Portland Community College | Portland, Oregon

Communication and comprehension proficiencies are the main objective of the course. This course meets for 4 hours a week. This course continues the study of the major grammatical features of ASL to develop competency in communication, comprehension, and interaction in the language and culture of the Deaf. This course also focuses on ASL literature by introducing students to ASL storytelling techniques, story analysis and the techniques used to develop ASL poetry and. This course develops students’ receptive skills through the use of DVDs/videotapes. Students are expected to experiment with ASL storytelling and poetry. Cultural information is shared through readings, videos, and classroom discussions.

ASL 210 is offered for 4 hours of transferable credit. It satisfies part of the foreign language requirement for the B.A. degree, counts as an elective for the A.A. degree, and contributes to the general education requirement for other Associates Degrees.

Upon completion of this course students should be able to:

• Discuss the linguistic and cultural diversity within Deaf communities as reflected in ASL stories, folktales, jokes, and poetry.

• Demonstrate an understanding of ASL literature and the significance of ASL literature within Deaf communities

• Analyze and apply ASL features seen in different literary genres.

• Engage in language play through the creation or translation of literary works.

Students are expected to attend all classes, participate actively in classroom activities, and prepare expressive homework assignments. Students are expected to tell stories and express narratives in front of other students and the instructor. Students may video record their work in the classroom or lab or at home (as indicated by the instructor). ASL will be used in the classroom at all times. No spoken language will be permitted in the classroom. Students should plan to spend at least one hour in preparation and practice outside of class for each class hour.

Assessment strategies include observation of students’ in-class receptive and expressive use of ASL storytelling/narratives, written quizzes on cultural knowledge and receptive skills, and videotaping of students’ expressive use of ASL storytelling/narratives. Student competence in using ASL will be assessed by the quality of receptive and expressive preparation and participation and assignments. Attendance is an important factor but it is not used as assessment tool. 

Includes the following:

• Manages dialogues and group discussions on a variety of topics

• Analyzing and discussing ASL Stories, narratives, and poetry

• Sharing short examples of literature and jokes

• Using and analyzing ASL grammar and transition markers

• Using and analyzing ASL storytelling and narrative techniques

• Learning and applying cultural information within literature appropriately