University of California, San Diego
Department of Education Studies
EDS 342A
Fall 2015
ASL-English Bilingual Practices
Instructor: Bobbie M. Allen, Ph.D.
Office: Pepper Canyon Hall 330
619-838-4567(text/voice)
bmallen@ucsd.edu
Office Hours:
Tuesdays 1-2 pm
Class Meeting Schedule
Time: 2-4:50
Dates: Tuesdays
Location: PCYNH 361
Course Website
http://eds342afall2015.weebly.com/
Wednesdays 3-4
Students will examine developmental milestones for language and literacy for
Deaf and Hard of Hearing children (birth to 5 year olds) in a bilingual (American
Sign Language-English) setting. Pedagogical theories and bilingual methods for
first/second language and bi-literacy development will be introduced. A
systematic approach for observing, documenting and assessing this age group
will be highlighted. Creating effective learning environments, interacting with
families, collaborating with communities and agencies as well as understanding
federal legislation/requirements for early childhood programs will also be
investigated.
Goals & Topics Include
 Understand the family as a primary language and cultural resource but
often need additional resources and support in order to cultivate their
deaf/hard of hearing children’s development
 Understand elements of an effective early childhood program and
bilingual/biliteracy classroom environments
 Understand the influence of an intercultural classroom climate and school
community on students’ motivation, participation and achievement
 Understand the development of ASL and English is critical for cognitive,
cultural, social/emotional and linguistic development for very young
children ((birth to 5 years old)
 Understand that bilingual/biliteracy development is critical to monitor,
document and assess using a systematic approach.
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Understand that the implementation of authentic assessment is crucial in
determining next steps for students and informing our own teaching
practice
Understand biliteracy/Deaf cultural & visually oriented teaching practices
provide opportunities for deaf and hard of children to become fluent
signers, readers and writers.
Understand fluency in ASL provides access to English for deaf and hard
of hearing children.
Understand the differences between Individual Family Plans (IFSP) and
Individual Education Plan (IEP) as well as legal requirements for these
plans.
Dates of reading assignments are for the dates of class discussion topics.
Students are required to have read and prepared for the readings prior to class
meeting in order to participate in class discussion.
There are on-line readings on my course webpage
http://eds342afall2015.weebly.com/
UCSD Reserves
Password BA342A (not case sensitive)
Required Textbooks
Textbooks
Barr, M.A., Craig, D.A., Fisette, D., & Syverson, M.A. (1999. Assessing literacy
with the Learning Record: A handbook for teachers, grades k-6. Portsmouth,
NH: Heinemann
Livingston, S. (1997). Rethinking the education of deaf students. Portsmouth,
NH: Heinemann.
Schleper, David R. (2006) Literacy—It All Connects. Washington DC: Laurent
Clerc National Deaf Education Center
On Line Readings on Course Website http://eds342afall.weebly.com/ and
UCSD’s electronic reserves BA342A
Course Expectations/Evaluation
DUE
POINTS
Attendance & Participation:
Students are expected to attend all
class meetings (face to face and on-line),
and arrive on time and prepared to
participate in activities, including in
class activities, writing assignments,
and field trips. Participation in
class is also considered when
awarding final grades.
Unexcused absences and tardiness can
affect your final course grade.
Project #1
Two (2) Individual Profiles with
completed Learning Record
Portfolio forms (see handout)
Sample observations for the
Learning Record due in class
Bring to class to review & get
feedback
Talking & Listening Observations
(1 per Learning Record student)
Reading Observations (1 per
Learning Record student)
20
3-2-1 Writing
assignments
due at noon
the day of
class—
Due Dates:
October 6,
October 20,
October 27,
November 3,
November 17
Upload to
turnitin.com
Completed (2)
Individual
Profiles
December 8th
no later than 5
pm
Hardcopy,
typed and
stored in a 3ring notebook
with both
profiles
November 3
Hardcopy of
Data Collection
Forms of the
Learning Record
30
Writing Observations (1 per
Learning Record student
Project #2 Read Aloud Videotaped
& Written Response
December 8,
turnitin.com
by 5pm
30
Presentation of Thesis of Former
Graduates, Power Point
December 1, In
class
presentation
20
Total Points
100
Grade Breakdown Based on Number of Points Earned NOT Percentages
100-98 A+
97-94
A
93-90
A89-88
B+
87-84
B
83-80
B79-78
C+
77-74
C
73-70
CBelow 70 D
Below 60 F
.Writing Assignments (3-2-1 Response format below) These responses to the
readings are used in class to generate class discussions about what was
learned that is important to your development as a bilingual teacher.
Sometimes we engage in discussions about topics that may be
controversial. Debates and differences of opinions are accepted,respected
and encouraged. We encourage your active participation.
You should follow the following format
Write a 3-2-1 response to the readings 1-3 pages—
3 Big Ideas with a paragraph or so for each idea demonstrating a critical
analysis and/or an argument in favor or opposing the idea
2 Question you have about the readings and would like to discuss in class
1 Choose one of the following
1. A discussion of an application for the classroom you find interesting
and may want to try OR
2. A personal experience/observation and your opinion of why this
experience/observation is connected to the readings OR
3. A connection to other readings/lectures/media outside this course with a
brief explanation of how the connections apply to the field of Deaf
Education or the classroom
Submitted to Turnitin.com by due noon on due date (see above matrix)
CLASS SESSIONS
Session 1, September 29
Overview of the course syllabus, projects and writing assignments.
In Class:
In class DVD: Booksharing the Deaf Way, Chapters 1 & 2 (20 minutes)
Session 2 October 6 Perspectives in Deaf Education
3-2-1 Writing Assignment #1 due today at noon. Submit to turnitin.com
In class DVD: Booksharing the Deaf Way, Chapters 3: Book Sharing Events
The Standardized Visual Communication and Sign Language Checklist for
Signing Children (Handout In Class)
Read Text:
Livingston; Chapter 1
Read On-Line Articles
Humphries: Schooling in American Sign Language: A paradigm shift from a
deficit model to a bilingual model in deaf education
http://www.escholarship.org/uc/ucbgse_bre?volume=4;issue=1
ASL/English Bilingual Education: Models, Methods and Strategies
http://issuu.com/vl2newsletter/docs/rb8eng
Odyssey 2012: Nussbaum, Scott & Simms: The Why and How of an ASL/English
Bimodal Program
http://www.gallaudet.edu/Images/Clerc/articles/Odyssey_SPR_2012_NussbaumScottSim
ms.pdf
Jim Cummins (1986) Empowering Minority Students: A Framework for
Intervention. Harvard Educational Review: April 1986, Vol. 56, No. 1, pp. 18-37.
http://www.reading.ccsu.edu/abadiano/courses/rdg503/rubrics/cummins.pd
f
Cummins, The Relationship Between ASL Proficiency and English Academic
Development
www.gallaudet.edu/documents/cummins_asl-eng.pdf
Review the video clip and be prepared to discuss. In what ways does this
program reflect some of the perspectives in the readings for today?
Video Clip: California School for the Deaf Fremont
https://www.youtube.com/watch?t=54&v=0_6RyfFscLA
ASL Morning Message
https://www.youtube.com/watch?v=PIgLC5Bkff4
Session 3 October 13 Infant/toddler/Preschooler Developmental
Milestones
NO 3-2-1 Reading Response for this session; See activity below that should be
completed prior to class and use it for discussion in class
In class DVD: Booksharing the Deaf Way, Chapters 4: Translating Books into
ASL
Burkholder, K. (1999) Reading and American Sign Language: Strategies for
Translation. Perspectives, vol. 17(3) pp.6-8 (handout in class)
Reading On Line & Activity due for class today
1. Skim to become familiar with the developmental milestones for “hearing”infants,
toddlers and preschoolers; Look for milestones that would possibly apply or not apply to
Deaf children, and make a note of these milestones to discuss in class.
California Infant/Toddler Learning and Development Foundations
PDF File
Go to http://www.cde.ca.gov/sp/cd/re/itfoundations.asp
THEN Dowdload PDF File entitled California infant/Toddler Learning &
Development Foundations
Introduction V-XVII
The Early Months
Social and Emotional Development
Language Development
Cognitive Development
Also
California Preschool Learning Foundations, Volume 1
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
Skim:
 Foundations for Emotional-Social Development
 Foundations in Language and Literacy
2. Watch sign language development of young deaf children on line.
Select topics/video clips from the website menu for each group: baby 0-1,
toddler 1-2 and preschoolers 3-5
http://www.handspeak.com/blog/baby/?byte=&ID=35
3. Find 3 clips for each age group (baby 0-1, toddlers 1-2 and preschoolers 3-5) that
represent some of the language milestones that are identified on the
Standard Visual Communication and Sign Language Checklist for Signing Children for
Using this checklist, mark the milestones you found on the website for each group—
baby, toddler, and preschoolers. Be prepared to share your video clips of your identified
milestones with your classmates.
Read On-Line Articles related to Deaf Children’s Sign Acquisition
Visual Language and Visual Learning Science of Learning Center. (2011, January)
Advantages of Early Visual Language, ( 2011, January) Advantages of Early
Visual Language. (Research Brief No. 2) Washington, D.C: Sharon Baker
http://deafchildren.org/wp-content/uploads/2014/05/ASDC-Article-VL2Advantages-of-Early-Visual-Language.pdf
Visual Language and Visual Learning Science of Learning Center. (2012, June).
Eye Gaze and Joint Attention (Research Brief No. 5) Washington, D.C.;
Leiberman, Amy
http://www.csdb.org/wp-content/uploads/2014/05/Eye-Gaze-and-JointAttention.pdf
The Standard Visual Communication and Sign Language Checklist for Signing
Children
https://www.academia.edu/5008182/The_Standardized_Visual_Communication_and_Si
gn_Language_Checklist_for_Signing_Children
Weebly
Meir, Language Acquisition by Deaf Children
Session 4 October 20 Observing and Documenting Milestones of
Infants/Toddlers/Preschoolers
3-2-1 Reading Response #2 due today. Submit to turnitin.com by noon.
In class DVD: Booksharing the Deaf Way, Chapters 5: Scaffolding
In Class Presentation
Presentation: Emergent Bilingual Deaf Learners
DVD: Observing George
Text:
The Learning Record
Read: Text Barr, Part B Documenting Talking & Listening, Reading and Writing
Appendix A: Review Learning Record Developmental Reading and Writing
Scales
Allen, B.M (1998) Learning Together: ASL-English Bilingual-Bicultural Early
Childhood Classroom, pp.78-90. 62nd Claremont Reading Conference, Claremont,
CA: Claremont Graduate University.
Erting & Pfau Becoming Bilingual: Facilitating English Literacy Development
Using ASL in Preschool. Sharing Ideas, Washington, D.C.: Precollege National
Mission Programs, Gallaudet University
http://files.eric.ed.gov/fulltext/ED475322.pdf or go to Weebly Session 4
Herzig, M. Odyssey 2015 Bilingual Storybook Apps: An Interactive Reading
Experience for Children
http://www.gallaudet.edu/Documents/Clerc/Odyssey/2015_issue/ODYSSE
Y_SPR2015_HerzigMalzkuhn.pdf
See Baobab Shared Reading Lesson on Weebly
Assessments on Weebly Drop Down Menu for “more…”
ASL Scale of Development (Herzig, 2000)
Nonverbal and Verbal Behaviors Observational Tool
Session 5 October 27 Connecting with Families via Home-School
Connections
3-2-1 Writing Assignment #3 due today at noon. Submit to turnitin.com
View:
Through My Child’s Eyes: American Sign Language
http://www.csun.edu/~tyce/enindex.html
Review Assignment Handout: The Learning Record/Individual Profile Project
Read Text:
Barr:
pp. xi-14
Part A/C; Family Conversations Part A/C ; 15-28 & 53-56
Allen, B.M. (1998) ASL-English Classroom: The Families’ Perspectives, Bilingual
Research Journal,vol.26 (1), 149-168
http://www.researchgate.net/profile/Bobbie_Allen2/publication/252682167_A
SLEnglish_Bilingual_Classroom_The_Families'_Perspectives/links/53fd189f0cf2
364ccc08a15b.pdf
Weebly
Mahshie: A first language: Whose Choice Is It?
Humphries, Kushalnagar,Mathur,Napoli, Padden, Rathmann, & Smith (2013)
The Right To Language. Journal of Law, Medicine and Ethics.
Session 6 November 3 Social & Learning Contexts
3-2-1 Writing Assignment #4 due today at noon. Submit to turnitin.com
Due today: Bring to class the following:
Your Learning Record letter to Family/Parents
For each Learning Record Student bring YOUR BENCHMARKS
1 Observations for talking & listening, signing
1 Observation of reading + copy 1 page of the text
1 Observation of writing observation +copy student writing sample
Read Text
Livingston, Chapter 2
Gerner de Garcia,B. (2002) Meeting the Needs of Hispanic/Latino Deaf Students,
in Christensen (Ed.), A Multicultural Perspective,pp.150-197
http://www.ncela.us/files/rcd/be021519/esl_applications_for_hispanic_deaf.p
df
_____________________________________________________________________
Observation: November 5th Thursday California School for the Deaf, Riverside
Parent Infant Program (PIP) Arrive at 8:00am
Observation: November 19 Davilla Day School for the Deaf, Chula Vista
School District, on the campus of Vista Square, 8:30-9:30 Observation of ASL
English Preschool
______________________________________________________________________
______________________________________________________________________
Observations: Thursday, Nov 19th
Davila Day School, at Vista Square Elementary Preschool Program
Prior to observations, please read the following on line articles
The differences between an IFSP (Individual Family Service Plan) and an IEP
(Individual Education Plan)
http://www.pacer.org/parent/php/PHP-c59.pdf.
Best Practices for Deaf/Hard of Hearing infant/toddlers
http://www.dds.ca.gov/EarlyStart/docs/BestPractices_ESInfantToddlersDeaf.
pdf
____________________________________________________________________
Session 7 November 10 Making ASL English Connections
In class DVD Activity: Linking ASL and English Chapter 6
Guest Speaker: Tom Humphries 3:30-4:30 Chaining
Read on Weebly:
Humphries & MacDougall: Chaining
Andrews, Codeswitching techniques: Evidence based instructional practices for
the ASL/English Classroom, American Annals of the Deaf, vol 155, Number 4,
Fall 2010, pp 407-424. (Weebly)
https://muse.jhu.edu/journals/american_annals_of_the_deaf/v155/155.4.andre
ws.pdf
Session 8 November 17 Literacy: It All Connects
3-2-1 Writing Assignment #5 due today at noon. Submit to turnitin.com
Read:
Schleper, David R. Literacy—It All Connects pp 4-29
Schleper: Appendix I- III
Livingston: Chapter 3, pp 45-87
Session 9 November 24 NO Class
Session 10 December 1 Presentations of Theses
In class DVD/Activity:
DVD: Book Sharing the Deaf Way Chapter 7 Book Selection and Multi-Level
Grouping
Due Presentations: Submit powerpoint to me via email no later than NOON
today

Jennifer Cole Regis: Morning Meeting as a Tool for Community-Building
and Developing Literacy Skills in ASL and English

Jennifer Hipskind: Fostering Deaf Identity

Sheneman: Finding ASL/English Equivalencies

Stone: Ka-Pow: Using ASL-English To Explore Narratives in Comics
On Line Course Website
 The Morning Meeting Book (Jennifer Cole Regis’ thesis)
Finals Week December 8 No Class
Due Project 1 compiled and completed for 2 students
Hardcopies of the Learning Record Forms/ Individual Learner Profiles are due
by 5pm today Both students profiles should be bound in a 3-ring
NOTEBOOK
Include the following in this order (see handout)
1. Cover Sheet-Individual Profile Analysis and Reflection
2. Letter to Parents/Family
3. Completed Forms of LR for 2 students in the following order:
Part A Literacy Conversation for student and family
Summaries for B1, B2 and B3 (Place behind Part A)
Observations of each student on the LR data collection forms for
o Talking/Listening/ASL (3 observations)
o Reading + copy of 1 page of the text (2 observations)
o Writing + copy of student writing sample (2 observations)
4. ASL Scale of Development (circle characteristics and dated to match each
observation for Talking, Listening, ASL.) Place ASL Scale behind the
observations for “Talking/Listening.
5. IFSP/IEP/ITP goals for each student (Reading, Writing, ASL and Spoken
English.. Place these goals behind writing samples.
6. Audiogram for each student ( Place behind IFSP/IEP/ITP goals)