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Title: |
ASL 103 A |
Instructor: |
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Time: |
M-Th |
Email: |
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Room: |
R 221 |
Phone/tty: |
425-564-2289 |
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Item #: |
1485 |
Office Location: |
A 245 G (Mailbox:
R 230) |
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Quarter: |
Summer 2004 |
Office Hours: |
By Appointment |
Course Description: ASL 103 is a five credit, transferable, college level,
language course. It is the third quarter
of the first year study of
Required Texts:
Signing Naturally, Level 1, Expanded Edition.
Student Workbook and Videotape.
Signing Naturally, Level 1, Expanded Edition.
Student Workbook and Videotape.
1001 Signs
for ASL Students, Volume 2 (ASL 102 &3 Course Packet & DVD)
Web
Resources: Many of your class
guidelines, assignments, homework, and handouts are accessible to you only
through the internet. You will need to check frequently to find the resources
you need. You can find these important
materials at:
http://www.bcc.ctc.edu/artshum/materials/
Click on Spring 2004, then World
Languages, and then find your class under ASL
103 and click on the instructor’s name, Mangan
R to find the materials for that class.
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Summer quarter: June
21st – |
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Class will meet M-Th, 11:30-1:30In Room L 221 |
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No Class on Monday, July 5th |
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Course
Outcomes: In the course of this class the
student will acquire basic knowledge of grammatical constructs, rules, and
functions of
At the end of this course the students will be able
to...
Demonstrate
knowledge of basic concepts, rules and functions of American sign language
learned in ASL 101, 102, and 103 through application of these principles in a
consistent, practical manner.
Demonstrate
their improved skills by expressing themselves correctly and understandably in
fluid
Identify,
explain and illustrate issues of diversity and fundamental aspects of deaf
culture, as well as demonstrate knowledge of key terms and issues concerning
the education and employment of deaf people through a variety of methods.
Demonstrate
direct knowledge of the deaf community through expressive assignments and
written work.
Apply
knowledge and comprehension of fundamental ASL language functions and various
grammatical concepts and structures, and demonstrate knowledge through usage in
class and through expressive assignments.
Recognize
and understand correct use of ASL through daily practice of core vocabulary by
correct responses, translations and application in classroom conversation,
core-vocabulary video tapes, receptive exams and expressive assignments.
Identify,
explain and illustrate the various uses and functions of
Demonstrate
knowledge of signed concepts, sentences and stories by translating them into
written or spoken English.
Demonstrate
ability to understand English concepts, sentences and stories and translate
them into understandable
I strongly
suggest that you make every effort to arrange to gather outside of class to
practice elements of the language and Deaf culture introduced in class. Using the language in a natural setting
outside of the classroom is the only way to master the language naturally.
Print Hint: This
document was laid out in Microsoft word with 0.08” margins on all sides.
Grading: Your
grade is a numerical reflection of the effort and dedication that you invest
toward your learning of this subject and you’re ability to apply what you have
learned. You are the only person
responsible for your grade. The sum of
all of your work points comprises this numerical value that is your grade. As per BCC 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 a total of 1000 points
possible for this quarter. 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.
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Grading: |
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Points for this class will be
earned in the following areas: |
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A |
96% |
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Class
Participation |
300 |
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A- |
90% |
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Receptive
Skills |
200 |
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B+ |
87% |
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Signing
Naturally |
200 |
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B |
83% |
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Culture/Grammar |
100 |
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B- |
80% |
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Term
Paper |
100 |
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C+ |
77% |
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Culture
Contact |
100 |
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C |
73% |
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Total: |
1000 |
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C- |
70% |
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D+ |
65% |
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D |
60% |
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Accommodation/Accessibility
If
you require accommodation based on a documented disability, emergency medical
information to share, or need special arrangements in case of emergency
evacuation, please make an appointment with me as soon as possible. You will find that Bellevue Community College
has many resources for its students People with learning differences or
disabilities have many options for developing strategies that for academic
success.
Because ASL is a manual
and visual language different than any spoken language, some students find ASL
to be a perfect match for their learning style, while others struggle and
struggle. While struggle is a normal part of education, people with learning
disabilities can get overwhelmed and struggle unnecessarily when help is
available. As a teacher, one of my
greatest frustrations is watching a smart student work diligently and still
have trouble with tests. It’s even worse
when this student comes to me late in the quarter to inform me of his or her
learning disability when it’s too late in the quarter to get the assistance he
or she deserves. If you know or suspect
that you have a learning disability contact me (and DSS) right away so we can
build a strategy for your success.
If you would like to inquire about
becoming a DSS student you may call 564-2498 or go in person to the DSS
(Disability Support Services) program office in B 132.
Attendance: Your attendance is required if you are to
succeed in any sign language class. ASL 103
is no exception. Because the language is
visual and manual, your eyes, body and mind must be present or you cannot
learn. Your participation in class
activities is a required part of your attendance.
Quizzes: Much of your grade will be earned
through a variety of quizzes that will occur regularly throughout the next
eleven weeks. Every quiz is an
opportunity for you to accumulate more points toward your total grade. Your quizzes are divided into three areas:
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Signing Naturally |
4 |
@ |
50
points |
200 points |
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Cultural & Grammar |
4 |
@ |
25
points |
100 points |
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Fingerspelling & # |
5 |
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2 points
(participation) |
10 points |
Signing Naturally is the main text of this
class. A combination workbook and
videotape, it gives you out-of-class exercise in reception, translation, and
understanding not only of
Cultural/Grammar Quizzes: Throughout the quarter, you will
be quizzed on information from class lecture information and your assigned text
readings directed at the exploration of issues in the culture of Deaf Americans
and the Grammar of their language. There will be four multiple choice quizzes
each worth 50 points for a total of 200
points. You are responsible for brining
a Scantron form and
a #2 pencil to class
on quiz days.
Fingerspelling: Fingerspelling quizzes require your attendance. Periodic, surprise fingerspelling quizzes will
happen throughout the quarter and will include English words, foreign words, and ASL numbers.
Each quiz is self evaluated and the self-assessment process is worth participation
points. In this class excellent
fingerspelling skills are expected.
Expressive Skills Exercises & Exams:
Expressive skills
can be described as your ability to produce understandable sign language. To demonstrate your improving ability you
will work in small groups. You will
prepare your exercises outside of class with a practice partner. Each assignment will be clearly defined as it
is assigned. Each exercise will be worth
points for following instructions, preparation and participation. Exams will be explained as they are
assigned. Your expressive Exams will be self
evaluation and worth a total of 100 participation points. (see self assessment).
Receptive Skills Exams:
Receptive skills exams will take place throughout the
quarter. The instructor will produce
signed sentences (in person or on video tape) using vocabulary and grammar
presented in class. Students will be
expected to translate these passages into written English. Each receptive skills exam will be worth 100
points for a total of 200 points. There
will be practice exams throughout the quarter (see the schedule).
Home Work:
Semi-Weekly homework projects will be assigned to you as a
take-home learning/practice experience.
These are assignments that pertain to issues discussed in class that are
worth 10 points each. Homework
assignments are designed as a learning tool for students rather than a testing
tool of ability. Points are assigned by
timeliness and effort put into the assignment rather than being graded for
right or wrong. You will notice that the class calendar
indicates “homework” on various Fridays.
These dates are the dates that homework is to be assigned. Check the class website for assignments. All homework is due on the Monday after it is
assigned. Late work will not be accepted
for full points. A total of 50 participation
points are possible for homework.
Term Paper: To show your growing awareness of Deaf culture and the
issues important to members of the Deaf community, you are to write a 4 page, term
paper related to a subject of Deaf Culture.
The point of this assignment is to show your ability to think
critically, and apply your knowledge about issues presented in your class
readings. You may include outside
sources. My suggestions are Seeing
Voices (Sacks), Deaf in
Term
Paper
Classroom
Protocol (what I expect of your behavior):
Voiceless-ness!: During
the class, the use of voices is prohibited. Your voice is not invited to the class. The Instructor will voice only necessary
discussions and students may be invited to do likewise; however, one cannot
learn ASL by practicing spoken English.
That is why a silent environment will be maintained throughout the
class, unless otherwise established by the instructor. Upon the teacher’s discretion, a penalty of 5
points per infraction may be implemented for students who speak in class
without the teacher’s permission.
Whispering is not allowed.
You are expected to assist your classmates and facilitate their
effective learning by letting them wrestle with their own questions. Whispering answers to them does not help
them learn anything.
“Listening” Skills:
Stay alert and follow all conversations that take place in and around
the classroom. Remember that exposure to
the language is your best opportunity to learn it. Whether the conversation is
involving you directly or not, it is another chance to practice your receptive
skills. In other classes, we have
learned to ignore exchanges between other students or between the instructor
and another student when the issue does not concern us, in fact, it’s
considered impolite to “eaves drop”. But
in ASL, since it is a visual language, any conversation held in the presence of
signing people is considered to be public in nature. Every exchange in class is an opportunity for
you to follow a conversation and practice your new skills.
Active
Listening Behaviors: Certain “active listening” behaviors are expected
as part of
Respect of Others: In starting, I will give you the benefit of the
doubt that you as an adult can handle responsibility for your actions. I will expect courtesy, attentiveness, and a
willingness to learn. In so doing, you will earn my respect as a responsible
adult, and be treated accordingly. What
I will not tolerate is your interference in another student’s learning
experience. That includes, distracting
noise or behavior, Cell-phone use, whispering, insults, cruelty, harassment (of
any kind), or ridicule. I am sure
that you as a responsible adult will not tolerate these things either. I whole-heartedly believe that learning
requires the making of mistakes. My
classroom is a place where your well-intentioned errors are welcomed. Sometimes, mistakes are funny and laugher
follows naturally, good-natured laughter is welcomed, especially where we learn
to laugh at ourselves -- with our classmates not AT them. Keep in mind
that no one feels free to take risks in an environment where they fear being
ridiculed or criticized and learning requires risk-taking. You are responsible for creating the kind of
open environment where you, yourself, feel free to make mistakes, and find
understanding, and support from those around you.
Mistakes: “Dare to be
wrong!” I expect all
students to make mistakes in the process of learning a new language. From my study of linguistics and theories of
language acquisition, I have come to believe that the mistakes that you make
while learning any language are not only inevitable, they are invaluable! Do not hold yourself back for fear of being
wrong! Letting your best efforts speak
for themselves, the errors you make in understanding, or producing sentences
show me which properties of the language you have conquered successfully and
which ones are still under development.
Do not assume that other students in the class have an advantage over
you. Most of them are probably right in
the same boat rowing (or sometimes fishing) right along side of you. Your mistakes can be learning experiences for
your classmates as well. Although you
probably won’t be making any mistakes that I haven’t seen before, errors that
you make in a good faith attempt may seem novel to your classmates, and
understanding the mistakes of another can be a very useful way of getting to
the root of an concept with which you, yourself, are struggling. Always do your best. Apply what you have learned, but set yourself
free to learn more than you know by letting yourself try your best. In short: “Dare to be Wrong!”
Study & Practice: Do not
fool yourself into believing that your learning experience for this subject
will be confined to the time you spend in this classroom! What you are undertaking is an adventure in
language! That takes time, patience,
discipline, practice, practice and more practice. This quarter, we have a total of roughly 45 hours
together! Do you think that’s enough
time to learn a language? You can see
why it is essential that you take what you learn in class out into your regular
life and practice it there (I know that most students don’t have a “regular”
life, but you know what I mean!)
Successful students know how to apply themselves outside of class to get
the results they want. Your student
workbook is a great starting place. It
gives you receptive practice watching various models from the videotape. You will quickly realize that no two people
sign exactly the same; no more than any two hearing people have exactly the
same voice, accent, volume, and style.
ASL ZONE:
The area in and
around the classroom is an ASL ZONE! No
voices are allowed inside or around the classroom, before, during or after
class. This is not some monastic vow of
silence; you can still communicate freely-- Using your budding ASL skills. This is an opportunity to apply your new
knowledge, try it out, and reinforce your learning. The hearing world is full of opportunities to
practice your spoken language… but people to practice ASL with are relatively
few and far between. Every moment with
another ASL student is a chance to practice. Don’t waste your contact time.
How to Earn an A: Getting an A in this class is no
simple task, but it is possible. In
years of watching students with all kinds of learning styles, personality
types, and study habits, I have seen many students succeed in ASL classes. I have noticed that “A” students have certain
behaviors in common. Here’s what they’d
tell you to do if you want to get an A:
Maintain
excellent attendance; miss no tests, quizzes or homework.
Read
your syllabus—know what’s expected of you.
Read
Your class schedule, know what’s expected and when.
Read
your texts and bring questions to class.
Practice
ASL outside of class: study groups, interact with ASL students, Deaf Friends.
Fall
in love with ASL.
How to fail this class: Failing this class is no simple task, but it is
possible. To fail this class, all you
need to do is miss class often. Material
comes quickly and is comprehensive. You
miss one day and there’s no telling how far behind you will fall, and there is
a “snowball” effect. Information missed
in one week can come back to haunt you weeks later. Here are some things other students have done
to help fail this class:
Miss
class (quizzes and tests cannot be made up) and you’ll miss important
information and practice time.
Lose
your syllabus
Do
not practice outside of class.
Do
not read your texts on time.
Turn
in work late.
Be
disrespectful of ASL, Deaf Culture and your fellow students.
Having trouble printing
this Syllabus?
Email rmangan@bcc.ctc.edu and ask for a .doc or
.pdf version of this document.