ASL I Course Explanation/Syllabus, August 2010

Instructor: Natasha Escalada-Westland / Office Hours in the library: By appointment - Lunch Periods, Tuesday and Friday, ~10:45 – 12:30, W. ~10:15 – 11:30
Websites:
/ Text: Master ASL Level One, Jason E. Zinza
Phone number: / Prerequisite: None
Email: / Required: Binder or folder for notes and printouts

Course Description:

This is an introductory course focusing on beginning conversational skills. Basic ASL grammar, vocabulary, sign production, verb study, and culture will be taught. Emphasis is on a natural language acquisition approach to language education with development of beginning skills. This course meets the in-state university modern language requirements.

FAQs

Why isn’t the teacher talking?

Hello! And welcome to planet Deaf. I’m guessing your first question is, “Can the teacher hear?” The answer is, Yes! I am a ‘Hearing’ person. I often choose not to use my voice for the short time we are together in this classroom in order to set an example as you all join in ‘Culturally Appropriate Behavior’. I’m not crazy (well, maybe a little). Research has proven that immersion, or being surrounded by and using the target language (language you wish to learn) is the quickest, most natural way to learn a language. So beware! When you enter this classroom, you are entering another world, the “Deaf World”. I’ll be your tour guide. Watch closely, copy my behaviors and signs and you’ll be using a new language quickly and proficiently. Warning! I will not respond to your voices if we are in visual communication mode (don’t take it personally, it’s part of the class). When you enter the room, stop using verbal language and play along with the immersion experience while you are here or participating in ASL class activities unless otherwise notified. You’ll be surprised how quickly your skills develop!

P.S. There are exceptions to this and I will make sure it is clear exactly when we will be using spoken English. This is usually for clarification or to discuss a complex issue beyond what you might be able to do using basic ASL skills.

Sign Language is easier to learn than spoken languages, right?

Wrong. It may even be harder at first because you have to change your ‘mode’ or way of receiving information. The majority of information you receive during other classes in school is auditory (you hear it). Your brain has learned that language is received through your ears. Now you’ll go through an adjustment period where your brain has to get used to the idea that you are receiving language through your eyes. But the really amazing thing about your brain is that it recognizes ASL as a language, and starts using the information it already knows about language to help you gain fluency (get better) in ASL.

I heard that Sign Language is universal. Could I go anywhere in the world and have a conversation with a deaf person?

Nope, sorry. ASL is only used in the United States and Canada. Sign languages are naturally developing languages, just like spoken languages. Wherever there are enough pre-lingually deaf (people who became deaf before they learned language) grouped closely together, signed languages grow. There are almost as many known signed languages as there are countries! BUT, ASL is well known throughout the world because ASL is used at GallaudetUniversity in Washington, D.C., the only exclusively Deaf university in the world. The instructors use ASL to teach most of the classes. Many deaf people from other countries come to Gallaudet and return home fluent in ASL, just as many foreign hearing students would learn English here in the USA or Canada.

Performance Objectives:

Upon completion of this year-long course, the student will be able to do the following:

  1. Understand and perform a basic sign vocabulary with a minimum of at least 1500 signs and classifiers.
  2. Demonstrate an expressive and receptive sign base of whole numbers 1-2000.
  3. Demonstrate expressive fingerspelling with correct posture, placement, and rhythm.
  4. Demonstrate comprehension of 4-6 letter fingerspelled words.
  5. Demonstrate comprehension and use of basic Lexicalized Fingerspelling.
  6. Demonstrate and describe basic linguistics including the 5 parameters of American Sign Language and Topic/Comment sentence structure.
  7. Identify different communication methods used by deaf people.
  8. Discuss Deaf culture and the deaf community.
  9. Provide and receive basic information at the word and sentence level (expressive/receptive) in American Sign Language.

Course Outline

Vocabulary topics are stated in the general title of the unit. Grammar and linguistic elements are outlined. Deaf culture will be addressed in various lessons for each unit

Semester I
Units 1 – 5 of Master ASL / Semester II
Units 6-10 of Master ASL
Major class project or performance
Course Outline
Unit One: Welcome
  1. Conjugating To Be
  2. Eye Contact
  3. Closing Signals
  4. One-word replies
  5. The Question-Maker
  6. Facial Expressions & Non-Manual Signals
  7. Signing Yes and No
Unit Two: Getting Started
  1. The WH-Face
  2. The Signed Question Mark
  3. When signs
  4. The WH-Signs
Unit Three: Getting to Know You
  1. Topic-Comment Structure
  2. Possessive Signs
  3. Numbers 1-5
Review Units 1-3
Unit Four: Family and Friends
  1. Gender Distinction in ASL
  2. Shoulder Shifting
  3. The Age Spot
  4. Listing & Ordering Technique
  5. Conjugating Verbs: To Go
  6. How to Fix Mistakes
  7. Pronouns and Number
Unit Five: School Days
  1. The Agent Marker
  2. Initialization
  3. Identifying Classifiers
  1. CL-1
  2. CL-^
  3. CL-3
  1. Time-Spot
  2. Multiple Meanings
/ Unit Six: Sports and Activities
  1. Experience & Finish
  2. The Five Parameters
  3. Classifiers
  1. CL-Bent V
  2. CL-B & Base B
  1. Using Tense in ASL
  1. Tense Markers
  2. Tense Syntax
  1. Tense Markers & Number
Unit Seven: My Daily Routine
  1. Spatial Organization
  2. Noun-verb pairs in ASL
Unit Eight: Describing People
  1. Alternative signs
  2. Location changes
Unit Nine: My Home & Community
  1. (The concept of) Have…
  2. Spatial Visualization
  3. Using CL: Claw with spatialization
  4. Money Signs
  5. Using CL: bent V
Unit Ten: Making Plans
  1. Signing “To Be”
Class Project / Performance

Classroom Rules and Expectations*

  • Culturally appropriate behavior (CAB) including non-verbal communication when you enter the classroom as a general rule. There will be days where I explain certain topics in English such as Deaf History, Audiology, Etiologies of Deafness, etc. I will have a sign, clearly posted in one location that shows “Visual Communication Only” or “Verbal & Visual Communication OK” so you will be aware of the current expectation.
  • Treat everyone in the room with respect. Simple. Effective. Remember it!
  • Complete homework and assignments on time. Your score will be reduced by 10% per day late. You may however, re-do assignments on which you scored low if they are handed in on time with an attempt at completion. Redone assignments will not be accepted after 5 school days before grades are due for each quarter. Hand in assignments to your labeled class tray on the table at the back of the room.
  • Attend class. Let me know if you will be absent. When you are absent, check missed work by accessing my lesson plans or Power Points on line at Any other handouts needed should be available in a location I have indicated in the room or available for download on my website. Ask if you need clarification!
  • Be on time. The following tardy policy is in effect:
  • 1-3 tardies – minus 5 participation points each tardy.
  • 4 tardies – minus 5 participation points and student’s parent/guardian are called.
  • 5 tardies – minus 5 participation points and referral for a detention
  • Each subsequent tardy until the end of the semester – minus 5 participation points and a referral for detention
  • Academic Integrity. If you cheat or plagiarize individual work such as tests or individual written assignments you will receive a score of zero. Your parents will be contacted and you will be referred to administration for disciplinary measures.
  • Ask questions and get help. If you need further help or assistance beyond class time, please don’t hesitate see me during lunch by appointment. I am in the library daily during 4th per, so B lunch people in particular need to tell me if they want to stop by for help.

*All school rules and regulations outlined in the Student Rights and Responsibilities or elsewhere are, of course, in effect in this classroom as well.

CAB Plan – Culturally Appropriate Behavior

Daily points: 10 pts. M. – F. except Weds. - 5 pts.

You will gain or lose points according to your ability and willingness to adhere to (Deaf and Classroom) Culturally Appropriate Behavior. As you gain knowledge and confidence, my expectations will become higher.

Points can be gained and lost on a daily checklist for Culturally Appropriate Behavior. More Deaf cultural norms will be added and practiced as the year progress. The basics are as follows:

  • Visual communication is expected for the majority of class time, as indicated by “The Sign” located at the front of the room on or near the white board. “The Sign” will be white and be marked “Visual Communication” during times you are expected to use this mode. “The Sign” will be red and marked “Visual and Verbal Communication” during times it is ok to use both modes. Don’t worry, I’ll be showing you many methods to communicate visually as you build your ASL skills and vocabulary.
  • Eye contact – This will be hard for many of you at first, because culturally, hearing people are trained to mostly listen, and not all cultures value direct eye contact, some even disapprove of it. You will be expected to watch the person who is signing in large, small and one-on-one signing situations.
  • Hat, Sunglasses & Hoodies – Please don’t wear them in class. A huge part of ASL is facial expression and eye gaze. We won’t be able to fully access this part of the language if you are covering it up.
  • Distractions (food, phones, other electronics without permission, etc.) – This is part of the respect in the classroom expectation. Respect yourself and others by focusing on our goal of learning ASL. Leave the distractions turned off and in your pocket or bags.

Required Items*

  • Enthusiasm for American Sign Language!!! I love this language, and I hope I can infect you all with the “ASL bug”. Our goal during our time together is to learn to communicate well using this unique and challenging language. Enter class every day with that goal in mind 
  • Three-ring binder (or removable section in larger school binder) dedicated entirely to ASL class. You will keep all your notes and handouts in this binder. I will check this and give you a grade in the “Written Work” category of your grade according to the completeness of your notebook.

*If you cannot afford to buy a binder or need a folder please come see me outside of class. I have a limited supply for those who truly need them.

Classroom Routine

For the most part, this is how you can expect classes to proceed on a weekly basis. There will be projects, visitors, tests and quizzes that will insert themselves into our routine, and of course, unexpected circumstances to deal with. Daily objectives and an agenda will be written on the board at the left front side of the room or displayed on the projector.

Daily:

Bellwork (5 to 10 min.) – When you enter the classroom, briefly greet the teacher and other students in ASL, find your assigned seat, get out your notebook, copy the objectives for the day and begin the daily bellwork practice.

M.,T., Th., F.:

The entire period will generally be dedicated to ASL skills, vocabulary,SignWriting and grammar work. We will spend the majority of the time signing, although I may leave time at the end of some classes for verbal questions. You may use the “Parking Lot”* for questions that come up during lectures or questions that you feel you can’t express adequately using visual communications.

W.:

During short class periods we will primarily discuss related issues such as Deaf Culture, Deaf History, Audiology, and other topics related to deafness. Voice may or may not be used. Watch the sign! The last 10-15 min I will answer questions you might have about ASL class using spoken English and deal with grade and missed work issues.

*The “Parking Lot” is simply a place on the board at the front of the room where you can place a sticky note with your question or observation. I’ll address the questions that come up at the end of class.

Grading Scale and Categories

Typical grade scale (no rounding):

A90-100%

B80-89%

C70-79%

D60-69%

F0-59%

Weighted Categories:

  • ASL skills50% of weighted grade

(includes receptive and expressive sign skills)

  • Culturally Appropriate Behavior 20% of weighted grade

(use of visual communication and appropriate participation in class activities)

  • Written work and Content knowledge30%of weighted grade

(SignWriting, Knowledge tests and written English/ASL assignments)

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