AMERICAN SIGN LANGUAGE

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1 AMERICAN SIGN LANGUAGE AMERICAN SIGN LANGUAGE AMERICAN SIGN LANGUAGE 2 (UC:CSU) CLASS #0112 Spring 2017 February 6 - June 5 4 UNITS Class Time: MWF 9:35-10:50 am Classroom: IRIS 0901 Office: Faculty 2401 Office Hours: MW 1-3pm & T 12-1pm or by appointment durandse@piercecollege.edu WELCOME! I look forward to working with you and to seeing you become a competent signers. I will strive to do my best to give you constructive feedback and to provide well-prepared lessons that will give you knowledge and practice in both comprehension and production skills. Below is all the necessary information regarding this course. Greetings! My name is Stephanie Zornoza and I proudly hail from the great state of Connecticut. Since my early childhood years, I have dreamed of being a teacher. In pursuit of that dream, I now have a Master of Arts degree in Sign Language Teaching. My Bachelor of Arts degree is in American Sign Language (ASL), with a minor in linguistics. My passion and dedication to American Sign Language, coupled with my intense interest in linguistics, led me on a journey of sharing my interests with students. Both of my degrees are from Gallaudet University, the country's leading education institution for Deaf Studies and American Sign Language. My breadth of teaching experience spans ASL, Deaf Culture and linguistics. It is often said that the key to life satisfaction is finding a career where you love what you do; in teaching, I have found just that. Course Description Further develops basic vocabulary and grammar of American Sign Language. Emphasis is placed on comprehension skills. Incorporates vital aspects of the Deaf culture and community. Overview of topics include: describing people and things, making requests and asking for advice, describing places, giving opinions about others, discussing plans and goals, and storytelling and fables. Functional/notional discourse behaviors are developed, including: asking and answering questions, and expanding conversational and narrative skills. Required Materials: Mikos, K., Smith, C., and Lentz, E. M. (2014). Signing Naturally : Student Workbook Level 1 Units Dawn Sign Press: San Diego, CA. You are responsible to do and keep up with the worksheets in your workbook using the DVD purchased with the workbook. These correspond with class instruction.

2 COURSE OUTCOMES: At the end of the course, students will be able to: Exhibit basic language skills in order to participate in and have conversations, and produce narratives and discussions in ASL. Identify key aspects of American Deaf Culture. Use digital media & tools to demonstrate emerging language skills. Units Topics Unit Outcomes Unit 7 Unit 8 Describing People and Things Making Requests and Asking for Advice Ability to ask for and give names, produce certain numbers, fingerspelling and sign handshapes. Introducing self and greet others. Describing items. Sequence descriptions. Understand certain verb uses and use of spatial grammar. Identify self, learn to negate and correct information, ask yes/no questions, identify spatial locations, narrate language background, tell present condition. Make, decline, explain requests and advice. Time signs related to months and number of occurrences. Modify agreement verbs. Understand use of name signs. Unit 9 Describing Places Ask/tell where you live, use real world orientation. Give commands, develop non-manual grammar (facial expressions). Describe residence, use contrastive structure. Use numbers for clock time. Make suggestions. Understand the role of information sharing in Deaf culture. Unit 10 Giving Opinions About Others Develop and use temporal aspect with verbs.use predicative adjectives and wh-word questions correctly. Use numbers for dollar and cent amounts. Use role shift to support an opinion. Continued use of contrastive structure. Politely interrupt conversations. Unit 11 Unit 12 Discussing about Plans and Goals Storytelling and Fables Discuss daily routines school, and activities. Expand on use of different number and fingerspelling uses. Ask hypothetical questions. Invite, accept, and decline invitations. Use horizontal listing. Understand how to behave in a public setting when communication issues arise between Deaf and hearing people. Understand what De VIA represents. Understand and retell a story, one-person and two-person role shifts, use transitions, use classifiers, establish references, and engaging the audience.

3 COURSE EXPECTATIONS, POLICIES AND PROCEDURES: 1. Student Responsibilities: Students are expected to actively participate by attending class and completing assigned activities. Students are also expected to participate in class discussions, serve in groups, complete assignments on time, respect diverse perspectives and opinions. When giving answers in a signed or written form, students should support opinions and answers with reasons, explanations and documentation from a variety of sources. This class will form a small community and your effort - or lack of - impacts the success of the group. If you know you will be absent from class, make arrangements for a classmate to take notes and collect handouts for you. Please check Canvas for all class updates, assignments and information. 2. Participation: Participation in class activities and discussions are crucial to your success in this class. If you do not participate in group activities, points will be deducted (10 points per class session). A lack of participation and readiness for course activities and discussions will negatively impact your grade. It is expected that students attend all classes, will arrive on time for class, stay the entire period, and avoid behavior that interferes with the concentration and learning of other students. Attention should be given to instructors, guest speakers, and fellow students. If you are physically present but not engaged in class (listening to devices through earphones, using your phone during class, etc.) you will be approached by instructor and reminded of the student responsibilities in this course. After the reminder, you will be asked to leave. Two unexcused absences permitted. Two tardies equals an absence, leaving early equals a tardy. Per Pierce College Exclusion Policy, students who lack requisite classroom engagement can be excluded/dropped from the course until late spring.

4 COURSE EXPECTATIONS, POLICIES AND PROCEDURES: (CONTINUED) 3. Assignments: All assignments are to be submitted as instructed. No exceptions. Please follow the instructions, ask questions and proofread your assignments as to avoid point deductions. Absolutely NO papers, videos or assignments will be accepted past due dates. Please discuss individual student needs with both faculty. 4. No Talking Policy: We insist on maintaining a signing environment at all time 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. This policy is strictly enforced and I appreciate your understanding and cooperation in creating a equitable environment for all of us. If you are using spoken English, muttering, whispering, using hearing behaviors you will receive first, a warning from the instructor, then written documentation, regarding not following the syllabus contract and a meeting will be called to discuss your suitability for this program. Not adhering to this basic principle of respect will also affect your overall grade. 5. Office hours & appointments: Please me if you d like to meet with me at a specific time, and I will be sure to make myself available for you. Please keep your appointments with me, and if you have to cancel, please me.

5 COMMUNITY COLLEGE POLICIES: Student Academic Integrity Policy Statement The faculty and administration of Pierce College are committed to the belief that honesty and integrity are integral components of the academic process. The College expects students to be honest and ethical at all times in their pursuit of academic goals. Students who violate the code of academic conduct by which the College maintains its academic integrity will be dealt with in a manner reflecting the seriousness of these violations. (refer to the Pierce College Catalog, page 37) Center for Academic Success (Tutoring Center) Get help with subjects like English, math, science, philosophy, etc. Learn study skills and success skills essential for success in all classes. Work one-on-one or in small groups with a peer or professional tutor to get personalized help. Attend workshops for help on specific topics (e.g. verb usage, testtaking strategies, essay writing) Refer to the Pierce College Center for Academic Success for more information at: Student with Disabilities: Students requiring accommodations or modifications of assignments or exams due to a disability must speak with the instructor by the end of the first class session. All students requesting such accommodations must register with the office of Special Services. Telephone: (818)

6 AMERICAN SIGN LANGUAGE VIDEO TAPING ASSIGNMENTS: Via the Canvas site for this course, go to the Pierce Online tab, you will access GoReact (Canvas s contracted web-based video interface service) to be used for videotaping assignments. To submit your video assignments, you will click on Canvas assignments which will automatically link to GoReact. You are required to have access to the service to videotape your assignments. The fee is $19.95 per semester. You are required to use ASL when videotaping yourself for your assignments. This can be done using any webcam that is already installed on a computer, phone, or tablet. If you do not have access to a camera, you must borrow someone s. ed assignments will not be accepted. Your video assignments will be evaluated through GoReact. Your instructor(s) feedback will be located in the Canvas (GoReact) assignment. It is VERY important to practice, practice, and practice in order to do well! Tips for your video: Make sure that you are in the center of the video where I can see the top of your head and down to your waistline. Make sure that the background is clean (one-colored wall) and free of visual noise (books, DVD s, TV running, kitchen items, dog appearing, etc.) Wear only solid-colored shirts and free of logos. The color of your shirt should contrast your skin tone. Remove hats and excessive jewelry. Wedding rings and small earrings are ok. If you are sitting, please make sure you do not swivel.

7 GRADE DISTRIBUTION HOMEWORK PRODUCTION EXAMS FINAL EXAM QUIZZES 40% 10% Grading Scale: % A 89-80% B 79-70% C 69 60% D 59% or lower F 5% 45% Weight Assignments Details 10% Homework Cultural Awareness Assignments Additional Assignments Cultural Awareness Assignments Additional Assignments SN Workbook 40% Quizzes Units % Your Own Tailor Unit 7 5% The Candy Bar Unit 8 10% Describing a Restaurant Unit 9 (Group Project) 10% The Bucket List Unit 11 15% Fable Storytelling Unit 12 5% Final Interview Units SUBJECT TO CHANGE Any changes to the syllabus and course schedule will be announced in class and posted on Canvas.

8 CULTURAL AWARENESS ASSIGNMENTS Three assignments will be required for the Cultural Awareness Assignments. You may write your report (for 10 points each) OR videotape a signed report (for 15 points each). If you videotape your CAA, it must incorporate both: A variety of Deaf community events will be posted in the classroom and through Canvas as they come to our attention. If you are aware of some events not posted, please share the information. You may also look online for Deaf community events! 1) one Deaf Cultural Awareness experience 2) grammatical principles presented in specific text units The purpose of the reports is to provide an opportunity to communicate ideas and experiences you have had related to Deaf Culture/the Deaf community (by way of your CAAs), and an opportunity to demonstrate your language development and fluency. For both the written or videotaped report, you need to include the following information: 1. The date, location, and name of the event 2. Briefly describe the event (purpose, attendees, type: formal lecture, informal gathering, etc.) 3. Discuss the cultural behaviors you observed during this event (especially note Deaf cultural/ interactive behaviors). Make comparisons or contrasts to Hearing cultural/interactive behaviors. 4. Discuss the cultural conflicts, accommodations, and compromises that you experienced at this event Note any lingering confusion or questions that this event and experience brought up for you. Note any lasting impressions that you have. You must get approval for the Deaf event with me before you attend.

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