Syllabus for ASL II

Course Number: 
DFED 2113
Spring 2010
      Dr. Cylathia Daniel
      RM 212 Canning Hall (see office hours posted on door)
      Office phone 405.574.1241
      Home/cell phone: 405.574.6331
      Secondary course in ASL: a study of cultural aspects of communication in ASL with
      emphasis on conversational ASL. It is designed to help the student build receptive
      skills, learn vocabulary through context, and develop strategies for comprehension.
      Both expressive and receptive skills are stressed.
      American Sign Language exposes students of all backgrounds to the Deaf Community
      and appreciation for a minority population. For Deaf Education majors this course is
      one of four courses that will assist students in developing the sign language skills
      necessary to communicate with their deaf and hard of hearing students.
  1. Understand more complex grammatical structures of ASL
  2. Demonstrate receptive and expressive signing skills in using conversational ASL
  3. Utilize conceptually accurate signs and idiomatic expressions
  4. Demonstrate the ability to initiate, conduct, and terminate short conversations in ASL using appropriate conversational regulators
  5. Exhibit receptive and expressive skills in ASL
  6. Demonstrate an awareness of Deaf culture through contextual settings in class
      Smith, C., Lentz, E., & Mikos, K. (1988).Signing naturally: A functional/notional approach,  
                 student workbook level 1, San Diego, CA: DawnSignPress
       Instructional methods will consist of demonstrations, nonverbal communication exercises,
       learning tools, role-playing activities, DVD, handouts and lecture. Cooperative   
       learning groups will be implemented for the purpose of immediate application of material
      Satisfactory completion of the course objectives will contribute to the following
      Professional Education Competencies:
  1. The teacher understands that students vary in their approaches to learning and creates
instructional opportunities that are adaptable to individual differences of learners.
     5. The teacher uses best practices related to motivation and behavior to create learning
           environments that encourage positive social interaction, self motivation and active    
           engagement in learning, thus, providing opportunities for success.
     6. The teacher develops a knowledge of and uses a variety of effective communication    
           techniques to foster active inquiry, collaboration, and supportive interaction in the
     10. The teacher fosters positive interaction with school colleagues, parents/families, and
           organizations in the community to actively engage them in support of students’ learning   
           and well being.
  1. CED Common Core Program Standards
1.    (II.K.5) cultural dimensions of Deafness and Deaf Ed. 
2.    (VIII.S.3) Demonstrate proficiency in oral and written communication
3.    (VIII.S.6) actively seek and demonstrate the ability to interact with adults in the Deaf community to maintain/improve ASL, English signs or cues as consistent with program philosophy
             Quizzes                                                                      100 each                 
             Student Performances                                             100 each                 
             Social Report (2)                                                        100 each                                   Exams (2)                                                                 100 each        
  1. Each student is responsible for reading and completing all assignments.
  2. Each student is required to take several quizzes. The student must take the final; otherwise a 0 will be recorded.
  3. Each student will complete two (2) social reports.
  4. Students will present in class, short dialogues, a children’s story of 3-4 minutes and a song of your choosing.
  5. Students will partner and practice sign language exercises in class.
        Grades will be determined according to the following scale:
                                    90 – 100%       = A
                                    80 – 89            = B
                                    70 – 79            = C
                                    60 – 69            = D
                                    59 – 0               = F
A.    QUALIFIED DISABILITY: If any member of the class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the University Office of Student Services to provide reasonable accommodations to ensure that you have a fair opportunity to performing this class. Please advise the instructor of such a disability and the desired accommodations at some point before or immediately after the first scheduled class period.
B.    ATTENDANCE: In a skills building class of this nature, regular class attendance is extremely important. Frequent absences will have an adverse affect on your grade. Please – These things are not allowed to be used/worn/consumed in class: sunglasses, caps, hats, food or cellular phones. ASL is a visual and manual language dependent on facial expressions and eye contact, both are difficult to assess when hindered.
C.   LATE ASSIGNMENTS/ MAKE-UP POLICY: Five points per day will be deducted from written reports that are handed in late. Reports will not be accepted more than one week past due. No make-up is available for quizzes, homework assignments, class performances, or exams. Student must take the last quiz or a grade of 0 will be scored.
D.   PLAGIARISM: Any incidence of cheating or plagiarism will be reported to the University and will result in a failing grade in the course.
Bahan, B., Supalla, S., & DawnPictures. (1992). Bird of a different feather, San Diego, CA: DawnPictures.  
Easterbrooks, S., & Baker, S. (2001). Have you considered the deaf child’s communication needs? Teaching Exceptional Children, 33(3), 70-76.
Emmorey, K., Lane, H., Bellugi, U., & Klima, E. (2000). The signs of language revisited an anthology to honor Ursula Bellugi and Edward Klima. Mahwah, N.J Lawrence Erlbaum Associates.
Humphries, T., Padden, C., O’Rourke, T. (1999). A basic course in American sign language(2nd ed.), Silver Spring, MD: T. J. Pub.
Jacobs, L. (1980). A deaf adult speaks out (2nd ed., rev. and expanded.). Washington, D.C: Gallaudet College Press.
Lane, H. (1984). When the mind hears a history of the deaf (1st ed.). New York: Random House.
Nora Groce, E. (1985) Everyone here spoke sign language: hereditary deafness on Martha's Vineyard. Cambridge, Mass.: Harvard University Press.
            of phonemic awareness in prelingually deaf students. Journal of Speech, Language, and Hearing Research 40(5), 1151–1163.
Scheetz, N. (2001). Orientation to deafness. Boston: Allyn and Bacon.
Scheetz, N. (2001). Orientation to deafness (2nd ed.). Needham Heights, Massachusetts: Allyn and Bacon.
Woodward, J. (1979). Signs of sexual behavior an introduction to some sex-related vocabulary in American sign language. Silver Spring, MD: T. J. Publishers.
Woodward, J. (1980). Signs of drug use an introduction to drug and alcohol vocabulary in American sign language. Silver Spring, MD: T.J. Pub.
Schedule may be changed by professor at any time.
Materials Covered
Materials Due
Week 1
Review Ch 1-6
Week 2
Ch 7
Week 3
Ch 8
Week 4
Quiz, Ch 9
Week 5
Ch 10
Week 6
Ch 11
Week 7
Ch 12
Week 8
Mid-term test will be on line for review but will be taken in class.
Week 9
Picture description
Week 10
Story telling
Week 11
Week 12
Week 13
Week 14
Social Reports due
Week 15
Wed. 21st Final Test will be online for review but will be completed in class.
           Realizing that diversity issues are an important aspect of teacher preparation,       
            diversity runs throughout this course as it recognizes the Deafness as a culture and   
            linguistically diverse community. All topics in this course deal with diversity.
Social Report:
Go to a place where deaf persons (adults) are and interact with them. Write a report describing the experience. Here are some questions to help you think about your experience.
1.     What was the purpose of this assignment?
2.     What is one question about the Deaf community that you hoped to answer during the course of this assignment?
3.     Before going, what were you expecting it to be like?
4.     What was it really like?
5.     What information did you need (or wish you had) before starting the activity?
6.     What concepts became clear during this activity?
7.     What new knowledge did you gain about the Deaf community?
8.     How will this experience affect your future learning?
Unacceptable social activities:
Encounters with deaf/hard of hearing individuals from USAO (student or faculty); deaf/hard of hearing persons who are currently in school (K – 12 grade); any close relatives; encounters from before the current term. The goal is for you to have exposure to persons who use American Sign Language fluently.
You do not need to answer every question in your report. The purpose of these questions is to give you a focus. The report should be neat, well written and well prepared. The report must be two pages typed (12 font Arial) double spaced with a cover sheet. The interaction/interview is to have occurred this semester.
  1. When practicing an interaction in class or when presenting a homework assignment, please do not use signs that we have not learned together. Many of you have some sign skills already, but I ask you not to sign words that I have not yet taught to the class. The reasons for this rule is:
    1. the sign you know might not be right
    2. the sign you know might be right, but it’s not the sign I prefer for you to use in this class
    3. the main purpose of this class is to develop receptive skills. If you are using signs that your fellow students don’t know, they can’t practice their receptive skills. This is not fair to them.
  1. No voicing, whispering, or mouthing while signing. If your partner can hear you or read your lips, he or she will not have the opportunity to develop good receptive skills.
  1. NEVER, NEVER, NEVER, attempt to speak (or whisper or mouth) English and sign ASL at the same time. It is physically and mentally impossible.
  1. No fingerspelling except as instructed (names, cities, etc.) If you don’t remember (or I haven’t taught ) the sign for the word you want, find another way to express it.
      Here are some hints for mastering ASL structure:
·         Pay close attention to what I model for you, and copy it exactly. (For example, if I model, “Library, where?”, you should not be signing “Where library?”).
·         Use topic-comment structure frequently (e.g. “Coffee, I want.”)
·         Remember to use appropriate facial information (eyebrows up for a yes/no question, down for a wh-question, cheek-to-shoulder for a very near, mouth open for very far, etc.)
·         Think concept, concept, concept. English and ASL do not have a word-for-word correspondence. Make sure the signs you use say what you mean to say. (For example, in English, “I see” means “I under- stand.” In ASL it means “My eyes are taking in information; I am not blind.”)
·         Use classifiers liberally throughout your discourse.