PCC/ CCOG / ASL

Course Content and Outcome Guide for ASL 202

Course Number:
ASL 202
Course Title:
Second Year American Sign Language V
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0
Special Fee:
 

Course Description

Second term of a three-term sequence that continues the work of ASL 201. Continues reviewing, expanding, and perfecting expressive skill, structure, and vocabulary for the purpose of active communication. Proficiency target level: Advanced Low. Sign Language Proficiency Interview may be required. Prerequisite course must have been completed with one year of class enrollment; Sign Language Proficiency interview within one term. Prerequisites: ASL 201 or ASL 250.

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. Expands on the previous course, major grammatical features of SL to develop communicative and interactive competencies in the language and culture of the Deaf.  This course also introduces an ASL story on videotape to provide receptive practice. Prerequisite ASL 201, or or Sign Language Proficiency Interview Placement into ASL 201. Textbook Used: American Sign Language (Baker-Shenk & Cokely) (green book) Student  Text: Units 19-27 and Bird of a Different Feather (text and videotape).

Intended Outcomes for the course

Upon completion of this course, students will be able to:
· Narrate and describe events in all major time frames (past, present, future) in paragraph length ASL discourse
· Apply ASL linguistic and grammar features; e.g. use of restructuring space, classifiers (descriptive, locative, instrument), roleshifting
· Express information with sufficient accuracy, clarity, and precision to convey the intended message
· Discuss and explore the linguistic and cultural diversity within the Deaf World; e.g. political issues, various social services and programs (both national and international)
· Meet the skills required for Advanced Low (ACTFL Guideline)

Course Activities and Design

Uses activities and materials from American Sign Language (Baker-Shenk & Cokely) (green book) Student Text, Units 19-27,
and Bird of a Different Feather (text and videotape).

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)


Includes all or most of the following:

  • Manages dialogues on a variety of topics
     
  • Discussing changes
     
  • Talking about vacation and travel
     
  • Communicating through the TTY
     
  • Dealing with family/money conflicts
     
  • Asking for specific information
     
  • Explaining an accident
     
  • Talking about winter sports
     
  • Talking about colleges
     
  • Discussing illness and hospitals
     
  • Talking about courts
     
  • Analyzing language usage
     
  • Analyzing ASL story
     

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

  • ASL expressions
     
  • Plurality in ASL time signs
     
  • Feelings
     
  • Opinions
     
  • Action verbs
     

ASL Grammar:

  • Sentence Types
     
  • Time
     
  • Pronominalization
     
  • Subjects and Objects
     
  • Classifiers
     
  • Pluralization
     
  • Temporal Aspect
     
  • Distributional Aspect
     
  • Transition Markers
     

Cultural Information:

  • Gallaudet University
     
  • The World Federation of the Deaf
     
  • Telecommunication Devices
     
  • The National Fraternal Society of the Deaf (FRAT)
     
  • Alarms/Signaling Devices for Deaf People
     
  • World Games for the Deaf
     
  • National Technical Institute of the Deaf
     
  • Deaf Patients in Hospitals
     
  • Deaf People and Jury Duty
     
  • A Deaf Experience: Bird of a Different Feather
     

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.