Dean: Dr. Joe Leopold Academic Chair: Dr. Shirley Oakley

ASL 1150C-1611 American Sign Language II ACADEMIC DEPARTMENT: Dean: Dr. Joe Leopold Academic Chair: Dr. Shirley Oakley Office Location: LA 159 Office Location: LA 159 Office Number: (727)791-5904 Office Number: (727)791-2570

Instructor/email: Dr. Beth Carlson mailto:[email protected] Course type: classroom and lab Prerequisites: successful completion of ASL 1140C Course description: Intermediate American Sign Language (ASL) is a continuation of the basic American Sign Language course and expands the student's vocabulary and signing fluency. Students will have directed practice with media generated materials, emphasizing receptive and expressive conversational practice. Lecture - 47 contact hours. Lab – 30 contact hours.

Office LA 165 (Clearwater) location: Office On Campus Virtual Hours hours: Daytime: Monday/Wednesday: 8:00-9:15; Monday -Thursday: 5:45-6:45 am 12:30-1:45 Friday: 7:30-8:30 Tuesday (Tarpon): 8:45- 9:15/10:45-11:15 Tuesday (Clearwater): 11:45- 12:45; 2:30-3:00 Thursday (Clearwater): 11:45-1:45

Phone: 727-791-2746 Disabilities From Student and Educational Services info: http://www.spcollege.edu/addendum/#accommodations Academic From Student and Educational Services and Student Reasonable accommodations are available to students who: Affairs:  are otherwise qualified for admission to the College  identify themselves to appropriate College personnel  Provide acceptable and qualifying documentation to the College. It is the student's responsibility to provide notice of the nature of the disability to the College and to assist in identifying appropriate and effective accommodation. Students must personally identify the need, provide supporting diagnostic test results and professional evaluations, participate in planning services, and give adequate notice in requesting accommodation. A Counselor/Learning Specialist in the Office of Services for Students with Disabilities (OSSD) is assigned to oversee services on each SPC campus. To call, visit, or e-mail a Counselor/ Learning Specialist, see the following link. Contact Information by Campus http://www.spcollege.edu/dr/ Class Tuesday/Thursday meeting 9:15-10:45 schedule:

1 BB 207 Textbooks: Required: 1. Signing Naturally Level II chapters 7-12 by Lentz, Mikos and Smith ISBN: 978-1-58121-221-1 2. Hands of My Father by Myron Uhlberg. Bantom Books ISBN: 978-0-553-80688-5 3. GoReact by Speakworks Recommended Text or Other Reading Material: Library: http://www.spcollege.edu/central/libonline/.

Other For this class you must have access to a webcam. Use the ASL Lab. materials/ Media Protocol for Production of Media Make sure you sign the following information on each video project. Protocol: Your First and Last Name The Date The Project Title When producing visual/gestural material the student must be aware of procedures that will enhance the production: Backgrounds  Color of Clothes should be a solid color that contrasts with a student’s skin color.

 Light skinned students wear darker solid color tops.

 Darker skinned students wear lighter solid color tops.

 Tops should have sleeves; no tank tops, low cut or sleeveless tops permitted.  Tops should not have distractions: buttons, emblems, and graphics. Distractions  Hair should be out of the face. Do not wear a hat or chew gum.  Jewelry should not be distracting: dangling earrings, shiny necklace, sparkly pins  Midriff and/or shoulders should not be exposed

Not following protocol will result in points being deducted from the final grade of the material produced. Exercises from the Student Textbooks assigned each week. You will be prepared to demonstrate their receptive and expressive sign skills during the class.

Video Assignments: You will be expected to submit digital assignments for grading. This work will be recorded through save your password as soon as you receive my invitation to the class. Webcams are available in the ASL Lab. media protocol is followed.

2 Course goals Upon completion of this course, the student will: and objectives: Learning Outcomes and Objectives: 1. Students will demonstrate intermediate level proficiency with ASL grammatical features and structures by:  Identifying and implementing concepts of time, use of space, and non-manual grammar as related to ASL through practical demonstrations.  Recognizing and using examples of descriptive, locative and element classifiers.  Developing an intermediate level understanding and utilization of agreement verbs.  Fostering an intermediate level awareness of non-manual grammar and non-verbal gestural communication, including mime, pantomime, body language, and facial expression used in ASL.  Acquiring an intermediate level receptive and expressive skill in the use of body shifts, sign placement in space, and spatial relations in conversational ASL.  Utilizing the various forms of negations common to ASL.  Employing interrogative questions and informational questions in ASL

2. Students will demonstrate an intermediate level of target vocabulary development through expressive and receptive interaction and participation with course related materials by:  Conversing using intermediate level signs either manually and/or with technology.  Employing intermediate ASL sign vocabulary, including sign modifications, classifier hand-shapes, and conceptually accurate sign choices  Producing intermediate level receptive and expressive fingerspelling skill in conversational ASL.  Reflecting intermediate level visual receptive and expressive sign skills for signs presented in simple and complex ASL sentences  Producing intermediate level receptive and expressive fingerspelling in conversational ASL.  Reflecting intermediate level visual receptive and expressive sign skills for signs presented in simple and complex ASL sentences.  Producing intermediate level receptive and expressive fingerspelling skill in conversational ASL.  Reflecting intermediate level visual receptive and expressive sign skills for signs presented in simple and complex ASL sentences  Structuring sentences in ASL syntax, using classifiers and temporal elements.

3. Students will engage in spontaneous dialogues using ASL when provided with contextual topics by:  Applying intermediate level ASL conversational skills in a variety of contextual settings.  Asking semantically correct ASL when translating English idiomatic expressions.  Dialoging with others about accepting and declining invitations as well as making plans and cancelling plans. 4. Students will demonstrate an intermediate level of understanding and appreciation of Deaf Culture though connections within the Deaf Community and will investigate similarities and differences between spoken languages and the visual/conceptual structure of ASL as used within the Deaf Community by:  Demonstrating awareness of Deaf Culture through written observation reports of media-generated materials and personal interactive communication with Deaf individuals.  Reflecting awareness of Deaf Culture through incorporating culturally sensitive information in signed personal interactive communications with Deaf individuals.  Modeling understanding of Deaf Culture by utilizing rules of polite discourse including greetings and leave-takings, making declining requests, and minimizing interruptions.  Distinguishing the importance of name signs in Deaf Culture by acknowledging the origin and use of both arbitrary and descriptive name signs.

3  Explaining the role of information sharing for the common good within Deaf Culture.  Recognizing and negotiating cultural behaviors, values, norms and discourse styles within the Deaf Community.  Identifying major elements of Deaf Culture such as concepts of time, personal space, and exchanging personal information DISCIPLINE SPECIFIC INFORMATION: If you must enter the classroom after class has begun, please do so as quietly as possible. Exercises techniques used in Deaf Culture for interruption. Because American Sign Language is a visual-gestural language, it is best learned in a voiceless environment. You are expected to use only sign/fingerspelling and are discouraged from using your voices in the classroom. Please make use of techniques for getting the meaning across rather than attempting to make us of voice if there is a misunderstanding in meaning. The curriculum and the lessons are designed to help the class and the program meet the five areas of Communication, Cultures, Connections, Comparisons and Communities outlined by the American Council on the Teaching of Foreign Languages (ACTFL).

The curriculum parallels what we know about language development and second language learning. We focus on introducing language in context and reinforcing what is learned by engaging you into various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates. Our classes are conducted in ASL from the very first day. You are immersed in the language to maximize your language learning. I will use gestures, signs, drawings, and act out situations to get the point across and your job is to keep trying. This may sound unnerving at first, but trust me, it works!

1) Communication: Exchange information in ASL using short dialogues about everyday life such as describing people and things, making requests and asking for advice, describing places, giving opinions about others, and discussing plans and goals with other students, the instructor, and through video recording activities. 2) Communication: Develop skills in using facial expressions, gestures and specialized handshapes (classifiers) for communication and descriptive purposes. 3) Communication: Maintain a conversation in ASL with native signers using both culturally appropriate content and interpersonal skills, and comprehend basic conversational questions and short discourses. 4) Communication: Develop understanding and use of ASL grammatical principles including (a) Use of space for referents, (b) Directionality for verb signs, (c) Modification of signs for degree, and (d) Communicating about more than one (plurals). 5) Communication: Develop skills in organizing and delivering narratives in ASL including (a) Using the appropriate introduction, body, and conclusion, (b) Grammatical markers for transitions, (c) Role-shifting between two or more characters, and (d) Use of space. 6) Cultural and Connections: Discuss the view that Deaf people are a cultural-linguistic minority group. 7) Comparative: Explore Deaf art and how it expresses the Deaf experience. 8) Comparative: Discuss the rules of social interaction in Deaf culture and compare them with other cultural norms. 9) Comparative: Understand the Deaf community’s participation in society, and dispel misrepresentations and stereotypes about them. 10) Comparative: Examine the historical collision between culture and disability in the Deaf community, including ethical conflicts with the medical model. 11) Comparative: Discuss the intersections which occur within the Deaf community, the universality of the Deaf experience, and the visions of the future. 12) Community: Attend ASL and Deaf events to continue to develop ASL and Deaf behavioral norms outside of the classroom.

Attendance The college-wide attendance policy is included in the Syllabus Addendum http://www.spcollege.edu/central/asa/addendum.htm policy: language requires interacting as with native users and practicing with others on a regular basis, American Sign Language students will need to attend and participate in all classes to be successful. Attendance will be tracked during each class and students who in excessive of four absences will be dropped from the course due to lack of 60% activity time. For extenuating circumstances, documentation must be presented. IMPORTANT COLLEGE POLICY REGARDING COURSE DROP-ADD PERIOD AND AUDIT INFORMATION http://www.spcollege.edu/addendum/#drop FEDERAL GUIDELINES RELATED TO FINANCIAL AID AND TOTAL WITHDRAWAL FROM THE COLLEGE

4 http://www.spcollege.edu/addendum/#finaid. Evaluation Assignments process: 3 Story Projects ...... 30 points Unit Tests...... 30 points Final Project...... …...... 10 points 15 Contact Hours...... …...... 10 points Journal/Book Test...... 10 points In-class performance/progress……..10 points 100 points

Grading A = 90+ scale: B = 80+ C = 70+ D = 60+ F = less than 60 Grading ASL Immersion and No Talking Policy: policies: The curriculum and workbook are designed with the assumption that you use English as your first language. ASL will be used exclusively in the classroom for two reasons. First, it is culturally inappropriate to use voice in an ASL environment, or to not sign in the presence of any Deaf person. Speaking eliminates the Deaf person, whether intentionally or not, from the communication around them. In the classroom, it is critical that the instructor, Deaf or hearing, maintain a culturally appropriate environment so that you can develop the habit of signing in Deaf-hearing situations. Secondly, you can only become fluent by constantly using ASL. The more you rely on English to understand ASL, the longer you will remain in the limbo of being unable to communicate in ASL. You can’t 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. Students will not learn ASL until they actually commit to using it as a living language. The classroom will become a microcosm of the living world where all meaning is negotiated in ASL. For this reason, sounds, exaggerated body movement, or intentionally attempting to bring attention to yourself with noises, will result in a loss of participation points in this class. Since ASL does not yet have its own standardized writing system, written English is used to give instructions, and explain some signs in the student workbook. However, whenever possible I will use pictures and other ways to minimize the use of English in the classroom. Assignments Students should expect to spend at least six hours outside of the classroom on homework assignments, social hour, study groups, and other ASL related activities to perform well in this class. Based on past experience, there is a strong relationship between a student’s attendance, participation, effort on homework assignments, and getting a good grade on the exams

Written Work/Assignments: All work is due on the date specified on the schedule. It is due at the beginning of the class period. Late work will not be accepted past the next class period of a missed class without a 50% reduction in grade. Written work and assignments should include your name, date assignment is due, and class title. In class assignments may not be made up. THE LAB component of this class is conducted as an independent study and is based on classroom requirements and activities assigned by the instructor. NO Lab assignment will be accepted late and no partial lab assignments will be accepted; however, a student may turn lab work in early if they wish. All work is due on the date listed. A grade of “50%” will be assigned for work not submitted on time. At the time of each test, students need to bring in their completed homework assignments. Use this space here to write down contact information from at least three classmates. And, please, if you must miss a class, please do not contact me and ask if you missed anything in class; YOU DID! Ask your classmates.

Contact 1: ______Contact 2:______Contact 3:______Contact 4:______Class Week of: Assignments: calendar: Week of: Assignments:

5 Introduction/Cumulative Review of Units 1-6 Textbook and videotape; course goals/requirements; The Building Blocks of ASL; Strategies for learning ASL Review Cumulative Review Units 1-6 1/10-1/12 *View DVD; review vocabulary and textbook exercises Post Introductions and Complete Re–Defining Deaf Assignment Hands of My Father: Journal entry Chapters 1/2 (Due 1/15) Review: http://www.npr.org/templates/story/story.php?storyId=101727459 Cumulative Review of Units 1-6 cont. Pre-Unit Quiz (1/23) 1/17-1/19 Unit 7: Describing People and Things: 7.1-7.4 *View DVD; review vocabulary and complete textbook exercises Hands of My Father Journal entry Chapters 3/4 (Due 1/22) Unit 7: Describing People and Things: 7.5-7.8 *View DVD; review vocabulary and complete textbook exercises 1/24-1/26 Unit 7: Describing People and Things: 7.9-7.13 *View DVD; review vocabulary and complete textbook exercises Hands of My Father : Journal entry Chapters 5/6 (Due 1/29) Unit 8: Making Requests and Asking for Help: 8.1-8.4 *View DVD; review vocabulary and complete textbook exercises 1/31-2/2 Unit 8: Making Requests and Asking for Help: 8.5-8.9 Unit 12: Lessons 1-2 , View and practice The Tailor Hands of My Father : Journal entry Chapters 7/8 (Due 2/5) Unit 8: Making Requests and Asking for Help: 8.10-8.14 *View DVD; review vocabulary and complete textbook exercises 2/7-2/9 In class retell practice with The Tailor Hands of My Father: Journal entry Chapters 9/10 (Due 2/12) Go React Post a retell of The Tailor TEST 7 and 8 (2/14) Unit 9: Describing Places: 9.1-9.4 *View DVD; review vocabulary and complete textbook exercises 2/14-2/16 Unit 9: Describing Places: 9.5-9.9 *View DVD; review vocabulary and complete textbook exercises Hands of My Father: Journal entry Chapters 11/12 (Due 2/19) Unit 9: Describing Places: 9.10-9.14 Unit 12: Lessons 3-5 , View and practice One Fine Day 2/21-2/23 In class retell practice with One Fine Day Hands of My Father: Journal entry Chapters 13/14 (Due 2/26)

2/28-3/2 Unit 10: Giving Opinions About Others: 10.1-10.4 *View DVD; review vocabulary and complete textbook exercises Unit 10: Giving Opinions About Others: 10.5-10.8 Unit 12: Lessons 6-7, View and practice One Fine Day *View DVD; review vocabulary and complete textbook exercises Hands of My Father: Journal entry Chapters 15/16 (Due 3/5)

6 Go React Post a retell of One Fine Day Due 3/5

3/5-3/12 Spring Break – College Closed

Unit 10: Giving Opinions About Others: 10.9-10.12| *View DVD; review vocabulary and complete textbook exercises 3/14-3/16 Unit 12: Lesson 12:8 View and practice The Lion and The Mouse Hands of My Father: Journal entry Chapters 17/18 (Due 3/13)

Unit 11: Discussing Plans and Goals: 11.1-11.4 *View DVD; review vocabulary and complete textbook exercises 3/21-3/23 In class retell The Lion and The Mouse Hands of My Father: Journal entry Chapters 19/20 (Due 3/26)

Important College Calendar Dates: http://www.spcollege.edu/calendar/

Class Academic Honesty policies: http://www.spcollege.edu/academichonesty/ Classroom Protocol: Class discussion periods will be conducted in an orderly fashion. If a student must enter the classroom after class has begun, please do so as quietly as possible. If a student has a disagreement with an instructor on a particular graded exercise or exam question, please

Because American Sign Language is a visual-gestural language, it is best learned in a voiceless environment. sign/fingerspelling and are discouraged from using their voices in the classroom.

STUDENT EXPECTATIONS http://www.spcollege.edu/central/asa/addendum.htm#expectations ONLINE STUDENT PARTICIPATION AND CONDUCT GUIDELINES http://www.spcollege.edu/central/asa/addendum.htm#onlineguide CAMPUS SAFETY AND SECURITY http://www.spcollege.edu/central/asa/addendum.htm#_Toc200857646

SEXUAL PREDATOR INFORMATION http://www.spcollege.edu/central/asa/addendum.htm#predatorinfo

SPECIAL ACCOMMODATIONS http://www.spcollege.edu/central/asa/addendum.htm#accommodations

Assignment Book Blog: A journal will be kept throughout the semester in which the student will respond to chapter readings from & A comprehensive test will follow. Test details: Contact Hours: The student will be required to document 15 CONTACT HOURS during the semester. A Minimum of 10 (or more) of the 15 hours must be spent interacting with deaf people at deaf culture events, silent dinners and lectures by Deaf people. Five hours must be spent working with a lab tutor. The purpose of these Interactive Contact Hours will be to expose the student to native signers and to allow the student to develop a broader understanding of the Deaf Community. These activities must result in a student being able to show improved communication skills. Interactive “Hands On” activities may include the ASL Club activities; Student Service Activities on the

7 QUAD, and other community volunteer opportunities. Call the agency for information about assisting and let them know you are taking ASL I at SPC. Sites include: Safety Harbor Library: 727 724-1525 X 232 for Rosa Rodriquez; Deaf and Hearing Connection: 727 399-9983; Blossom Montessori School: 727 539-7879; Family Center on Deafness: 727-549-6664. Other events for Interactive Contact Hours include: 1) Attend a religious event at which there is an interpreter: Write five (5) words or signs you learned while watching the interpreter; after the event, ask the interpreter for their name and if they have a QA or RID Certification. 2) Attend any public meeting sponsored by a Deaf Organization such as the St. Petersburg Association for the Deaf (SPAD); the Association of Late Deafened Adults (ALDA); Deaf Women of Tampa Bay and other local Deaf organizations. List the names of three (3) Deaf people you met at the meeting and respond to the blog questions. 3) Attend a Silent Social night at the local area Mall Food Courts: see http://www.aslevents.info/. Write up your events details in the Contact Hour Blog. List at the minimum, 5 new signs and the names of two (2) Deaf people you meet. Respond to the questions posed in the blog. 4) Attend an interpreted community performance. Write five (5) words or signs you learn while watching the interpreter; after the event, ask the interpreter for their name and if they have a QA or RID Certification 5) Information and announcements of events will be posted on bulletin boards in the ASL lab and provided in class. If a student becomes aware that an event involves sign language or the Deaf community, please bring this information to share with your classmates. Media contact hours may include Web Site assignments and video assignments for a total of no more than ten (5) contact hours. Information and announcements of events will be posted on bulletin boards and provided in class. Suggested Sign Language materials will be found in the Clearwater Sign Language Lab (LA 109).

All Contact Hour Assignments and Activities must be pre-approved by the instructor. The instructor will verify all volunteer hours with each agency. If you are having any difficulty arranging Contact Hours, please inform me as soon as possible and I will arrange for additional tutoring hours. Please do not assume that running into a deaf person with whom you communicate will count for contact hours. CONTACT HOURS are to be submitted using the format on the Contact Hour Summary Sheet in My Courses in the Contact Hour Blog folder. Each submission should be no less than 350 words to receive full credit. Half of the contact hours (7) are at mid semester. The remaining half (8) are DUE by July 19th. A student may complete and turn in his/her required Summaries before Due Dates. It is suggested that these contact hours be included in the student learning log. Unit Tests: There will be five unit tests this semester. Students need to submit homework assignments at the time of the test.

The Student will produce three (3) Expressive Skill Projects from Textbook assignments using GoReact and final project to be completed in class. Check the Class schedule for the due dates on these assigned projects: The student will record their projects following instructions for Media Protocol. Video recordings are to be submitted in Angel in the drop box for each unit. If a student has a personal webcam and records his or her project on a home computer, he or she must still consider media protocol. You will record your projects following instructions below for Media Protocol. Unit projects will be recorded using webcams and submitted through GoReact.

Other notes: ASL Transferability: ASL (SPA 1612 and 1613) is recognized as a Foreign Language by many colleges and universities in Florida and the other forty-nine states and territories. While this language is generally accepted as an admission requirement at Florida’s public universities, some university departments require a working knowledge of an auditory/oral/written language as a graduation requirement. Please check with the department chair of the program in which you wish to enroll to determine if American Sign Language credits can be counted toward graduation.

IMPORTANT COLLEGE POLICY REGARDING COURSE DROP-ADD PERIOD AND AUDIT INFORMATION http://www.spcollege.edu/central/asa/addendum.htm#drop

Resources Other Sources of Information related to ASL, Deaf Culture available:

8 These links do not count for Contact Hours.

Silent Titans Facebook Page Hand speak ASL University http://www.handspeak.com/word/ http://www.lifeprint.com/ ASLized Signing Savvy http://aslized.org/ https://www.signingsavvy.com American Sign Language Browser http://www.commtechlab.msu.edu/sites/aslweb /