American Sign Language 221 Syllabus. 221 Fall Quarter 2017

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1 American Sign Language 221 Syllabus Instructor: Toby Welch 221 Fall Quarter Phone: Office location: N/A Office Hours: N/A Course Information Reviews and expands basic first-year ASL skills. Students increase their understanding of ASL grammar, expand vocabulary, and improve productive and receptive language skills within a cultural context. Prerequisite: ASL& 123 (prev ASL 103) with a C- or better or permission of instructor. Course Outcomes After completing this class, students should be able to: Read and write basic ASL sentences using contemporary methods of gloss. Identify, define and give examples of basic linguistic properties of American Sign Language. Identify and explain historical events, and agents pursuant to the development of American Sign Language. Engage in culturally appropriate, signed conversations about home environments and life events, as well as making socially appropriate complaints, suggestions, and requests. Respond appropriately to signed complaints, suggestions, and requests, in accordance to Deaf cultural norms. Demonstrate vocabulary and grammatical acumen to engage in various conversations about household items, locations, nationality, immigration, family history, and common life events and to identify and explain the cultural values that shape the norms of Deaf conversation and behavior related to these topics. Produce and understand signed numbers from , ordinal numbers, addresses, phone numbers, clock numbers, dates, and multiples of 100.

2 Ask questions in a variety of contexts, and to express agreement and disagreement. Fluently produce yes/no and WH questions with proper supporting non-manual grammatical signals. Identify, explain, and effectively apply the topic-comment structure, and supporting non-manual grammatical signals. Understand and produce Inflecting verbs with proper verb agreement, with spatial and conceptual accuracy. Demonstrate ability to use and understand locative, descriptive, plural, semantic, body part, element, instrument, and body classifiers. Express and understand grammatical properties of temporal aspect related to recurring and continuous time signs; when clauses, and phrasing for sequencing events. Understand and apply role shifting. Understand and apply the grammar related to conditional sentences and contrastive structures. Understand and apply singular, plural, and possessive pronouns. How Outcomes Will be Met Course outcomes are assessed through Receptive Exams and Unit quizzes and fingerpspelling quizzes, that measure your ability to understand information conveyed through ASL, Expressive Projects which measure your ability to convey understandable information through Production of ASL (signing). Measurement of your Expressive Skills is established through peer and self evaluation that quantitavely and qualitatively assess your learning progression. Knowledge of cultural and grammatical content is evaluated though regular Culture and Grammar quizzes. And cultural awareness is self-evaluated through cultural contact experiences culminating in a reflection paper. Grading Your grade is a numerical reflection of the study, practice, and effort that you invest in your learning experience and your ability to apply what you have learned. You are the only person responsible for your grade. Your instructor is a score-keeper not a grade-giver. You earn points which add up to a numerical value that is your grade. As per BC policy, you will receive a letter grade after the completion of the quarter. This letter grade is assigned as an equivalent to your total earned numerical points. You must have no less than 60% of all possible points to receive a passing grade in this class. There are 1,000 points possible for this course. Your grade will be a fraction of that number. You must achieve a minimum of a C grade to transfer to the next level of ASL. 10% - Quizzes Syllabus Page 2 of 15 11/7/2017

3 Quiz on vocabularies, ASL structures, fingerspelling, and numbers. It will be given each week. 15% - Class work, homework, and Deaf Events You will have homework after every class, anywhere from 1 to 2 hours of work. It is important that you do the homework because the next class builds on the material covered. Some of the assigned work will be submitted in Canvas when you need to attach files of videos you take of yourselves. You will be required to attend three Deaf/ASL-related events and produce a page-long report about your experience with signatures from the person you chat with. Need help? I am here for you before and after class. You will need to let me know. I will put on my calendar and remember to stay here for you. 25% - Cultural Participation For each class session, students can earn a maximum of 30 points to meet the standards of showing Cultural behavior during class instruction. 50% - Exams and Final Exam Comprehensive Exam: This is a comprehension exam covering Unit The exams will assess your ability to understand what is being signed to you. Expressive Exam: You will prepare your own assigned work using the vocabulary and grammar structures learned in class. More information will be given in class for the final exam. Subject to change. The College Grading Policy is explained in the current Course Catalog and can also be found at this link: Grading Policy Books and Materials Required Signing Naturally Level 2 Units (1992) book w/ 2 DVDs ISBN # Seeing Language in Sign by Jane Maher Help with Canvas Students can find help with Canvas by following the link here: Student Canvas Help Syllabus Page 3 of 15 11/7/2017

4 Classroom Learning Atmosphere II. Course Hours/Meeting Times per Week: TTH, 5:30-7:40 pm Credit hours: 5 Course Outline Pre-Unit: (Units 7-12) Review Unit 13: Locating Things Around the House Unit 14: Complaining, Making Suggestions and Requests Unit 15: Exchanging Personal Information: Life Events Unit 16: Describing and Identifying Things Unit 17: Talking About the Weekend Cumulative Review: Unit Approach According to the Standards for Foreign Language Learning provided by the American Council on the Teaching of Foreign Languages (ACTFL), all the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words Knowing how, when, and why to say what to whom. So, while grammar and vocabulary are essential tools for communication, it is the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today s foreign language classroom. Meaningful and appropriate communications is reflected in the design of the Signing Naturally curriculum. The variety of lessons and activities in Signing Naturally Units are designed to help the language classroom and the language program meet the five areas of Communication, Cultures, Connections, Comparisons, and Communities recommended by ACTFL. (Smith, C., Miko, K., and Lentz, E. Teacher s Curriculum Signing Naturally Units 1-6. DawnSignPress p. ix) English in the ASL Classroom The curriculum and workbook are designed with the assumption that the students in the classroom can read English. We take the position that ASL, the target language, should be used exclusively in the classroom. There are two reasons: First reason is that it is culturally inappropriate to use voice in an ASL environment. Speaking eliminates the Deaf person, whether intentionally or not, from the communication around them. In the classroom, it is critical that the teacher (whether hearing or Deaf) maintain the Syllabus Page 4 of 15 11/7/2017

5 culturally appropriate environment so that students develop the habit of signing, and not speaking, in Deaf-hearing situations. The second reason is we believe that students can only become fluent by constantly using the target language. The more the students relies on English to understand ASL, the longer they will remain in the limbo of being unable to communicate in ASL. You cannot learn a language by speaking or listening to another language. No language is a direct translation of another, and concept formation is enhanced by full immersion (signing at all times). Students will not maximize learning ASL until they actually commit to using it as a living language. The only way to spur this on is to make the classroom a microcosm of the living world where all meaning is negotiated in the target language. At this moment, we do not have a standardize writing system for ASL, so written English is used to give instructions. However, it is not used to give English equivalents to ASL signs. For example, ASL vocabulary are introduced or reviewed with other signs, with pictures or English definitions rather than single word equivalents. While students still do not know all the signs, we still continue to use different strategies of communication that we have learned in ASL level 1 class. In other words, if a fellow student asks you for help, feel free to help by using signs you have learned, give clues 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. Issue with Sign Variation One thing I want to add is that there will be an issue sign variation in this class. You might learn a sign that is different from what you see in the real world. There are local signs or regional signs. There are initialized signs that directly represents an English Word and is formed with hand shape of the first letter. For example, the word very or is. However, there are some concepts with initialized signs that you will see in the book which means they are ingrained in the community and do not conflict with ASL linguistic or semantic rules. For example, people and blue. Instructor s Expectations American Sign Language will be taught mostly non-verbally. As students learn ASL they will be expected to adhere to a voice-off policy. Daily classes will include performance and role-play of various scenarios demonstrating ASL grammar and Deaf cultural behaviors. Personal electronic devices (cell phones, ipods, MP3 players, etc.) are not allowed in class. No Talking Policy Syllabus Page 5 of 15 11/7/2017

6 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 the 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. Phone Policy All cell phones and pagers must be TURNED OFF during class unless instructed to use it for an activity and Mr. Welch does write it on the board for all to see that it can be used. As I have done so in the past, if I see it, I will gently take the phone away, write the owner s name on a Post-it paper and give it to you if it is first confiscated. If it is the second and afterward confiscated, I will turn it in at the office for the student to pick it up after school. Cell phones are a major problem on school campuses across the country. Ringing cell phones are disruptive during class time. Camera phones and text messaging are used to cheat on quizzes and tests. Students use texts, , and instant messenger inappropriately. Phones are stolen, loaned to other students, may be lost or broken and have exacerbated crisis situations. The use of cell phones at school is detrimental to the academic climate because it takes valuable time away from instruction and creates disciplinary problems. All cell phones must be TURNED OFF and kept in backpacks. They must not be visible. Using a cell phone as a clock or saying that it "fell out of my pocket" or I was just turning it off is not an excuse to have a cell phone out. If a student is using a cell phone (ANY OF ITS FUNCTIONS) for any reason during the restricted time, the following consequences will be imposed: If you used the phone during the class time, the teacher will ask you to leave the class with give you an zero the day. Participation and Attendance Class attendance is essential for success in ASL and since ASL is an interactive language, you cannot really learn it practicing solely on your own or missing the daily activities from class. If you do miss a class, it is your responsibility to ask your classmates for work missed and new vocabulary introduced. It is also your responsibility to me and let me know what s going on this is a model used in the deaf community. The daily activities are intended to help you interact with your fellow classmates; learn to understand other signing styles and to become more comfortable with using your face and hands to communicate. If you are a shy person or Syllabus Page 6 of 15 11/7/2017

7 uncomfortable volunteering, please come and talk with me about this so I can help you feel more comfortable with the daily activities. A considerable amount of material is discussed, practiced, and reviewed during class. After your 2nd absence, I may remind you about the attendance policy in this class and discuss some strategies. If you are frequently late, I will discuss possible options/strategies to help you get to class on time. With the twice a week class: After the 1st absence, I may remind you about the attendance policy and discuss some attendance strategies. After your 2nd absence, your course grade may be reduced by ½ a grade point (such as from 3.6 to 3.1). After the 3rd absence, your course grade may be reduced by a full letter grade (such as from 3.6 to 2.6). If there are any more absences, you may receive a 1.0 (or lower) from the course regardless of the work completed. Assignment completion All homework for units is due at the beginning of the class hour for any reason. If you are absent that day, you may it to me BEFORE the class hour begins for full credit. If you arrive to class without the work, you may turn in the assignment the next day for 50% credit. If you arrive to class with part of the HW done, you will receive partial credit for what you completed. No late HW will be accepted after the 2nd day. Quizzes: There are 4 unit quizzes and a variety of other smaller quizzes. Quizzes will begin after a brief warm up. Once I start the sign portion of a quiz, I will not begin it again (for any reason). Please note: If you miss a quiz, there will be no retakes except for extenuating circumstances. Extenuating circumstances involve a major family emergency or severe illness. It does not include a vacation, a doctor s appt., or going out of town (for any reason except a funeral). For any consideration of this, you need to notify me (via ) or discussed arrangements prior to the quiz. The Calendar A calendar is on the syllabus (see below). The calendar shows all the weeks of the quarter and tells you when things are due. Refer to this calendar daily. Handouts There will be quite a few handouts and various papers you need to hold on to. Please make sure you have a notebook/binder since extra copies of handouts will not be available. Receptive Translations. Syllabus Page 7 of 15 11/7/2017

8 There are a variety of stories told by members of the deaf community found on Canvas. These stories will be used to help you learn translation techniques and improve your comprehension skills (general and specific details). Since every signer has slightly different expressions and use of the language, each translation will expose you to the subtleties of ASL. The goal is to learn how to expand your understanding of these nuances included the type of classifiers, nonmanual signals/non-manual grammar marker and grammatical structure. The translations need to be neatly typed at the college level. Please note: If you have any reason to be absence, you may me your information before the class hour begins. If (for any reason) you come to class without your translation (or it to me after the class time begins), it is an automatic zero. (20 points) Things to note when doing a receptive translation: A) When doing a receptive narration, watch the story at least a few times on your own to glean most of the information. After you have understood and typed a receptive translation, you may discuss with your study group. B) When typing a receptive translation, you need to write it in the first person (I) and in complete English sentences. Then the second section, you need to type the ASL GLOSS. This way, you become the storyteller. Please work on it at home until you feel you have gotten about 85% of it translated. Then you can work with other classmates to get the smaller details. When you work together on it, make sure you are both working together equally. C) The translation to the activity sheet needs to be extensive and include an English translation of the NMS shown and ASL GLOSS. For example: an English translation of HUNGRY with a starving look on the signer s face means, I am really hungry I could eat a horse! Elaborate and provide words to actions and expressions in place of using these!!!! symbols. really ASL GLOSS: ME HUNGRY, HORSE ME CAN EAT D) About a week before the story is due, I will show the class the new story and make it available on Canvas. At that time, I will introduce any new signs and answer questions. While working on this activity at home, try not to use the slow motion button. Try to catch the whole concept first, and then narrow down the details. Plan on watching the story anywhere from 5 10 times E) When you are done with a-d, you will do a short video yourself to sign the sentences what you learned from the videos. Unit Schedule I will provide you a copy of the schedule and explain how to use it. There are many activities in each unit found in either the SN book with a DVD (units 13-16). The Unit Schedule tells Syllabus Page 8 of 15 11/7/2017

9 you the specific assignments to complete as HW and what to study on your own. All assignments will upload to Canvas and it is paperless. If you have an issue with turning in the assignment, please see me. Some of the schedule will require you do the video. It is your expressive skills with details from what you learn in the classroom. Make sure to check the Canvas. Notice Unit 13.1 to 16.4 on the schedule, it doesn t have it in your textbook, but it is a lesson for the day you learned. When the day is ended, you come back the next class, and then it will be 13.2 and a new lesson. You will be given the unit 13.1 homework after you learned unit 13.1 before the end of the class. You must turn it in the next day. Videotaping a story and Objective ASL Storytelling from Unit 12 will post the information at the Canvas. Note: Will handout the sheet of the paragraph of Job Application and Recipe Instruction, and descriptive what you will need to do for Create a story with classifiers. a. To practice and improve your expressive skills. b. To learn what fluent signing feels like. c. To enhance your appreciation for Deaf stories and Culture. You can record your story on your phone, a camera, or your computer. Memorizing and videotaping your story has many components to it. The first part is memorizing it (sequence and NMS) and taping it. The second part is Peer Review. The third part is sending your final project to me via Canvas. a. There are three main requirements for this assignment. i. The first is that you need to wear a shirt that has lettering on it so I can tell if the story is flipped or not. If you do not wear a shirt with lettering on it or it is determined the story is flipped, I will ask you to re-do the story again. ii. The second is that the lighting needs to be adequate and I am able to see you iii. well. If it isn t, I will ask you to re-do your story. The third requirement is quality of the video. It needs to be visually clear and of good quality (no broken pixels or flowing shadows). b. While signing your story - please stand, make sure the background is a solid color, and the angle in the view screen is set from your waist to just above the top of your head. The best scenario is a corner in a hallway so there are just solid walls behind you. c. No hats, no gum, no notes, no visual cues. If you use a visual cue, your grade will be lowered significantly. d. After you have captured the story you want, save it to a thumb drive or a USB drive. You will need to bring it to class and I will transfer from your USB drive to my computer. Make-up Quizzes and Exams Syllabus Page 9 of 15 11/7/2017

10 There will be no make-up tests unless special circumstances, such as illness, injury or family tragedies occur. Please inform the instructor in advance before taking exam. Accessibility The online elements of this course are designed to be welcoming to, accessible to, and usable by everyone, including students who are English-language learners, have a variety of learning styles, have disabilities, or are new to online learning. Be sure to let me know immediately if you encounter a required element or resource in the course that is not accessible to you. Also, let me know of changes I can make to the course so that it is more welcoming to, accessible to, or usable by students who take this course in the future. Affirmation of Inclusion Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination. We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. Affirmation of Inclusion ( Religious Holidays Students who expect to miss classes, examinations, or any other assignments because of their religious observance should be provided with a reasonable alternative opportunity to complete such academic responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of religious holidays on which they will be absent, preferably at the beginning of the term. Students who are absent on days of examinations or class assignments should be offered an opportunity to make up the work without penalty (if they have previously arranged to be absent), unless it can be demonstrated that a makeup opportunity would constitute an unreasonable burden on a member of the faculty. Should disagreement arise over what constitutes an unreasonable burden or any element of this policy, parties involved should consult the department chair, or Dean. Policy 2950 Accommodations for Reasons of Faith or Conscience ( College Anti-Discrimination Statement Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of Syllabus Page 10 of 15 11/7/2017

11 any sensory, mental, or physical disability; or veteran status in educational programs and activities which it operates. Bellevue College is prohibited from discriminating in such a manner by college policy and by state and federal law. All college personnel and persons, vendors, and organizations with whom the college does business are required to comply with applicable federal and state statutes and regulations designed to promote affirmative action and equal opportunity. Equal Opportunity ( [Spanish and Chinese versions of the anti-discrimation statement are available at Important Links should you wish to link to them or include them in your syllabus.] Confidentiality and Mandatory Reporting As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share with the Title IX Coordinator any and all information regarding sexual assault and other forms of sexual misconduct (e.g. dating violence, domestic violence, stalking) that may have occurred on campus or that impacts someone on campus. Students may speak to someone confidentially by contacting the BC Counseling Center at (425) The Title IX Office can be contacted at and more information can be found at Title IX ( If you have any concerns, you may report to: Report Concerns ( Information about Bellevue College's copyright guidelines can be found at: College Copyright Policy This link provides a good, short summary of how to avoid plagiarism: Avoiding Plagiarism This 22-minute video also provides a good overview of how to avoid trouble when using sources: From the college home page select SERVICES, then LIBRARY MEDIA CENTER, then DATABASES, then FILMS ON DEMAND. At their site, search by title for PLAGIARISM 2.0: ETHICS IN THE DIGITAL AGE. Student Code of Conduct and Academic Integrity Any act of academic dishonesty, including cheating, plagiarism (using the ideas or words of another as one s own without crediting the source), and fabrication and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Syllabus Page 11 of 15 11/7/2017

12 Bellevue College. Examples of unacceptable behavior include, but are not limited to, talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Code of Conduct to the Dean of Student Success for investigation. Specific student rights, responsibilities, and appeal procedures are listed in the Student Code of Conduct at: Student Code According to this policy, you must do your own work. You are not allowed to copy other s work such as homework. If you copied other s work, then you will get a zero on the work or the overall grade. If it is the incident, you will meet with the dean and discuss this issue. Important Links See "Important Links page online for more information about BC , access to MyBC, the Disability Resource Center (DRC), Public Safety, the Academic Calendar, the Academic Success Center, and more. Final Exam Schedule The final exam will be on December 7 at 5:30 pm. For more info other classes final exam schedule, please see Final Exam Schedule or see below. Final exam days for Fall quarter 2017 Tuesday, December 5 Wednesday, December 6 Thursday, December 7 All daytime MATH 097, 098, and 099 exams will be given Wednesday, December 6, If your class meets Daily or Tue/Thu or Tue/Thu/Fri only Class Time Exam Day Exam Time 6:30 a.m. See note below 7:30 a.m. Tuesday, 12/5 7:30-9:20 a.m. 8:30 a.m. Thursday, 12/7 7:30-9:20 a.m. 9:30 a.m. Tuesday, 12/5 9:30-11:20 a.m. Syllabus Page 12 of 15 11/7/2017

13 10:30 a.m. Thursday, 12/7 9:30-11:20 a.m. 11:30 a.m. Tuesday, 12/5 11:30 a.m.-1:20 p.m. 12:30 p.m. Thursday, 12/7 11:30 a.m.-1:20 p.m. 1:30 p.m. Tuesday, 12/5 1:30-3:20 p.m. 2:30 or 3:00 p.m. Thursday, 12/7 1:30-3:20 p.m. 3:30 p.m. Tuesday, 12/5 3:30-5:20 p.m. 4:30 p.m. Thursday, 12/7 3:30-5:20 p.m. If your class meets Mon/Wed or Mon/Wed/Fri only Class Time Exam Day Exam Time 7:30 or 8:30 a.m. Wednesday, 12/6 7:30-9:20 a.m. 9:30 or 10:30 a.m. Wednesday, 12/6 9:30-11:20 a.m. 11:30 a.m. or 12:30 p.m. Wednesday, 12/6 11:30 a.m.-1:20 p.m. 1:30 or 2:30 p.m. Wednesday, 12/6 1:30-3:20 p.m. 3:00, 3:30 or 4:30 p.m. Wednesday, 12/6 3:30-5:20 p.m. 6:30 a.m. and Evening Classes at Main Campus Final exams for 6:30 a.m. and Evening credit classes at Main Campus will take place during regular class hours during finals week unless otherwise arranged with the approval of the Office of Instruction. Late Start classes at Main Campus Final Exams for Late Start classes at Main Campus will follow the regular exam schedule as shown. Course Calendar Date Lesson Handout the sheet Homework DUE Week 1 Quarter Begins Sept Syllabus Discussion 2. Introduction each other Syllabus Vocabularies Syllabus Page 13 of 15 11/7/2017

14 Sept 21 ASL Storytelling from Unit 12 Schedule Week 2 Sept 26 ASL Storytelling from Unit 12 Sept ASL Storytelling from Unit Unit Classifiers Classifers note Week 3 Due Video Oct 3 1. Unit Deaf Culture 1. Deaf Culture Note Oct 5 Unit 13.3 Unit 14 Expressive Exam Week 4 Oct Unit 13.4 Oct Unit 13 Review for Exam 2. Expressive Exam Discuss Week 5 Oct 17 Unit 13 Exam Expressive Exam Due Oct 19 Unit 14.1 Oct 24 Unit 14.2 Oct 26 Unit 14.3 Oct Unit Unit 14 Review for Exam 3. Expressive Exam Discuss Nov 2 1. Unit 15.1 Nov 7 Unit 15.2 Nov 9 Unit 15.3 Nov 14 Unit 15.4 Week 6 Week 7 Week 8 Week 9 Syllabus Page 14 of 15 11/7/2017

15 Nov Unit 15 Review for exam 2. Expressive Exam Discuss Week 10 Nov 21 Unit 15 Exam Expressive Exam Due Nov 23 No Class Thanksgiving Holiday Week 11 Nov 28 Unit Practice Review all sheets Nov 30 Unit Practice Week 12 Dec 5 Dec 7 Final Exam Review Expressive Exam Disucss Final Exam Written & Receptive Exam Deaf Events Due Final Expressive Exam Additional Information [Add additional information or special instructions below if needed.] Syllabus Page 15 of 15 11/7/2017