San Diego State University
Lecturer: Janette Dorricott
Dept: Speech, Language, and Hearing Science
E-mails: JEDorricott@cox.net
Course Number/title:
Class Schedule:
Class time/Location:
Frequency of Class Meetings:
Units and Prerequisite:
Required Textbook and DVD:
Required supplies:
Fall 2012
Office hour: Make appt.
Office Location: SLHS 239
American Sign Language, SLHS 101
#22758
3:30-5:20 PM / MCN 107
Two times per week, Tues & Thurs
4 units and no prerequisites
Signing Naturally, Student Workbook, Units 1-6. Cheri Smith/Ella
Mae Lentz/Ken Mikos. (2008) DawnSign Press, San Diego, CA
One 2-GB flash drive for ASL class only
Six scantrons – Form No. 882-ES
Blackboard Site: Students will find syllabus, assignments, instructions, other documents, and grades. Do not use
Blackboard to send me messages or video projects. Please check Blackboard regularly.
Course Syllabus: Course syllabus may be used routinely to determine course equivalency in transfer situations, to
resolve grievance cases, and for other purpose involving administration and advisement.
Course Description: SLHS 101, American Sign Language I. ASL I is an introductory language course for the
student to learn ASL and the culture of deaf people. This course includes sign vocabulary, language, and functions of
sign communication. There will be Units 1-6 that will build the student’s receptive skills, and basic dialogue in
interactive contexts. The student will be exposed to the breadth of sign vocabulary, grammar, sentence structures,
and conversation as well as learning opportunities for the knowledge and understanding of the culture of deaf people.
Competencies
Upon completion of this course, students will be able to:
1. Utilize appropriate sign vocabulary, grammar, concepts, and context within the structure of ASL
2. Exchange information such as their names, where they live, family and home surroundings, and explain daily
activities
3. Define and utilize cross-culture adjustment skills, for example, communication and exchange of ideas with deaf
people
4. Get attention through eye contact and negotiate the environment of sign communication
5. Use conversational strategies like handling interruptions, giving feedback, opening, and closing any
conversation
6. Describe and differentiate the contextual aspects of American Sign Language
In addition, this course meets the following outcomes and standards:
SDSU Student Outcomes Assessment Program (SOAP) Outcomes:
Undergraduate Outcomes: 3A,B,C;4A
At the end of the semester, given in class assignments, class discussions, laboratory activities and exams, the student
will be able to
• Demonstrate professional oral and written communication skills
• Identify information as it relates to clients or students of culturally or linguistically diverse backgrounds.
Speech-Language Pathology Knowledge and Skills (KASA – ASHA/CAA) Standards:
III-A: Knowledge of Basic Principles
Social and behavioral sciences
III-C: Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking,
listening, reading, writing, and manual modalities (including etiologies, characteristics, and anatomical physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
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California Commission on Teaching Credentialing (CTC) Standards:
G3 Educating Diverse Learners
The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity,
language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and
disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories,
development of academic language and principles/practices for English language usage leading to comprehensive
literacy in English.
Students with Disabilities: Americans with Disabilities Act (ADA) Accommodation
The University is committed to providing reasonable academic accommodation to students with disabilities. The
Student Disability Services Office provides university academic support services and specialized assistance to
students with disabilities. Individuals with physical, perceptual, or learning disabilities as addressed by the Americans
with Disabilities Act should contact Student Disability Services for information regarding accommodations. Students
who need accommodation of their disabilities should contact me privately, to discuss specific accommodations for
which they have received authorization. If you need accommodation due to a disability, but have not registered with
Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), please do so before making an appointment
to see me. Check http://www.sa.sdsu.edu/sds/index.html
Religious Observances
The University’s policy on absence for religious observances is as follows: “By the end of the second week of classes,
students should notify the instructors of affected courses of planned absences for religious observances. Instructors
shall reasonably accommodate students who notify them in advance of planned absences for religious observances.”
Commitment to Diversity and Inclusion
The University is committed to cultivating “…a campus climate that promotes human dignity, civility, and mutual
appreciation for the uniqueness of each member of our community…Freedom from discrimination, harassment, and
violence against persons or property is a basic right and is requisite for learning. Freedom of speech shall be
protected. By the same token, the campus community shall denounce and confront acts of intolerance, abusive
behaviors, and the beliefs and past events that have separated us as a people.”
Academic Honesty
Students are expected to maintain the highest standards of academic honesty and respect. According to SDSU's
Center for Student Rights and Responsibilities, students may be expelled, suspended, or put on probation for
academic dishonesty.
Per SDSU's STANDARDS FOR STUDENT CONDUCT, examples of academic dishonesty include cheating that is
intended to gain unfair academic advantage; plagiarism that is intended to gain unfair academic advantage; furnishing
false information to a University official, faculty member, or campus office; forgery, alteration, or misuse of a University
document, key, or identification instrument; misrepresenting oneself to be an authorized agent of the University or one
of its auxiliaries; encouraging, permitting, or assisting another to do any act that could subject him or her to discipline.
Examples of cheating include unauthorized sharing of answers during an exam, use of unauthorized notes or study
materials during an exam, altering an exam and resubmitting it for regrading, having another student take an exam for
you or submit assignments in your name, participating in unauthorized collaboration on coursework to be graded,
providing false data for a research paper, or creating/citing false or fictitious references for a term paper. Submitting
the same paper for multiple classes may also be considered cheating if not authorized by the instructors involved.
Examples of plagiarism include any attempt to take credit for work that is not your own, such as using direct quotes
from an author without using quotation marks or indentation in a paper, paraphrasing work that is not your own without
giving credit to the original source of the idea, or failing to properly cite all sources in the body of your work.
Please be advised that even the mere appearance of these behaviors falls within the definition of dishonesty.
California State University Executive Order 969 mandates faculty reporting of all incidents of academic
misconduct.
Method of Instruction/Class Structure:
The curriculum parallels what we know about language development and second language learning. We focus on
introducing language in context and reinforcing what is learned by engaging you into various interactive activities. A
conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other
classmates.
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Our classes are conducted in American Sign Language (ASL) from the very first day. You are immersed in the
language for four hours a week to maximize your language learning. The teacher will use gestures, signs, drawings,
writing, and act out situations to get the point across and your job is to keep trying and to get lots of practice. This may
sound daunting at first but trust me. It works.
Method & Evaluation: This course includes emphasis on sign vocabulary, fingerspelling, grammar and language
structure; sentence structures, context, dialogue, cultures, Deaf Profiles, Deaf Artists, storytelling, participation, and
evaluation of the student’s progress on sign selections during the semester.
Receptive/Spelling Practice: Before completing each unit, the instructor will give students receptive practice to see
how well they understand ASL and read fingerspelling. Those practices will not be graded; those are for students’
own benefit to see how well they are doing thus far.
Signing Naturally Workbook: Bring the workbook to class all the time. It is students’ responsibility to do their
homework and review each units and vocabulary before class.
Recommended website/Blogs:
1. ASL Dictionary: http://commtechlab.msu.edu/sites/aslweb/browser.htm Please verifies correct signs with
me. Sometimes 3D is not visually clear.
2. ASL ABC Stories. http://www.youtube.com/results?search_query=ASL+ABC++stories&aq
3. Blogs (Deaf): http://www.deafread.com/ (Blogs)
4. Deaf Events: http://ohsoez.com/calendarCAso.htm
5. Fingerspelling Practice: http://asl.ms/
6. Classifiers: http://www.lifeprint.com/asl101/pages-layout/classifiers.htm
7. San Diego Deaf Events: http://www.deafcommunityservices.org/community/calendar.php
8. Signs for Countries: http://needsoutreach.org/Pages/sign-cntry.html
Cultural Plunge: Students may observe any Deaf events and Deaf communities to learn about sociological and
interaction perspectives. Students may take the option to earn 10 points extra credit. The student will only earn extra
credit one time. Check the blackboard - Deaf Events.
Students’ Responsibilities:
1.Blackboard Site: Students will find syllabus, assignments, instructions, other documents, and grades. Do not use
Blackboard to send me messages or video projects. Please check Blackboard and your email regularly.
2. Paperwork and homework: Students should not throw away assignments, papers, test grade records, video
projects and/or other related materials during the semester. This will protect them in the event the original work needs
to be reviewed for any reason.
It is important that you do the homework before class because the next class builds on the material covered.
3. Class Attendance, Participation and Absence Policy for Students: Students are mandatory to attend and
participate in semester class sessions/activities regularly except in cases of serious illness, emergency or religious
holidays.
4. Each student is allowed to use 3 days of absences for whatever reason throughout the semester. Students
are responsible for conferring with class instructor about their absence records. Excessive absences, nonparticipations, and late assignments can affect student’s academic performance and cumulative semester grade.
Students are expected to arrive to class on time, and stay until the end of class. Arriving 10 minutes after the class
has begun is considered LATE. Two tardies or leaving classes early twice equal to one absence. The following policy
regarding absences will apply:
3 unexcused absences, no points deducted from your final point total
4th unexcused absences, 10 points deducted from your final point total
5th unexcused absences, 20 points deducted from your final point total
6th unexcused absences, 30 points deducted from your final point total
And so on.
If you know you will be absent from class, make arrangements for a classmate to take notes and collect handouts for
you. I don’t always bring extra copies with me to the next class.
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Athletes: Please give me a letter from your coach with dates/times of your game schedule. You are responsible to
complete and submit your assignments on or before the due date.
ASL-Friendly Classroom Environment: We insist on maintaining a signing environment at all times in the classroom
for two reasons; One, it is considered rude and insulting to talk in front of a Deaf person and not make the information
passing between you and the other person accessible. Since a good number of your teachers will be Deaf and your
goal is to get to know Deaf people in the community, it is imperative that you develop the habit of signing when Deaf
people are present. Secondly, this is an immersion class, which means only the target language is used. Using only
ASL helps you to develop both your comprehension skills and your expressive skills quickly and effectively. Talking
disrupts this process and delays your language development.
If a fellow student asks you for help, feel free to help by using signs you have learned or by writing back and forth. In
this way, I can see what is being said and can join in to help, if needed be.
All cell phones, pagers, iPods, iPads, laptop, and other devices must be turned off during class. If a student expects
an urgent call, he/she should leave the classroom after letting class instructor know first.
Note: A student chooses using voice, cell phone, text, I-Pod, laptop, or other devices in the classroom will be asked to
leave the classroom immediately and considered as non-participation. Non-participation is equal to ½ absence. This is
a visual language and these types of interruptions are very distracting.
Grading Policy:
There will be no unexcused make-up tests.
Assignments/tests:
5 Unit tests
250 points (50 pts each)
Final Exam
100 points
Timber
50 points
Childhood
50 points
3 Discussions:
75 points (25 pts each)
1. Audism
2. History of Deaf Education
3. Cochlear Implants
TOTAL: 525 points
Letter Grade
A
AB+
B
BC+
C
CD+
D
DF
Grade Point
493-525
472-492
457-471
435-456
420-434
404-419
383-403
367-382
351-366
330-350
315-329
314 and Below
E-mail Address: Students are required to maintain a working email account while enrolled in any ASL –Deaf Studies
course. All email messages will be sent to the student with his/her mail.sdsu.edu address. If the student chooses not
to use the SDSU email system, he/she is required to set-up the email forwarding system. The student is responsible
for all official information distributed via the SDSU email system. When sending me e-mail, please include your full
name, course number & class time.
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The class schedule listed below is tentative. SLHS 101 weekly lessons are subjected to change depending on student
performance. If students are absent from my class, it is students’ responsibility to find out what was discussed in the
class and what is due from his/her classmate(s). Do have a few of your classmates’ contact information.
American Sign Language 1 - SLHS 101 - Fall 2012 - J. Dorricott
IN CLASS
SN
PAPER
(Teacher’s SN Curriculum)
HOMEWORK
DUES
Introduction, Syllabus, ASL
p. v-xiv; 1:1; 1:2; 1:3
Friendly Classroom,
Fingerspelling Names
SN 1:1; 1:2; 1:3; 1:6; 1:5; 1:8;
1:1; 1:2; 1:3; 1:4; 1:6; 1:5; 1:8; 1:10
1:10
SN 1:4 & 1:7,1:9; 1:11
1:7 p.23-24; 1:9; 1:11
1:12; 3:16; Review
1:12; 3:16, p.19-20; Review p.34-35
SN 1 Test
and Watch “Audism Unveiled”
film
SN 2:1; 2:2 & 2:7; 2:5 & 2:10;
2:1; 2:2; 2:7; 2:5; 2:10
Audism
SN; 2:4; 2:8; 2:6; 2:9;
2:4; 2:8; 2:6; 2:9
SN 2:11; 2:12; Review
2:11; 2:12; Review p.88-89
SN 2 Test
SN 3:1; 3:2; 3:4; 3:6 (ordinal #);
3:1; 3:2; 3:3; 3:4; 3:6 p. 122; 3:8;
3:8; 3:11
3:11
SN 3:5; 3:6; 3:9; 3:10
3:5; 3:6; 3:7; 3:9; 3:10
SN; 3:12; 3:13; 3:16; Review
3:12; 3:13; 3:14; 3:16; Review
Deaf Educ.
SN 3 Test
and Intro Timber
Practice SN 6:1-6:4 “Timber”
SN 6:1-6:4
LARC Lab? (TBA)
Timber Story Showtime
T
8/28
TH
8/30
T
TH
T
9/4
9/6
9/11
TH
T
TH
T
TH
9/13
9/18
9/20
9/25
9/27
T
TH
T
10/2
10/4
10/9
TH
10/11
T
10/16
TH
T
TH
T
TH
T
TH
T
TH
T
10/18
10/23
10/25
10/30
11/1
11/6
11/8
11/13
11/15
11/20
TH
T
TH
11/22
11/27
11/29
SN 6:16 Childhood Story
Children Storytelling Showtime
T
12/4
Review for final exam
TH
12/6
T
12/11
LAST DAY CLASS
Review for final exam
FINAL EXAM AT 1 TO 3 PM IN SAME CLASSROOM
SN 4:1; 4:5; 4:3; 4:6; 4:7; 4:12
SN 4:2; 4:10; 4:4; 4:8; 4:9;
SN 4:11; 4:13; 4:14
SN 4:15; Review
SN 4 Test
SN 5:3; 5:9; 5:1; 5:2;
5:4; 5:5
SN; 5:6; 5:7; 5:8
SN 5:9; Review
SN 5 Test
and intro Childhood
4:1; 4:5; 4:3; 4:6; 4:7; 4:12
4:2; 4:4; 4:10; 4:8; 4:9
4:11; 4:13; 4:14
4:15; Review
PROJECT
DUES
SN 6 - Video
Timber Story
Cochlear
5:3; 5:9; 5:1; 5:2;
5:4; 5:5
5:6; 5:7; 5:8
5:9; Review
NO CLASS - THANKSGIVING
6:16A, 6:16B, 6:14, 6:15, 6:16
SN 6 – Video
Childhood
Storytelling
SN Units 1-5
Deaf Event
Extra Credit
5
ASSIGNMENT PAPER #1:
Documentary Film Reaction Paper "Audism Unveiled"
It is 57 min length, subtitled for signing impaired and no-voice-narrated. Suggest taking notes.
th.
(Students are required watching the documentary film in the classroom on Tuesday, Sept. 11 It cannot be made up if
you miss the class.)
Rubric: Total 25 points
Requirement for the reaction papers in following:
1) Type two whole pages (top to bottom) (2pts)
2) Font style: Arial and Font size: 12 (1pt)
3) Alignment: Justify (1pt)
4) Line spacing: Single, not double (1pt)
5) Margins: 1.0 (1pt)
6) Ink: Black (1pt)
7) Stapled for two papers (1pt) or Print on both side on one paper without stapled (1pt)
8) These questions are required to include: (16pts)
A. What did you learn from the film?
B. What do you think of this film?
C. Which parts do you like the most? Why?
D. Which parts do you like the least? Why?
E. What part of the film do you agree with or disagree with?
F. How can we solve the problems?
G. How can we help others?
H. How does the film apply to the classroom?
DUE DATE: THURSDAY, SEPT. 13, 2012
ASSIGNMENT PAPER #2:
“History of Deaf Education” and Group Discussion
Read these 2 articles: (see the blackboard)
1. In surdam memoriam: Karl Jaekel
Page xi
2. Prologue: Autobiography of Laurent Clerc
Page 1
Research at least 5 articles and Blogs on Deaf Education through Internet.
Rubric: Total 25 points
Requirement for the discussion papers in following:
1) Title and names of the group (2 pt)
2) Type three whole pages (top to bottom) (3 pts)
3) One Cited page (List 5) (5 pts)
4) Font style: Arial (1 pt)
5) Font size: 12 (1 pt)
6) Alignment: Justify (1 pt)
7) Line spacing: Double, (1 pt)
8) Margins: 1.0 (1 pt)
9) Ink: Black (1 pt)
10) Stapled for two papers (1 pt) or Print on both side on one paper without stapled (1 pt)
11) These questions are required to include: (8 pts)
A. What was society’s view of Deaf people and sign language in the mid 1800’s through the early 1900’s?
B. Explain how you think these views are the same or different at present time.
C. What do the authors want hearing people to understand about sign language?
D. What other things have you learned from reading articles/Blogs?
Due Date: Thursday, October 4th, 2012
6
ASSIGNMENT PAPER #3:
“Cochlear Implant” and Group Discussion
Read and research at least 5 articles and Blogs on Cochlear Implant through Internet.
Recommended links:
•
•
•
•
•
•
http://www.cochlearwar.com/forum/deaf_view.html
http://www.asha.org/Publications/leader/2006/060228/f060228b.htm
http://en.wikipedia.org/wiki/Cochlear_implant
http://www.fda.gov/MedicalDevices/ProductsandMedicalProcedures/ImplantsandProsthetics/CochlearImplants/UCM062843
http://www.fda.gov/MedicalDevices/Safety/AlertsandNotices/PatientAlerts/ucm064671.htm
http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfres/res.cfm?start_search=1&event_id=57349
Rubric: Total 25 points
Requirement for the discussion papers in following:
1) Title and names of the group (2 pt)
2) Type three whole pages (top to bottom) (3 pts)
3) One Cited page (List 5 or more) (5 pts)
4) Font style: Arial (1 pt)
5) Font size: 12 (1 pt)
6) Alignment: Justify (1 pt)
7) Line spacing: Double, (1 pt)
8) Margins: 1.0 (1 pt)
9) Ink: Black (1 pt)
10) Stapled for two papers (1 pt) or Print on both side on one paper without stapled (1 pt)
11) These questions are required to include: (8 pts)
A. What are the benefits and risks of cochlear implants?
B. Why is there a strong opposition to cochlear implants in the Deaf community?
C. Oppose Assembly Bill 2072, what is it about?
D. What other things have you learned from reading articles/Blogs?
Due Date: Tuesday, October 30th, 2012
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Timber (Video Project)
Signing Naturally Unit 6 – Lesson 6:4 - Story Cohesion. Each student will submit the video project in flash drive. The 2
GB flash drive is dedicated for ASL class only.
The Timber Story should be between 2 and 3 minutes. No more than 3 minutes long. The title and name will
not count the minute. Use iMovie to make the video project.
Use Units 1-4 vocabulary
Describe characters’ appearance, mannerisms, behaviors and what they’re doing
Use classifiers, 2-person role shift, eye gaze indicating distances and sizes, signing space, transitions (raised
brows)
5= very good
Title
Scene 1:
Description of lumberjack
Scene 2:
rd
Lumberjack and 3 tree
Scene 3:
Lumberjack and the doctor
Delivery transition
4= good
Rubric: Total 50 points
3= adequate
2= needs work
1= missing
“Title”, student’s full name, credits, “The End”
opening the story
5
5
4
4
3
3
2
2
1
1
one-person role shift– walking transition (introduces 3rd
tree)
eye gaze and facial expressions (agreement)
one-person role shift – trying to chop down the tree & call
“Timber”
one-person role shift – calling the doctor transition (doctor
arriving)
two-person role shift and eye gaze(conversation)
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
4
3
2
1
closing the story (“T-I-M-B-E-R”) tree falls down
5
4
3
2
1
general fluency (without editing)
5
4
3
2
1
sign production
5
4
3
2
1
DUE DATE: TUESDAY, OCT. 16TH, 2012
8
The Childhood Story (Video Project)
Signing Naturally Unit 6 – Lesson 6:17 Guideline. Each student will submit the video project in flash drive. The 2 GB
flash drive is dedicated for ASL class only. Recommend to watch 5 video lessons: 6:12-6:16.
In choosing your story, consider the following:
The story should be between 2 and 3 minutes. No more than 3 minutes long. The title and name will not count
the minute. Use iMovie to make the video project.
The story should not center on a sound, a play on words (pun), or the meaning of a particular word.
There should be no more than 3 characters in the story.
Choose an incident that can be communicated using what we have learned in class.
The story must be told in the first person, i.e. told from your point of view.
Submit a typed story in ASL grammar format to your teacher before your video presentation.
Narrative Structure:
I. Background
Begin with an opening phrase
Give relevant background-who, when, where, and/or what happened before
II. Body
Begin with a transition
Use role shift (at least three turns in the exchange)
Integrate feelings and reactions
Use transitions and modified verbs to move the story along
III. Conclusion
Begin with a transition
Comment what you learned and/or what has happened since
All students’ video projects will be showing in the class.
Rubric: Total 50 points
5= very good
4= good
3= adequate
2= needs work
Title
“Title”, student’s full name, credits, “The End”
Narrative Structure
Background, Body, and Conclusion
Language Elements
Role Shifts with Eye Gazes
Word Order (object, action)
Modified Verbs (inflected)
Transitions
Parts of the House or Outdoor
Delivery
Facial Expressions
Signing Fluency and Speed
Sign Production
1= missing
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
DUE DATE: THURSDAY, NOV. 29TH, 2012
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Cultural Plunge
Deaf Culture Event Paper: Extra Credit 10 Points
Students are option to observe (from sociological and interaction perspectives) a Deaf community function for extra
credit. The student can submit only one extra credit. Deaf community functions will be announced throughout the
semester.
Students will type a whole page observation with a photo attachment to prove that you attend. After attending a
cultural community event, a paper due would be great recommendation. It’s your choice if you want to wait till last
minute and you may forgot what did you do at a deaf event.
Procrastination is not recommended. Deaf event might not come up much in the winter.
Check websites:
Deaf Community Service of San Diego http://www.dcsofsd.org and San Diego County Registry of Interpreters for the
Deaf http://www.sdcrid.org, Deaf events in Southern California http://www.ohsoez.com/calendarCAso.htm provide
fairly comprehensive lists of community events.
Join Facebook groups with SDSU ASL, ASLCLUB Grossmont, and ASL UCSD to get more Deaf Event information.
Rubric: Total 10 points
1) Type one whole page (top to bottom) (2pts)
2) Font style: Arial and Font size: 12 (1pt)
3) Alignment: Justify (1pt)
4) Line spacing: Single, not double (1pt)
5) Margins: 1.0 (1pt)
6) Ink: Black (1pt)
7) Photo attachment: (1pt)
8) These questions are required to include: (2pts)
a. What did you learn from the event?
b. What do you think of the event?
c. Which parts do you like the most? Why?
d. Which parts do you like the least? Why?
DUE DATE: ANYTIME BEFORE TUESDAY, DEC. 4TH, 2012
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