TASL 505 Teaching Deaf Community, Culture, & ASL Literature Summer Semester 2017 Instructor Information: Marla D. Broetz E-mail: marla.broetz@unco.edu Videophone: 585-851-8784 Text Number: 585-490-4600 Office Hours: Appointments by request. Class Schedule: Online: June 12 June 23 (Note: ASLTA Conference is June 26 30) Onsite: July 3 July 21 Online: July 21 August 4 Onsite Classroom Location: Butler-Hancock Hall, #0222 Course Description: 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 (ASL), Deaf culture, Deaf community, and ASL literature. Appropriate cultural, community and literature content will be explored. Pre-Requisites: Prerequisite knowledge in the discipline includes American Sign Language competency and acceptance into the Graduate program. Course Objectives: Upon the completion of this course, students will be able to do the following: 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. University of Northern Colorado Department of ASL and Interpreting Studies Page 1 of 10
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. Required Materials: Blaz, D. (2002). Bringing the standards for foreign languages to life. Larchmont, NY: Eye on Education. (ISBN-13: 978-1930556447) Holcomb, T. (2013). Introduction to American deaf culture. New York, NY: Oxford University Press. (ISBN: 978-0-19-977754-9) Schuster, E. (2014). Critical thinking in language learning. Recommended Materials: Baker-Shenk, C. & Cokely, D. (1991). ASL: Teacher's resource text on grammar and culture. Silver Spring, MD: T.J. Publishers. (ISBN: 0-930323-84-X) Peterson, R. (2009). The unlearning curve: Learning to learn American Sign Language. Burtonsville, MD: Sign Media. (ISBN 9.78188E+12) University of Northern Colorado Department of ASL and Interpreting Studies Page 2 of 10
Course Requirements: This is an overview of all the assignments in this course. The full instructions are posted in your online class. Assignment #1 Standards & Communication Essay 20 points Assignment #2 Framework Essay 20 points Assignment #3 Setting Stage & Designing 20 points Tasks Essay Assignment #4 Evaluation Tools Essay 20 points Assignment #5 Reflection Essay 20 points Total Point Value: 100 points Week One Posting #1 15 points Week Two Posting #2 15 points Week Three Posting #3 15 points Week Four Posting #4 15 points Week Five Posting #5 15 points Week Six Posting #6 15 points Week Seven Posting #7 15 points Week Eight eight] [No week Posting #8 Total Point Value: 15 points 120 points Final Project: Learning Experience Autobiography Total Value Point 150 points 150 point Evaluation Method: The points for all the assignments in a course will add up to 100 points and letter grades are assigned as follows for GRADUATE classes: A = 100-93 points: superior achievement of course objectives B = 92-85 points: above average achievement of objectives (Reminder: you must maintain at least a B per class to meet graduation requirements) C = 84-77 points: below acceptable achievement of objectives Below 85 is an unacceptable level of achievement of objectives and considered failing for the TASL Program. You must maintain at least a B average (3.0) in the program to meet graduation requirements. University of Northern Colorado Department of ASL and Interpreting Studies Page 3 of 10
Student Code of Conduct: You are expected to practice academic honesty in every aspect of this course. Make sure you know and understand the pillars of the UNC Honor Code: Honesty, Trust, Responsibility, Respect, and Fairness. Become familiar the Student Code of Conduct, especially the section on acts of dishonesty. Students who engage in academic misconduct are subject to grading consequences with regard to this course and/or university disciplinary procedures through the office of Student Rights and Responsibilities. If you have any questions, please refer to the Student Code of Conduct found at Student Conduct Code. Sexual Misconduct/Title IX Statement: The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC s Title IX Coordinator. Disclosure may include communication in-person, via email/phone/text message, or through in/out of class assignments. If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center (970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040). If you would like to learn more about sexual misconduct or report an incident, please visit www.unco.edu/sexualmisconduct. Equity and Inclusion Statement: The University of Northern Colorado embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness to each other s individual and intersecting identities. The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone seeking support or with questions about equity and inclusion at the University of Northern Colorado (UNC). If you are a witness to or experience acts of bias at UNC and would like to learn more about bias response or report a bias incident, please visit Bias Response at http://www.unco.edu/biasresponse/. University of Northern Colorado Department of ASL and Interpreting Studies Page 4 of 10
Course Map for: TASL 505 Teaching Deaf Community, Culture, and ASL Literature Course Purpose: The purpose of this course is to learn the American Council on Teaching Foreign Languages (ACTFL) standards (5 Cs) and substandards and how to integrate them in teaching American Sign Language (ASL), Deaf culture, Deaf community, and ASL literature. Appropriate cultural, community and literature contents will be explored. APPROVED COURSE OBJECTIVES: Upon the completion of this course, students will be able to do the following: 1. Explain values of teaching Deaf community, Deaf Culture and ASL literature in ASL classes, and how they are interrelated. 2. Identify and select appropriate community, cultural and literature contents, as based on historical, geographic and sociological influences from Deaf people, for ASL classes. 3. Demonstrate efficient teaching methods to introduce Deaf community, Deaf Culture and ASL literature contents including socio-linguistic and cultural differences within the Deaf community and between Deaf people and hearing people. 4. Identify sources for available resources on Deaf community, Deaf Culture and ASL literature. 5. Explain a plan to promote the Deaf cultural and language awareness to public. Additional lesson objectives to support the above approved course objectives: Apply the American Council on Teaching Foreign Language Standards known as 5 Cs to ASL, Deaf culture, Deaf community and ASL literature instruction. Determine appropriate community, cultural and literature contents, as based on historical, geographic and sociological influences from Deaf people, for ASL classes. Dates Course Objectives Module Name & Class Activities Homework Graded Assignments Materials 6/12-18 Objectives WEEK 1 - ONLINE Language Learning Blaz (2002). The ACTFL Standards: A Discussion, pp. 1-15 Blaz (2002). Standard 1: Communication, Chapter 1, page 17-48 University of Northern Colorado Department of ASL and Interpreting Studies Page 5 of 10 Schuster (2014). Culture: A Gateway to [Note: All numbered assignments are due by midnight on Sundays.] Guiding Topics When Posting: Standards, Language, Communication, and Critical Thinking Discussion Postings: Blaz (2002). The ACTFL Standards: A Discussion, pp. 1-15 Blaz (2002). Standard 1: Communication, Chapter 1, page 17-48 Schuster (2014). Culture: A Gateway
Communication, Chapter 1, page 3-8 Schuster (2014). Critical Thinking: The Link, Chapter 2, page 11-18 Create a question for discussion based on reading materials (5 point) Respond to two learners (5 pts each response) (15 pts. total) to Communication, Chapter 1, page 3-8 Schuster (2014). Critical Thinking: The Link, Chapter 2, page 11-18 A1 Essay Guideline (ASL version will explain expectations on video) Assignment #1 Standards & Communication Essay (20 pts.) DUE: 6/18 6/19-23 WEEK 2 - Online Language Learners READ: Blaz (2002). Standard 2: Cultures, Chapter 3, page 53-71 Schuster (2014). Cultural Exploration: A Program Framework, Chapter 3, page 21-28 Guiding Topics When Posting: Framework and Perspectives Discussion Postings: Create Question for discussion based on reading materials Respond to two learners (15 pts.) Blaz (2002). Standard 2: Cultures, Chapter 3, page 53-71 Schuster (2014). Cultural Exploration: A Program Framework, Chapter 3, page 21-28 6/26-30. This will be moved Essay Guideline (ASL version) Travel to Colorado, see you soon! University of Northern Colorado Department of ASL and Interpreting Studies Page 6 of 10 Assignment #2 Framework Essay (20 pts.) DUE: 6/25 Guiding Topic When Posting: Differentiate Blaz (2002). Standard 3:
week of ASLTA 7/3-7 (Tuesd ay July 4 is a holida y) WEEK 3 - ONSITE Deaf Community In Class Topic Discussion: The 5 C s Framework: The Learning Toolbox: Getting Organized in PowerPoint file Blaz (2002). Standard 3: Connections, Chapter 4, page 73-85 Blaz (2002). Standard 4: Comparisons, Chapter 5, page 93-107 Schuster (2014) Functional Ability: Setting The Stage, Chapter 4, page 31-37 Schuster (2014) Performance: Designing Tasks, Chapter 5, page 41-47 Blaz (2002). Standard 5: Communities, Chapter 6, page 115-135 Holcomb (2013). The Vibrant Deaf Community, Chapter 11, page 223-240 Holcomb (2013). The Collision Between Culture & Disability, Chapter 12, page 243-266 Holcomb (2013). Diversity in the Deaf Community, Chapter 13, page 267-281 connection and comparison & provide examples Discussion postings: Create Question for discussions Respond to two learners (15 pts.) Assignment #3 Stage & Task Essay (20 pts.) DUE: 7/2 Essay Guideline (ASL version) Guiding Topics When Posting: Community, Social Structure, Deaf Community, Majority vs. minority, Attitude, Perspectives, and Culture Clash Discussion postings: Create Question for discussions Respond to two learners (15 pts.) Connections, Chapter 4, page 73-85 Blaz (2002). Standard 4: Comparisons, Chapter 5, page 93-107 Schuster (2014). Functional Ability: Setting The Stage, Chapter 4, page 31-37 Schuster (2014). Performance: Designing Tasks, Chapter 5, page 41-47 Blaz (2002). Standard 5: Communities, Chapter 6, page 115-135 Holcomb (2013). The Vibrant Deaf Community, Chapter 11, page 223-240 Holcomb (2013). The Collision Between Culture & Disability, Chapter 12, page 243-266 University of Northern Colorado Department of ASL and Interpreting Studies Page 7 of 10
7/10-14 7/17-21 WEEK 4 Onsite Deaf Culture WEEK 5: Onsite Theme: In-Class Topic Discussion: Selecting & Screening Sources and Resources for 5 C s in PowerPoint file Holcomb (2013). Culture Defined, Chapter 2, page 15-35 Holcomb (2013). Deaf Culture Redefined, Chapter 6, page 97-112 Homework: tba Guiding Topics When Posting: American Culture, Deaf Culture (past and current definitions) Discussion postings: Create Question for discussions Respond to two learners (15 pts.) Guiding Topics When Posting: Evaluation, Holcomb (2013). Diversity in the Deaf Community, Chapter 13, page 267-281 Bringing the Standards for Foreign Language Learning to Life, Blaz (2002). Critical Thinking in Language Learning, (Schuster, 2014). Holcomb (2013). Culture Defined, Chapter 2, page 15-35 Holcomb (2013). Deaf Culture Redefined, Chapter 6, page 97-112 Bringing the Standards for Foreign Language Learning to Life, Blaz (2002). Critical Thinking in Language Learning, (Schuster, 2014). Blaz (2002). Textbook University of Northern Colorado Department of ASL and Interpreting Studies Page 8 of 10
7/24-30 Deaf Literature WEEK 6 ONLINE Objectives: In-Class Topic Discussion: Analysis, Synthesis, Evaluation (sample templates) in PowerPoint file Blaz (2002). Textbook Evaluation, Chapter 7, page 137-143 Schuster (2014). Assessment, Chapter 7, page 61-67 Holcomb (2013). Deaf Literature, Chapter 8, page 133-168 Holcomb (2013). Deaf Art, Chapter 9, page 171-193 Last day of onsite, safe travels home, see you online! Holcomb (2013). Deafhood: A Personal Journey Toward Self-Actualization, page 63-80 Assessment, Literature, Art, and Oppression Discussion postings: Create Question for online discussions Respond to two learners (15 pts.) Assignment #5: Evaluation Essay (20 pts.) DUE: 7/23 Discussion Postings & Guiding Topics: Journey, Selfhood, Reflection, and Selfactualization Discussion postings: Evaluation, Chapter 7, page 137-143 Schuster (2014). Assessment, Chapter 7, page 61-67 Holcomb (2013). Deaf Literature, Chapter 8, page 133-168 Holcomb (2013). Deaf Art, Chapter 9, page 171-193 Bringing the Standards for Foreign Language Learning to Life, Blaz (2002). Critical Thinking in Language Learning, (Schuster, 2014). Introduction to American Deaf Culture, (Holcomb, 2013). Holcomb (2013). Deafhood: A Personal Journey Toward Self- Actualization, page 63-80 University of Northern Colorado Department of ASL and Interpreting Studies Page 9 of 10
8/1-4 WEEK 7 Online Work In Progress on Description and Expectations for this project Create Question Respond to two learners (15 pts.) Assignment #5: Reflection Essay (20 pts.) DUE: 7/30 Final Project: Learning Experience Autobiography (150 points) DUE: 8/4 University of Northern Colorado Department of ASL and Interpreting Studies Page 10 of 10