Portland Community College | Portland, Oregon

Course Number:
ASL 201
Course Title:
Second Year American Sign Language IV
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:
Special Fee:

Course Description

First term of a three-term sequence that continues the work of first year ASL. Reviewing, expanding, and perfecting expressive skill, structure, and vocabulary for the purpose of active communication. Proficiency target level: Intermediate High. Sign Language Proficiency Interview may be required. Prerequisite course must have been completed within one year of class enrollment; and Sign Language Proficiency Interview within one term. Prerequisites: ASL 103 or ASL 151.

Addendum to Course Description

This course utilizes 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.

Intended Outcomes for the course

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

  • Narrate and describe events in paragraph form, using connected discourse.
  • Apply expressive language-learning skill and be able to converse with ease and confidence when dealing with most routine tasks and social situations.
  • Follow ASL linguistic and grammar rules, and apply them semantically, e.g., use of cohesive devices.
  • Discuss and explore the linguistic and cultural diversity within the Deaf World; e.g., various clubs and organizations (local to national level), accessibility issues and the controversial issues related to Deaf educational approaches.
  • Meet the skills required for Intermediate High (ACTFL Guideline)

Course Activities and Design

Uses activities and materials from "Vista: Signing Naturally" Level 2, Units 116, 17, and cumulative review, and American Sign Language (Baker-Shenk & Cokely) (green book) Student Text, Units 10-18.

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.
Includes all or most of the following:

  • Manages dialogues on a variety of topics
  • Describing and identifying things
  • Talking about the weekend
  • Exchanging/giving information
  • Giving advice
  • Giving criticism
  • Discussing leisure time
  • Arguing/Debating
  • Discussing renovations
  • Recalling information
  • Protesting discrimination
  • Communication strategies
  • Analyzes language usage

Course Content (Themes, Concepts, Issues and Skills)

Themes, Concepts and Issues:

  • Includes all or most of the following
  • Vocabulary
  • ASL expressions
  • Plurality in ASL
  • Time signs
  • Feelings
  • Negation
  • Look concepts
  • Meanings and definitions
  • Descriptives
  • Weekend activities
  • Opinions
  • Confirming questions: RIGHT, REAL.TRUE, QMwg

ASL grammar:

  • Sentence Types
  • Time
  • Pronominalization
  • Subjects and objects
  • Descriptive, instrument and element classifies
  • Locatives
  • Pluralization
  • Temporal aspect/sequencing
  • Distributional aspect
  • Topic-comment structure
  • Non-manual markers: €“oo,cha,mm€
  • Money numbers
  • Time signs with durative aspect (transition markers)

Cultural Information

  • National Symposium on Sign Language Research and Teaching
  • Captioned Films
  • Registry of Interpreters for the Deaf
  • Oral Schools and Programs
  • Deaf Clubs
  • Hearing Children of Deaf Parents
  • National Sign Languages and Gestuno
  • Rainbowês End: ASL TV program for children
  • Deaf Actors and Actresses
  • Appliances for the Deaf: TTYS and Alarm Clocks
  • ASL Storytelling and Legends
  • ASL Drama
  • Accessibility

Process Skills:

  • Participate actively through conversation, demonstration, modeling, visual readiness, drills, hands-on and 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 that illustrate that communication goals have been reached.