Course Syllabus
Intra-lingual Skills Development for Interpreters
SLNG 1307
Semester with
Spring 2012
Course Reference SLNG 1307-01
Number (CRN)
(84149)
Instructor contact Amber Galloway Gallego
information
amber.galloway@hccs.edu
(phone number
832-364-1078
and email
address)
Office Location
Available before 9am and after
and Hours
Course
Ed Dev Ctr Room 124
Location/Times
Course Semester Credit Hours 3.00
Credit Hours
Lecture Hours 2.00
(SCH) (lecture,
Laboratory Hours
2.00
lab) If applicable
Total Course
Contact Hours
Continuing
Education Units
(CEU): if
applicable
Course Length
(number of
weeks)
Type of
Instruction
Course
Description:
Course
Continuing
Education Units
(CEU):
If applicable
3 pm. Available by appointments only
64
16 weeks
Class lecture and discussion, group activities, student written work and
verbal work.
American Sign Language (ASL) Linguistics provide an introduction
to the linguistic structures of ASL, including phonology, morphology,
syntax and pragmatics. Specific goals of the course include improving
observational skills in analyzing ASL; improving understanding of the
phonological structure of ASL; improving understanding of the
morphological structure of ASL; improving understanding of the
syntactic structure of ASL; and introducing a few sociolinguistic rules
concerning ASL in the deaf community.
Course
None
Prerequisite(s)
Academic
1.
Discipline/CTE
Program Learning
Outcomes
2.
Course Student
Learning
Outcomes (SLO):
4 to 7
Develop receptive and expressive skills in American Sign
Language and Fingerspelling;
Develop knowledge and awareness of the differences between
the Deaf culture/deaf community and the hearing community
3.
Accurately interpret and transliterate between ASL and English
in a variety of settings: face-to-face, small group settings,
monologue and/or large group settings; and
4.
Apply professional standards, practices, and ethics, not limited
to the tenets of the Code of Professional Conduct, to their
work.
The student will demonstrate an understanding of various intra-lingual
skills as they relate to English with a minimum of 70% accuracy
The student will demonstrate the ability to apply various intra-lingual
skills to English material with a minimum of 70% accuracy.
The student will demonstrate the ability to assess and evaluate the
accuracy of paraphrased material with a minimum of 70% accuracy
The student will demonstrate at least a basic understanding of a broad
range of knowledge, thus expanding cultural literacy with a minimum
of 70% accuracy.
Learning
Objectives
(Numbering
system should be
linked to SLO e.g., 1.1, 1.2, 1.3,
etc.)
Learning Outcome 1: The student will be able to define phonology
and identify the key components of phonology with a minimum of
70% accuracy.
Performance objectives for this outcome:
1.01 The student will differentiate the parts of signs as well as their
internal structure.
1.02 The student will name the five basic parts of a sign, including
handshape, movement, location, palm orientation and non manual
signals.
1.03 The student will identify symbols in Stokoe’s System used to
describe signs.
1.04 The student will explain why sequence is a key concept in the
description of signs.
1.05 The student will explain the basic principles of the MovementHold Model.
1.06 The student will apply basic phonological processes in their ASL
work, including; movement epenthesis, hold deletion, metathesis, and
assimilation.
Method of Measurement: written quizzes/exams, homework and
class discussion.
Learning Outcome 2: The student will be able to define morphology
and identify the key components of morphology with a minimum of
70% accuracy.
Performance objectives for this outcome:
2.01 The student will discuss how nouns are derived from verbs in
ASL.
2.02 The student will be able to explain how compound words are
formed in ASL.
2.03 The student will be able to explain lexicalized fingerspelling and
loan signs in ASL.
2.04 The student will be able to discuss and explain numeral
incorporation in ASL.
2.05 The student will understand the role of location in ASL
morphology , including the use of space.
2.06 The student will be able to explain classifier predicates in ASL.
2.07 The student will be able to identify three movement roots
including, stative, descriptive, process and contact root.
2.08 The student will list 7 different classifier handshapes.
2.09 The student will be able to explain subject-object agreement in
ASL.
2.10 The student will understand pronouns and determiners in ASL.
2.11 The student will understand the basic concept of temporal aspect
SCANS and/or
Core Curriculum
Competencies: If
applicable
The student will demonstrate an understanding of various intralingual skills as they relate to English with a minimum of 70%
accuracy
The student will demonstrate the ability to apply various intralingual skills to English material with a minimum of 70%
accuracy.
The student will demonstrate the ability to assess and evaluate the
accuracy of paraphrased material with a minimum of 70%
accuracy
The student will demonstrate at least a basic understanding of a
broad range of knowledge, thus expanding cultural literacy with a
minimum of 70% accuracy.
Workplace Competencies are defined in five areas: (a) resources, (b)
interpersonal skills, (C) information, (d) systems, and (e) technology.
The following SCANS Competencies will be included in this
course:
Resources: A worker must identify, organize, plan, and allocate
resources effectively. C1- Time: select goal-relevant activities, rank
them, allocate time, and prepare and follow schedules.
Information: A worker must be able to acquire and use information.
C5- Acquire and evaluate Information. C6- Organize and maintain
information. C7- Interpret and communicate Information.
Interpersonal Skills: A worker must work with others effectively.
C9- Participate as member of a team: contribute to group effort. C10Teach Others New Skills. C12- Exercise leadership: communicate
ideas to justify position, persuade and convince others, responsibly
challenge existing procedures and policies. C13- Negotiate: work
toward agreements involving exchange of resources, resolve divergent
interests. C14- Work with Diversity: work well with men and women
from diverse backgrounds.
Basic Skills: A worker must read, write, perform arithmetic and
mathematical operations, listen, and speak effectively. These skills
include:
The following foundation skills will be included in this course:
Foundation Skills are defined in three areas: (a) basic skills, (b)
thinking skills, and (C) personal qualities. F1- Reading: locate,
understand, and interpret written information in prose and in
documents such as manuals, graphs, and schedules. F2- Writing:
communicate thoughts, ideas, information, and messages in writing,
and create documents such as letters, directions, manuals, reports,
graphs, and flow charts.
Thinking Skills: A worker must think creatively, make decisions,
solve problems, visualize, know how to learn, and reason effectively.
These skills include: F6- Creative thinking: generate new ideas. F7-
Course Calendar
Instructional
Methods
Student
Assignments
Student
Assessment(s)
Instructor's
Requirements
Lecture, class discussion, weekly quizzes, collaborative learning
project, written midterm and final exams.
Student Involvement
The faculty members of the Interpreter Training Program are
committed to your successful completion of our classes without
lowering the college’s academic standards. I understand that students
face additional pressures from work and family, as well as have other
obligations outside of their academic pursuits. I realize that at times
issues beyond the control of a student interfere with class
requirements.
If you experience any circumstance that has a negative impact on your
participation in this course, please make me aware of it as soon as
possible. I may be able to assist or accommodate your particular
circumstance. Do not wait until the end of the semester to ask for
advice. Communication between students and instructors can be quite
valuable.
Program/Disciplin
e Requirements: Global Awareness
If applicable
This class will encourage
an understanding of the importance of
diversity and difference in the college, the community, and the
country.
HCC Grading
Scale
Instructor
Grading Criteria
Instructional
Materials
HCC Policy
Statement:
A = 100- 90
4 points per semester hour
B = 89 - 80:
3 points per semester hour
C = 79 - 70:
2 points per semester hour
F = 69 and below
0 point per semester hour
W(Withdrawn)
0 points per semester hour
I (Incomplete)
0 points per semester hour
The student must re-enroll to receive credit. To compute grade point
average (GPA), divide the total grade points by the total number of
semester hours attempted. The grade "I" does not affect GPA.
Access Student Services Policies on their Web site:
http://hccs.edu/student-rights
Distance
Education and/or
Continuing
Education
Policies
Access DE Policies on their Web site:
http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE
_Syllabus.pdf
Access CE Policies on their Web site:
http://hccs.edu/CE-student-guidelines
Grading Policy:
1. Homework Assignments (10)
100 points
2. Quizzes (4) (25 points each quiz)
100 points
3. Written Tests (4) (100 points each test)
400 points
4. Collaborative Research Proposal and Project
100 points
5. Mid-Term Examination
100 points
6. Final Examination
200 points
Tentative Instructional Outline:
Week 1:
New syllabus review and expectations
Background and introductions
Phonology of ASL
Part Two, Units 1-3: Stokoe, Sequentiality, Johnson-Liddell
Homework: Part 1 & Part 2 and do assignments #1-4
Week 2:
Phonological processes
Movement Epenthesis
Hold deletion
Metathesis
Assimilation
Pair up individuals for group presentations & assign topics.
Homework
Week 3:
Exam #1
Review Part one and Two for Midterm Exam:
Week 4:
Midterm Exam
Morphology, Phonology vs. morphology
Deriving nouns from verbs
Homework
Week 5:Compound Lexicalized Fingerspelling
Morphology, Numeral incorporation: Rule of 5; Rule of 9
The Function of Space
Verbs
Homework
Week 6:
(Sub)
Week 7:
Week 8:
Morphology
Simple Sentences
Classifier Predicates
Morphology
Classifier Predicates and Signer Perspective
Temporal Aspect
Derivational and Inflectional Morphology
Homework
Morphology
Syntax, "Major" lexical categories
Nouns
Predicates
Simple predicates
Predicate nouns
Predicate adjectives
Auxiliaries used with predicates
Adjectives
Adverbs
Homework
Morphology
Syntax
"Minor" lexical categories
Determiners
Auxiliary verbs
Prepositions
Conjunctions
Pronouns
Homework
Week 9:
Morphology
Basic sentence types: review
Questions
Yes-no
Wh- Question mark
Rhetorical
Negation
Commands
Topicalization (topic-comment)
Conditionals
Non-Manual grammatical signals
Time in ASL
Homework: Part 4 Unit 1 & 2 and do assignment 16 & 17 Review Part 3
for Exam.
Week 10:
Exam #2
Semantics
The meaning of individual signs
The meaning of sentences
Homework
Week 11:
Semantics,
Variation and historical change
ASL discourse
Language in Use
Bilingualism and language contact
ASL Literature
Percussion signing
Drama
Deaf humor
Homework
Week 12:
Assign topic to group
Homework: Review
Exam #3
Homework: Prepare group presentations
Week 13:
Part Six
Analyzing Signs
Signs Have Parts: A Simple Idea
American Sign Language: The Phonological Base
The Confluence of Space and Language in Signed Languages
Indicating Verbs and Pronouns: Pointing Away from Agreement
Analyzing Variation in Signed Languages: Theoretical and
methodological Issues
Sociolinguistic Aspects of the Black Deaf Community
Variation: Basic Concepts
Discourse Analysis
Language Contact in the American Deaf Community
Homework: Review Part 6 for Exam.
Week 14:
Review for exam 4
Week 15:
Exam #4
Cumulative Review
Week 16:
Final Exam