TASL Teaching American Sign Language, MA. Study Guide. TASL 505 Teaching Deaf Community, Culture, and ASL Literature

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1 TASL Teaching American Sign Language, MA Study Guide TASL 505 Teaching Deaf Community, Culture, and ASL Literature Summer 2015

2 University of Northern Colorado Master of Arts in Teaching American Sign Language Copyright 2015 by the University of Northern Colorado-DO IT Center All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the UNC-DO IT Center. The faculty and staff of the DO IT Center and the University of Northern Colorado bring expertise and many years of experience, passion, and dedication to supporting students working towards educational goals. While students can grow substantially from that platform of support, individual success or failure in achieving the outcomes of your specific program is ultimately your own responsibility. Communication is especially important within any distance education program. If questions or concerns arise or if something outside your control is interfering with your education, please contact your instructor, advisor or the administrative office. DO IT Center Lowry Campus 1059 Alton Way, Box 7 Denver, CO

3 Table of Contents Course Overview... 1 Purpose... 1 Impact... 1 Objectives... 1 Plagiarism Policy... 2 Inclusivity Statement... 2 Students with Disabilities... 2 Grading Scale... 3 Late Assignment Policy... 3 Required Text/Readings... 4 Course Preview... 5 Course Outlines... 5 Course Roadmap... 7 Assignments Overview Course Summary Conclusion Key Points Portfolio Considerations... 15

4 Course Overview Purpose The purpose of this course is to learn the American Council on Teaching Foreign Languages (ACTFL) standards (5 Cs) and sub-standards and how to integrate them in teaching American Sign Language, Deaf culture, Deaf community, and ASL literature. Appropriate cultural, community and literature contents will be explored. Impact Historically, the fundamental approach in teaching and learning ASL has been communication theory. Today, with ASL recognized among the other languages noted in the American Council on Teaching Languages organization, the ACTFL standards (5 Cs) -- communication, cultures, connections, comparisons, and communities -- need to be considered a part of effective ASL instruction. Therefore, here is a need in providing formal education for ASL teachers about these standards. ACTFL is a non-profit, advocacy organization for all levels of educators teaching foreign languages. The 5 Cs and sub-standards spells out what students are expected to learn and what teachers should be teaching. Learning the 5 Cs will equip ASL teachers with an understanding of the fundamentals of curriculum design and development, the skills sets to create ASL course syllabus, and the confidence to implement ongoing self and peer evaluations of the curriculum. Objectives By the end of this course, you will be able to: 1. Apply the American Council on Teaching Foreign Language Standards known as 5 Cs to ASL, Deaf culture, Deaf community and ASL literature instruction. 2. Demonstrate efficient teaching methods to introduce ASL, Deaf culture, Deaf community, and ASL literature contents including socio-linguistic and cultural differences within the Deaf community and between Deaf people and hearing people. 3. Explain values of teaching ASL, Deaf culture, Deaf community and ASL literature in ASL classes, and how they are interrelated. 4. Identify sources for appropriate resources on ASL, Deaf culture, Deaf community and ASL literature. 5. Determine appropriate community, cultural and literature contents, as based on historical, geographic and sociological influences from Deaf people, for ASL classes. TASL 505 Page 1

5 Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work but also the lifting of a substantial or essential portion thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. For further information, go to the following website: Procedures/Plagiarism Inclusivity Statement The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples perspectives, behaviors, and world views may be different from their own. Furthermore, as stated by UNC, The University will not engage in unlawful discrimination in educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University s policy to prohibit discrimination in educational services on the basis of sexual orientation or political affiliation. (See Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity ( Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services, Voice/TTY (970) , or fax (970) , or visit as soon as possible to ensure that accommodations are implemented in a timely fashion. TASL 505 Page 2

6 Grading Scale The points for all of the assignments in the TASL courses will add up to 100 and letter grades are assigned as follows: A Above achievement of objectives B Average achievement of objectives C Below average achievement of objectives Below 85 is an unacceptable level of achievement of objectives and considered failing in the TASL program. Reminder: You must maintain at least a B average (3.0 GPA) to meet graduation requirements. Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but the final grade will be dropped one letter. Late assignments submitted after the 72 hours that have not been approved in advance with the respective instructor will NOT be graded and students will receive a zero as the assignment grade. Extensions for assignment due date and time must be approved in advance with the respective instructor based on the following criteria: The extension is requested at least 24 hours in advance of the due date and time. An extension is requested no more than once during any given semester. No late work will be accepted in the last three days of this course. Exceptions to the above criteria will only be considered based on documented evidence of special circumstances such as illness, hospitalization or death of a family member. TASL 505 Page 3

7 Required Text/Readings Textbooks Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. Larchmont, NY: Eye on Education. (ISBN-13: ) Baker-Shenk, C. & Cokely, D. (1980). American Sign Language. Silver Spring, MD: T.J. Publishers. (ISBN: ) Padden, C & Humphries, T. (1988). Deaf in America: Voices from a Culture. Cambridge, MA: Harvard University Press. (ISBN: ) Holcomb, T. (2013). Introduction to American Deaf Culture. New York, New York: Oxford University Press. (ISBN: ) Valli, C, & Lucas, C. (2013). Linguistics of ASL, 5 th edition, Washington DC: Gallaudet University Press. (ISBN: ) Course Readings and Links Check Course Materials in Blackboard for reading materials and links. TASL 505 Page 4

8 Course Preview This course will examine the definition of each of the American Council on Teaching Foreign Language s five standards known as the 5 Cs and the sub-standards for each, and you will examine the learning strategies that go hand in hand with teaching the 5 Cs. The instructional materials will incorporate the values of teaching ASL, Deaf culture, Deaf community, and ASL literature by identifying and selecting appropriate resources in learning ASL. At the end of semester, a cumulative project will design a thematic unit that incorporates the 5 Cs in ASL, Deaf culture, Deaf community, and ASL literature instruction. This cumulative project will be included in a program portfolio. Course Outlines Week 1 - Online Learning Strategies and Curricula Examine task-based learning strategies Explore evolution of class materials for ASL course Week 2 - Online History of National Standards Introduce ACTFL as an organization Purpose of national standards Week 3 Onsite ACTFL Standard 1: Communication First standard of 5 Cs Three sub-standards: 1.1, 1.2, & 1.3 Week 4 - Onsite ACTFL Standard 2: Cultures and Standard 3: Connections Second and third standard of 5 Cs Four sub-standards: 2.1, 2.2, 3.1 & 3.2 Week 5 Onsite ACTFL Standard 4: Comparisons Fourth standard of 5 Cs Two sub-standards: 4.1 & 4.2 TASL 505 Page 5

9 Week 6 Onsite ACTFL Standard 5: Communities Fifth standard of 5 Cs Two sub-standards: 5.1 & 5.2 Week 7 - Online Research Search and select resources for cumulative project that correspond with the 5 Cs Week 8 Online Cumulative Project Finalize and submit cumulative project Complete online course evaluation TASL 505 Page 6

10 Course Roadmap While traveling on your distance learning journey, use this as your map. Use the last column to check off each item as you complete it. Some icons in the roadmap indicate assignments or activities worth points for grading. Other icons indicate prep. Dates before or next to any activity indicate specific dates for that item. Dates Monday thru Wednesday June 8-10 Activity Code Activities Week One: Learning Strategies & Curricula - Online Read: Mismanoglu, M. (2000). Language Learning Strategies in Learning Foreign Language, Learning and Teaching. Retrieved from: Cagle, K. (n.d.) Historical Current Curricula for AAS, BA, and MA programs in ASL/Deaf Studies and ASL Education, and ASL courses. See Course Materials in Blackboard Done! Wednesday June 10 What to post on Discussion Board Thursday June 11 Sunday June 14 Online Group Discussion Two groups of 12 students Post discussions on Discussion Board in Blackboard Read guidelines for Assignment 1 DUE: Assignment 1 in Blackboard by midnight MT Video of self-analysis TASL 505 Page 7

11 Monday thru Wednesday June Wednesday June 17 Thursday June 18 Sunday June 21 Week Two: History of National Standards - Online Read: ACTFL. National Standards for Foreign Language Education. Retrieved from: ASLTA. Standards for Learning American Sign Language. Retrieved from: Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. The ACTFL Standards: A Discussion, 1, What to post on Discussion Board Online Group Discussion Two groups of 12 students Post discussions on Discussion Board in Blackboard Read guidelines for Assignment 2 DUE: Assignment 2 in Blackboard by midnight MT Video of self-analysis Read the following pages before arriving in Greeley: Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. Standard 1: Communication, 2, Holcomb, T. (2013). Introduction to American Deaf Culture. American Sign Language The Language of the American Deaf Community, 7, Valli, C. & Lucas, C. (2013). Linguistics of American Sign Language. Basic Concepts, 1, TASL 505 Page 8

12 Monday June 29 All-Day Tuesday June pm Wednesday July 1 Thursday July 2 8:30-11:30 am Week Three: ACTFL Standard 1 - Onsite Orientation In Class Lecture View PPT Class Lecture ACTFL Standard 1: Communication, see Course Materials in Blackboard NO CLASS Prep for in class group discussion Read guidelines for Assignment 3 Read: Baker-Shenk, C. & Cokely, D. (1980). American Sign Language. Subjects and Objects, IX, Valli, C. & Lucas, C. (2013). Linguistics of American Sign Language. Subject-Object Agreement, 3, In Class Group Discussion Develop outline correspond with ACTFL Standard 1: Communication Read: Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. Standard 2: Cultures, 2, and Standard 3: Connections, 4, Holcomb, T. (2013). Introduction to American Deaf Culture. Culture Defined, 2, DUE: July 5 Friday July 3 DUE: Assignment 3 in Blackboard by midnight MT Written outline of ACTFL Standard 1: Communication NO CLASS ENJOY YOUR HOLIDAY! Hint: Look ahead to next week and start your readings this weekend! TASL 505 Page 9

13 Monday July pm Tuesday July 7 Week Four: ACTFL Standard 2 and Standard 3 - Onsite In Class Lecture View PPT Class Lecture ACTFL Standard 2: Cultures, see Course Materials in Blackboard Prep for Build A Zoo Read: Cutshall, S. (2012). More Than a Decade of Standards: Integrating Cultures in Your Language Instruction. Retrieved from 12_Article.pdf Build A Zoo Create categories and list of sources 8:30-11:30 am Wednesday July pm Thursday July pm Lecture View PPT Class Lecture ACTFL Standard 3: Connections, see Course Materials in Blackboard Prep for in class group discussion Read: Baker-Shenk, C. & Cokely, D. (1980). American Sign Language. Locatives, XI, Padden, C. & Humphries, T. (1988). Deaf in America: Voices from a Culture. The Meaning of Sound, 6, In Class Group Discussion Develop poster correspond with ACTFL Standard 2: Cultures and Standard 3: Connections Prep for poster presentation Read guidelines for Assignment 4 and Assignment 5 TASL 505 Page 10

14 Friday July 10 8:30-11:30 am DUE: July 12 Monday July 13 8:30-11:30 am Tuesday July pm Wednesday July 15 Poster Presentation Group presents ACTFL Standard 2: Cultures and Standard 3: Connections Read: Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. Standard 4: Comparisons, 5, Baker-Shenk, C. & Cokely, D. (1980). American Sign Language. Selected Sign Types, V, Valli, C. & Lucas, C. (2013). Linguistics of American Sign Language. Depriving Nouns from Verbs in ASL, 3, DUE: Assignment 4 and 5 in Blackboard by midnight MT Video of self-analysis Written outline of ACTFL Standard 2: Cultures and Standard 3: Connections Week Five: ACTFL Standard 4 - Onsite In Class Lecture View PPT Class Lecture ACTFL Standard 4: Comparisons, see Course Materials in Blackboard Prep for in class group discussion In Class Group Discussion Develop outline correspond with ACTFL Standard 4: Comparisons NO CLASS Prep for first round of teach comparisons Thursday July 16 8:30-11:30 am Teach Comparison Round One All students in six groups teach comparisons Prep for second round of teach comparisons Read guidelines for Assignment 6 and 7 TASL 505 Page 11

15 Friday July pm DUE: July 19 Monday July pm Tuesday July 21 8:30-11:30 am Teach Comparison Round Two One student from each group teach comparisons Read: Blaz, D. (2002). Bringing the Standards for Foreign Languages to Life. Standard 5: Communities, 6, Holcomb, T. (2013). Introduction to American Deaf Culture. Who Are the Deaf People?, 3, Padden, C. & Humphries, T. (1988). Deaf in America: Voices from a Culture. Living in Other s World, 4, DUE: Assignment 6 and 7 in Blackboard by midnight MT Video of self-analysis Written outline of ACTFL Standard 4: Comparisons Week Six: ACTFL Standard 5 - Onsite In Class Lecture View PPT Class Lecture ACTFL Standard 5: Communities, see Course Materials in Blackboard How to Build A Zoo Build A Zoo Create categories and list of sources Prep for in class group discussion Wednesday July pm Thursday July pm In Class Group Discussion Develop poster correspond with ACTFL Standard 5: Communities Prep for poster presentation Poster Presentation Group presents Standard 5: Communities Assignment 8: Instructor evaluates presentation to assign grade TASL 505 Page 12

16 Friday July 24 8:30-11:30 am Monday July 27 Tuesday July 28 In Class Lecture View PPT Class Lecture Cumulative Project and Overview of TASL 505 Last day of onsite, safe travels home, see you online! Week Seven: Research - Online Read guidelines for Assignment 9 and Assignment 10 Read: To Be Determined. See Course Materials in Blackboard. DUE: July 28 DUE: Assignment 9 in Blackboard by midnight MT Written outline of ACTFL Standard 5: Communities Wednesday- Friday July Research Week of August 3-6 Week Eight: Cumulative Project - Online Cumulative Project Completing Assignment 10 DUE: Friday August 7 See your Bearmail for the dates the evaluation is open. DUE: Assignment 10: Cumulative Project in Blackboard by midnight MT Complete online course evaluation. End of Semester, Congratulations! Final grades will be posted within 3 business days of the end of the semester. TASL 505 Page 13

17 Assignments Overview Assignments Overview The Assignment Overview gives only a general idea of each assignment. In order to complete the assignments successfully, read Guidelines/Assignments found in left menu of the Blackboard class and follow the instructions and rubric (if applicable) for each assignment. Also, download and read the rubric for each assignment before completing it. Assignments/Due Description Pts. Assignment 1 6/12 Video of Self-Analysis: Learning Strategies in Learning Foreign Language and Historical Current Curricula 5 Assignment 2 6/19 Video of Self-Analysis: ACTFL Standards and Standards in Learning American Sign Language 5 Assignment 3 Written Outline of ACTFL Standard 1: Communication 10 7/2 Assignment 4 Video of Self-Analysis: Poster Presentation 5 7/10 Assignment 5 7/10 Written Outline of ACTFL Standard 2: Cultures and Standard 3: Connections 15 Assignment 6 7/17 Assignment 7 Video of Self-Analysis: Teach Comparisons Round One and Round Two 5 (2.5 each round) Written Outline of ACTFL Standard 4: Comparisons 10 7/17 Assignment 8 7/23 Poster Presentation Instructor evaluates presentation to assign grade 5 Assignment 9 Written Outline of ACTFL Standard 5: Communities 10 7/28 Assignment 10 Written Cumulative Project 30 8/6 Total Points: 100 TASL 505 Page 14

18 Course Summary Conclusion During this course you have been introduced to the national ACTFL standards known as the 5 Cs and the sub-standards of each. You have examined various resources for the instruction of ASL, Deaf culture, Deaf community and ASL literature. You have learned how to determine the sources that support instructional materials and how to integrate them as a part of ASL instruction. You have learned how to teach one of the 5 Cs. Finally, you have demonstrated the ability to create a project using the 5 Cs along with specific resources for effective ASL instruction. Key Points Incorporating the ACTFL national standards in ASL instruction plays a crucial role in the field of teaching ASL. A survey through Modern Language Association in February 2015 indicates ASL is the 3 rd most studied foreign language. Recently ACTFL recognized ASL and accepts the ASL standards among other foreign languages, such as French, German, Spanish, and so forth. The national standards include communication, cultures, connections, comparisons, and communities and they are known as the 5 Cs. Applying the ACTFL standards to the teaching of ASL aligns it with the requirements for teachers of other foreign languages, and further legitimizes ASL as a foreign, or modern, language. Applying the national standards will promote a holistic approach in teaching and learning ASL. Portfolio Considerations As you complete this course, take a few moments to prepare your final portfolio that is due at the end of your TASL journey. Don't forget to include the Cumulative Project from this class. TASL 505 Page 14

19 Quality Instruction Preparing Qualified Instructors