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Title: |
ASL 102 A |
Instructor: |
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Time: |
Daily |
Email: |
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Room: |
R 205 |
Phone/tty: |
425-564-2289 |
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Item #: |
1434 |
Office Location: |
A 245 G
(Mailbox: R 230) |
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Quarter: |
Spring 2004 |
Office Hours: |
Daily |
Course Description: ASL 2 is the second quarter of the first year of college
level, transferable, language education designed to introduce the student to
Required Texts:
Signing
Naturally, Level 1, Expanded Edition. Student Workbook and Videotape.
Seeing Voices. Oliver
Sacks.
1001 Signs for ASL Students, Volume 2 (ASL 102 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 102 and click on the instructor’s name, Mangan
R to find the materials for this class.
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Fall quarter: Sept 27th – |
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Class will meet Daily
from |
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No Class Days: Monday, October 18th |
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Friday, November 5th, Thursday, November 11th |
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No Class on November 25th &
26th |
Course
Outcomes: In the course of this class the
student will develop and improve basic knowledge of grammatical constructs,
rules, and functions of
At the end of this course the students will be able
to...
Demonstrate improvement in existing
skills, and express concepts correctly and understandably in
Show improvement in their ability
to translate ideas from ASL to English and English to ASL through classroom
conversation, receptive exams and expressive assignments.
Demonstrate knowledge and
comprehension of core vocabulary for ASL 2 by appropriate and correct
responses, translations and application in classroom conversation, receptive
exams and expressive assignments.
Demonstrate knowledge of basic
issues common to American deaf culture, its history and values, through
classroom conversation, receptive exams and written assignments.
Identify, explain and illustrate
the various concepts, rules and functions of ASL through application and
written assignments.
Demonstrate knowledge of the
various uses and functions of
Demonstrate the ability to
identify, explain and illustrate general principles of human language, which
apply not only to ASL but also to other natural languages.
Demonstrate the ability to define
and explain cultural transmission and language acquisition by correct responses
in conversation and written work.
Demonstrate ability to communicate with deaf individuals using ASL, and
show knowledge of grammatical functions and rules by applying these principles
in a consistent, practical manner through usage in and outside of class and
through expressive assignments.
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. Students who use the language in a natural
setting outside of the classroom improve their receptive and expressive skills
much more quickly than those who do not. “A” students join study groups.
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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Receptive
Skills |
200 |
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A- |
90% |
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Signing
Naturally |
200 |
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B+ |
87% |
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Class
Participation |
250 |
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B |
83% |
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Term
Paper |
100 |
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B- |
80% |
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Culture/Grammar |
100 |
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C+ |
77% |
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Fingerspelling |
50 |
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C |
73% |
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Culture
Contact |
100 |
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C- |
70% |
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Total: |
1000 |
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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.
The Schedule: (Notice that it’s not written in stone)
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WK |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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1 |
Sept 27 Introduction |
28 |
29 |
30 |
Oct 1 Homework #1 |
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2 |
4 |
5 |
6 |
7 |
8 Culture/Grammar 1 |
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3 |
11 |
12 |
13 Signing Naturally 6 & CR 1-6 |
14 |
15 Homework #2 Receptive Practice 1 |
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4 |
18 NO SCHOOL! |
19 |
20 |
21 |
22 Due Expressive #1 |
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5 |
25 Culture/Grammar 2 |
26 |
27 |
28 |
29 Homework #3 Receptive EXAM 1 |
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6 |
Nov 1 |
2 |
3 Signing Naturally 7 |
4 |
5 NO CLASS! |
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7 |
8 |
9 |
10 |
11 NO CLASS! |
12 |
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8 |
15 Culture/Grammar 3 |
16 |
17 |
18 |
19 Homework #4 Signing Naturally 8 |
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9 |
22 |
23 |
24 Term Paper
Due |
25 |
26 Receptive Practice 2 |
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10 |
29 Culture/Grammar 4 |
30 |
Dec 1 Due Expressive #2 |
2 E2 Self Review |
3 Homework #5 |
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11 |
6 Culture Contact DUE |
7 |
8 Signing Naturally 9 |
9 |
10 Receptive EXAM 2 |
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13 |
14 |
15 |
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Finals Week (TBA) |
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Attendance: Your attendance is required if you are to
succeed in any sign language class. ASL 102 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 |
@ |
10
points |
50 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 25 points for a total of 100
points. You are responsible for brining
a Scantron form and
a #2 pencil to class
on quiz days.
Fingerspelling: Fingerspelling quizzes require your attendance. A total of 6 quizzes are scheduled throughout
the quarter. Each quiz is worth 10 points.
Your lowest score will be dropped. This leaves a possible total of 50 points.
Missed quizzes cannot be made up.
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 and are encouraged to work and practice
with a 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
worth a total of 100 participation points.
Receptive Skills Exams:
Two receptive skills exams will take place throughout the
quarter, Mid-term and during the last week of 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.
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.
Cultural Contact Experience:
A Cultural Endeavor!
Practical application
of your sign language skills is required throughout the quarter. You are required to have three contacts using
Participation Points: A total of 250 points (25% of your grade) is will
be earned by being in class, following directions, participating in class
activities, doing your homework (and turning it in on time), and satisfactorily
completing Expressive Exams and
self-assessment assignments such as self-graded practice quizzes. These points can
also be taken away by speaking in class without permission (see “Voicelessness”).
Syllabus Quiz: There
will be a quiz on the material found within this document during the first or
second week of the quarter. This quiz is
worth 10 Participation Points.
Term Paper: (Due May
10th) To show your awareness of Deaf culture and the issues important to
members of the Deaf community, you are to write a 4-5 page, mid-term paper
related to a subject covered in your textbook.
The point of this assignment is to show your ability to think
critically, and apply your knowledge about issues presented in your text. You may include outside sources, but you are
required to respond to your text book “Seeing Voices”. Please see the documents
related to this assignment on the class web page:
Term
Paper
Classroom
Protocol (what I expect of your behavior):
Please
Read the Arts & Humanities Student Expectations and Policies:
http://www.bcc.ctc.edu/artshum/policy.html
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.
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.
“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.
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Read By: |
Chapter |
Title |
Page |
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Week 3 |
Preface 1 |
Preface “A Deaf World” |
xi 3 |
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Week 6 |
2 |
Thinking in Sign |
31 |
Paper Due: Week 9 |
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Week 9 |
3 |
The Revolution of the Deaf |
99 |
Culture/Grammar Quiz #4 Week 10 |
Having trouble printing
this Syllabus?
Email rmangan@bcc.ctc.edu and ask for a .doc or
.pdf version of this document.