATION - Students understand what one visually perceives when
face-to-face or through the use of digital/technological means (e.g., videophone, vlog, videos).
3) PRESENTATIONAL COMMUNICATION - Students express ideas face-to-face or through the
use of digital/technological means (e.g., videophone, vlog, and videos).
2. CULTURE – Gain knowledge and Understanding of Deaf Culture
1) PRACTICES OF CULTURE - Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
2) PRODUCTS OF CULTURE - Students demonstrate an understanding of the relationship
between the products and perspectives of American Deaf culture.
3. CONNECTION - Use American Sign Language to Connect with Other Disciplines and Expand
Knowledge
1) MAKING CONNECTIONS - Students reinforce and further their knowledge of other disciplines
(i.e., school subjects) through the study of American Sign Language.
2) ACQUIRING INFORMATION - Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
4. COMPARISON - Develop Insight into the Nature of Language and Culture.
1) LANGUAGE COMPARISONS - Students demonstrate understanding of the nature of language
through comparisons of American Sign Language and their own language.
2) CULTRUAL COMPARISONS - Students demonstrate understanding of the nature of culture
through comparisons of American Deaf culture and their own culture.
5. COMMUNITY - Use American Sign Language to Participate in the Deaf Community.
1) ASL CLASS AND COMMUNITY - Students use American Sign Language within and beyond the
school setting.
2) LIFELONG LEARNING - Students show evidence of becoming life-long learners by using
American Sign Language for personal enjoyment and enrichment.
More specifically, the overarching statements of each goal/sub-goal is included below, also from the Learning
Outcomes for American Sign Language Skills Level 1-4, by Ph.D, Kurz, Kim & Ph.D. Taylor, Marty (2008),
available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.
INTERPERSONAL COMMUNICATION This outcome focuses on interpersonal communication. In ASL,
interpersonal communication means visual/gestural communication between individuals who are in direct
contact with each other. In this case direct contact includes using ASL face-to-face and through the use of
technology (e.g., videophone, video mail, vlog). In beginning ASL 1 and 2 classes, students learn to use a
variety of simple phrases and sentences in one-to-one and small group conversations. In the more advanced
ASL 3 and 4 classes, students will begin to engage in group conversations, exchange information, and grow in
their ability to communicate with others in ASL in a culturally appropriate manner with greater fluency involving
an increasing number of participants and covering a wider range of topics.
INTERPRETIVE COMMUNICATION This outcome focuses on comprehending American Sign Language, that
is, visual listening resulting in comprehension. In the area of visual listening, students have a variety of
opportunities to develop comprehension abilities, including following classroom instruction, watching guest
speakers using ASL, and visually “listening” to ASL signers through technology (e.g., videophone). Students
must have access to a wealth of authentic ASL videos including commercially available DVDs and vlogs on the
web.
7
PRESENTATIONAL COMMUNICATION This outcome focuses on the presentation of information, concepts,
and ideas in American Sign Language that include face-to-face meetings, live presentations, and technological
means (e.g., videophone, video mail, video logs)
PRACTICES OF CULTURE The first outcome (2.1) focuses on Social Interaction. In this outcome students
learn social interaction within the Deaf community of ASL users based on Deaf people’s corresponding cultural
values and attitudes in a culturally appropriate manner. It focuses on Deaf cultural practices that reflect the
traditions and beliefs of ASL users.
PRODUCTS OF CULTURE This outcome focuses on cultural appreciation. Students learn about the many
varied products of Deaf culture such as ASL poetry, ASL narrations, art made by Deaf people, and videos of
ASL literature, in terms of underlying cultural values and attitudes. This outcome focuses on the cultural
products of the Deaf community and how the products relate to the traditions, beliefs, and structures of society.
MAKING CONNECTIONS In this outcome, students use American Sign Language to learn more about other
subject areas that are not related to ASL or Deaf culture, either within the ASL class or in ASL immersion
experiences. Students will use ASL as a tool to access additional resources related to ASL and Deaf culture.
ACQUIRING INFORMATION In this outcome, students use their ASL skills to acquire new information and
discover cultural perspectives of Deaf people. This may occur within the school setting or in conjunction with
work and leisure activities. By knowing and using ASL, they expand the sources of information available to
them. They can communicate with ASL users. They can acquire information that is presented in ASL (e.g.,
ASL storytellers, vlogs).
LANGUAGE COMPARISONS In this outcome, students will compare and contrast ASL with English or another
language.
CULTRUAL COMPARISONS As students expand their knowledge of Deaf culture, they will discover that
certain perspectives, practices, and products differ from other cultures in the United States.
COMMUNITY As learned in Goal One (Communication), the focus is on the acquisition of ASL comprehension
and expressive skills. Students begin to transfer classroom ASL to non-classroom conversational experiences
such as with the Deaf community. This is an important step in transferring student’s language skills into use in
Deaf community events
LIFELONG LEARNING As lifelong learners, students can use ASL to access information about topics of
personal interest. Through this experience, students discover the richness of Deaf culture and expand their
knowledge about the language and culture through recreation, entertainment, and, for some, work. Some
students may continue to participate in the Deaf community and further develop their ASL skills and their
understanding of Deaf culture. Others may need to be encouraged to meet and interact with Deaf people who
live in their locale.
8
PROGRAM TITLE:
Sign Language Interpretation
COURSE TITLE:
American Sign Language II
CIP NUMBER:
171310031
Program Frameworks can be found at the following website:
http://www.fldoe.org/workforce/dwdframe/
9
Florida State College at Jacksonville
Course Learning Outcomes and Assessment
SECTION 1
Semester Credit Hours (Credit):
Contact Hours (Workforce):
Course Prefix and Number:
ASL 1150
Course Title:
American Sign Language II
4
SECTION 2a (To be completed for General Education courses only.)
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
General Education Core (If selected, core discipline area will be identified in Section 4.)
General Education (If selected, you must also complete Section 4, Section 5, and Section 8)
SECTION 2b
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
X A.A. Elective
A.S. Required Course
X A.S. Professional Elective
A.A.S. Required Course
A.A.S. Professional Elective
Technical Certificate
PSAV/Clock Hour/Workforce
Upper Division/Bachelors
Development Education
Apprenticeship
Other:
If selected, use this space to title “other” option.
SECTION 3
INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)
X
Reading
X
Speaking
X
Critical Analysis
Qualitative Skills
X
Writing
X
Listening
X
Information
Literacy
Ethical Judgement
X
Scientific Method of
Inquiry
Working
Collaboratively
SECTION 4 (To be completed for General Education courses only.)
GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)
Communications
Humanities
Mathematics
Social and Behavioral Sciences
Natural Sciences
SECTION 5 (To be completed for General Education courses only.)
GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
Communication
Critical Thinking
Information Literacy
Scientific and Quantitative Reasoning
Global Sociocultural Responsibility
SECTION 6
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Inquire about and share personal reactions to
a variety of familiar contexts in ASL (e.g.
going to the grocery store, first day of ASL
class).
Course
In class observations; recorded assessments
Share more factual information on topics
related to people, places, and things using
ASL (e.g., teachers, cities).
Course
In class observations; recorded assessments
SECTION 6
10
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Discuss and share thoughts and ideas with
others on likes and dislikes, agreements and
disagreements using ASL (e.g., school
subjects, books, movies).
Course
In class observations; recorded assessments
Negotiate directions, requests, and demands
in a simple way with peers in small groups
using ASL (e.g., explain or clarify, accept or
decline invitations).
Course
In class observations; recorded assessments;
Initiate and participate in casual exchanges
with classmates in ASL (e.g., discuss past or
future personal actions, make suggestions,
and offer advice).
Course
In class observations; recorded assessments
Ask and respond to questions to gain
knowledge and clarify understanding using
ASL (e.g., how the earth revolves around the
sun, how our bodies work).
Course
In class observations; recorded assessments
Discuss and analyze simple humor and ASL
poems (e.g., favorite ASL fable, Deaf Tree
joke).
Course
In class observations; recorded assessments
Discuss matters of personal importance using
ASL (e.g., interview classmates about their
memorable experiences).
Course
In class observations; recorded assessments
Demonstrate greater ability to recognize and
respond to listener feedback during one-toone conversation (e.g., correcting mistakes,
resuming conversation).
Course
In class observations; recorded assessments;
written assessments
Respond using topic/comment structure when
asked basic social questions (e.g., what the
student likes to do for fun, favorite food,
favorite spots).
Course
In class observations; recorded assessments;
Demonstrate comprehensions of basic ASL
syntax by spontaneously using the syntax
(e.g., O-S-V, rhetorical, topic/comment,
conditional).
Course
In class observations; recorded assessments
Demonstrate comprehension of basic
descriptions, physical attributes, and
surroundings by paraphrasing (e.g., family,
daily routines, surrounding environment).
Course
In class observations; recorded assessments;
written assessments
11
SECTION 6 (CONTINUED)
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Demonstrate finger spelled word recognition
for proper nouns and lexicalized fingerspelling
in one-to-one scenarios with fewer teacheraided cues (e.g., products, brands, names,
places, words that have no signs).
Course
In class observations; recorded assessments;
written assessments
Identify the principle characters and/or events
and details in ASL literature including poetry
and narratives (e.g., ABC, number stories,
and handshape stories).
Course
In class observations; recorded assessments;
written assessments
Demonstrate mastery expressing prepared
short presentations using ASL (up to 5
minutes) (e.g., describe things and past,
current, and future events using appropriate
lexical and syntactic choices).
Course
In class observations; recorded assessments
Present skits, recite selected poems, tell
anecdotes, and perform stories in ASL for
school events (e.g., share AB, number
stories, and handshape stories).
Course
In class observations; recorded assessments;
Identify and demonstrate the parameters of
ASL including handshape, location,
movement, palm orientation, and non-manual
signals (e.g., give examples of each
parameter).
Course
In class observations; recorded assessments;
written assessments
Demonstrate principles of appropriate cultural
norms in formal and informal settings (e.g.,
make introductions between Deaf and hearing
peers).
Course
In class observations; recorded assessments;
written assessments
Participate in appropriate cultural activities
and examine expected social behaviors when
interacting with mixed groups of deaf and
hearing individuals at Deaf events, using ASL
(e.g., hand waving to show enjoyment of
entertainment).
In class observations; recorded assessments;
written assessments
Course
Identify and describe simple culturally based
patterns of Deaf people (e.g., importance of
eye contact).
Course
Recognize and identify famous Deaf people
from the United States (e.g., Phyllis Frelich).
Course
In class observations; recorded assessments
In class observations; recorded assessments;
written assessments
12
SECTION 6 (CONTINUED)
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
View and discuss ASL folk tales, short stories,
and poems that have been developed for
young people and passed down for
generations (e.g., well-known humorous
stories shared on video logs).
Course
Demonstrate an understanding of major
events in Deaf history that have had profound
influence on Deaf cultural values (e.g.,
materials on attempts to eradicate the use of
ASL).
Course
Discuss the functions of ASL parameters.
Course
In class observations; recorded assessments;
written assessments
Discuss the functions of inflections in ASL and
students’ language (e.g., mouth morphemes).
Course
In class observations; recorded assessments;
written assessments
Recognize and describe the correct nonmanual signals that are distinctive to ASL
(e.g., non-manual signals used by a Deaf
storyteller).
Course
In class observations; recorded assessments;
written assessments
Examine and discuss the use of “over time”
inflection in ASL, which means “continually,
regularly, or for a while,” by using a repeated,
circular movement.
Course
In class observations; recorded assignments
Explore the numeral handshape with location,
movement, and orientation of signs for time
line.
Course
In class observations; recorded assignments
Observe and identify basic agreement verbs
in ASL. Examine the meaning of “to all in a
group” inflection by using a “sweep” of the
hand in an arc and the eyes/head follow the
sweep (observe and identify plain, locative,
and agreement verbs).
Course
In class observations; recorded assessments;
written assessments
Examine all wh- questions by asking and
answering them correctly (answer y/n and whquestions appropriately in ASL).
Course
In class observations; recorded assignments
Course
In class observations; recorded assessments;
written assessments
Explore and use appropriate locations in
space for pronouns and nouns; basic
agreement in ASL.
In class observations; recorded assessments;
written assessments
In class observations; recorded assessments
13
SECTION 6 (CONTINUED)
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Demonstrate knowledge of compound signs
(e.g., EAT-MORNING means BREAKFAST).
Course
In class observations; recorded assignments
Examine and use descriptive classifiers in
ASL when describing a person’s appearance
and use of handle classifiers when holding an
object.
Course
In class observations; recorded assignments
Demonstrate mastery when providing
examples of frequently known sign variations
(e.g., sign variations based on sex/gender).
Course
In class observations; recorded assessments;
written assessments
Identify the similarities and differences
between schools for the Deaf and their own,
and their family life with other Deaf families
(e.g., differences in attending a residential
school and a neighborhood school).
Course
In class observations; recorded assignments
Describe the relationship between cultural
perspectives and practices, such as
celebrations, work habits, and play, by
analyzing a few practices from Deaf culture
and their own culture (e.g., clothing worn by
Deaf people is often solid or darker colors,
avoiding clothing with distracting designs).
Course
In class observations; recorded assessments;
written assessments
Communicate with peers and other members
of the Deaf community about daily life, various
experiences, and special events using ASL
(e.g., exchange video letters and emails about
school and life with Deaf peers).
Course
In class observations; recorded assessments;
written assessments
SECTION 7
Faculty name(s):
CS20150615
Theresa Bugler, Bradley Dale, James Pope
Date:
12/12/14
14