Course Content and Outcomes Guides (CCOG)

CCOG for ASL 151 archive revision 201403

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Effective Term:
Summer 2014 through Winter 2020

Course Number:
ASL 151
Course Title:
Accelerated American Sign Language
Credit Hours:
6
Lecture Hours:
60
Lecture/Lab Hours:
0
Lab Hours:
0

Course Description

Covers the material of half of ASL 102 and ASL 103 in an accelerated format. Emphasizes active communication in ASL. Proficiency target level: Intermediate mid. Sign Language Proficiency Interview may be required. Prerequisite course must have been completed within one year of class enrollment; proficiency interview within one term.

Addendum to Course Description

This is an accelerated course which meets for 5 hours instead of the usual 3 hours. This course expands on ASL vocabulary and grammar and focuses on interactive and communicative competencies in the language and culture of the Deaf.
This course utilizes functional-notational approach as well as dialogues and drills in learning grammar and vocabulary designed to help the students develop expressive/communicative skills. Cultural information is shared through readings and classroom discussions.
Textbook used: "Vista: Signing Naturally" Level 1, Units: 10-12 and "Vista: Signing Naturally" Level 2, Units 13-15 and American Sign Language (Baker-Shenk & Cokely) (green book) student text: Units 1-9

Intended Outcomes for the course

Upon completion of this course, students will be able to:
 

ƽ Maintain and interrupt conversations at appropriate times in a manner appropriate in the Deaf cultural group
ƽ participate in simple conversations on topics beyond the most immediate needs, e.g. giving directions, describing
others, making requests, talking about family and occupations in depth, attributing qualities to others, talking about routines
ƽ apply language-learning skills to interactions in the Deaf community
ƽ appreciate the linguistic and cultural diversity of Deaf people and behave with respect and understanding
ƽ Meet the skills required for Intermediate Mid (ACTFL guideline)

Integrative Learning

Students completing an associate degree at Portland Community College will be able to reflect on one’s work or competencies to make connections between course content and lived experience.

Course Activities and Design

Uses activities and materials from "Vista: Signing Naturally" Level 1, Units 10-12 and cumulative review and "Vista: Signing Naturally" Level 2, Units 13-15 and American Sign Language (Baker-Shenk & Cokely) (green book) student text: Units 1-9.

Outcome Assessment Strategies

Assessment strategies include observation of students' in-class receptive and expressive use of ASL, written quizzes on cultural knowledge and on receptive skills, and videotaping of students' expressive use of ASL.

Course Content (Themes, Concepts, Issues and Skills)

COURSE CONTENT:
Includes all or most of the following:
 

  • Talking about family and occupations
  • Attributing qualities to others
  • Confirming qualifying and contradicting opinions
  • Talking about routines
  • Handling interruptions and interrupting others
  • Giving listener feedback
  • Opening and closing conversations
  • Confirming and correction information
  • Locating things around the house
  • Describing and identifying things
  • Complaining, making suggestions and requests
  • Exchanging personal information: life events
  • Daily situational dialogues

Themes, Concepts and Issues:
Includes all or most of the following
Vocabulary:
 

  • Relationship verbs
  • Time signs
  • Pronouns
  • Occupation
  • Workplaces
  • Personal qualities
  • Animals
  • Activity verbs
  • Parts of a building
  • Time signs
  • Politeness
  • Comments
  • House related
  • Quantifiers
  • Numbers
  • Objects
  • Ailments
  • Suggestions
  • Remedies
  • Empathize
  • Time signs: recurring &continuous
  • Complaints
  • Requests
  • Life events
  • Nationality signs
  • Time signs
  • Numbers
  • ASL expressions

ASL Grammar:
 

  • Possessive pronouns
  • Dual person pronouns
  • Topic-comment structure
  • Contrastive structure
  • Wh-questions
  • Ordinal & age numbers
  • Listing principle: ranking
  • Reference points
  • Role shifting
  • Temporal sequencing
  • Time concepts
  • Clock numbers
  • Limb & locative classifiers
  • Descriptive and semantic classifiers
  • Above/below perspective
  • Temporal aspect
  • Inflecting verbs
  • Conditional & declarative sentences
  • When clauses
  • Phrasing/ sequencing events
  • Possessive forms
  • Non-manual markers
  • Pronominalization
  • Subjects &objects
  • Pluralization
  • Distributional aspect
  • Cultural Information
  • History of ASL
  • What is Deaf community?
  • Educational programs for Deaf students
  • National Association of the Deaf
  • National Theatre of the Deaf
  • Causes of Deafness
  • Insurance and Deaf Drivers
  • American Athletic Association of the Deaf
  • Mainstreaming
  • Deaf Dorm counselors and houseparents
  • Section 504 and the American Coalition of Citizens with Disabilities

Process skills:
 

  • Participate actively through conversation, demonstration, modeling, visual readiness, drills, hands-on videotaping.
  • Discover patterns and meaning in the language through role-play situations which predict everyday deaf-hearing encounters to contextualize and give meaning to the functions
  • Receive information and express as clearly in ASL.
  • Work collaboratively with all students in the class
  • Prepare expressive skills/situations tht illustrate that communication goals have been reached.