Idea Transcript
ASL& 222 (ASL V) COURSE LEARNING OUTCOMES (CLOs) 1. Demonstrate the subtle distinctions between lexicalized fingerspelling and other fingerspelling from English-to-sign. 2. Demonstrate English to ASL signing of paragraphs using appropriate ASL signs for vocabulary from middle school subjects of: drama, health, science, sex education, history, English grammar, religious signs (as used in history), and frozen texts and using ASL expansion by contrasting and/or faceting and compound sentences with appropriate conjunctions. 3. Develop ASL to grammatically correct English paragraphs using glosses for visual demonstration of vocabulary from middle school subjects of: drama, health, science, biological science, history, English grammar (parts of speech), religious signs (as used in history), and frozen texts and using appropriate English word expressions for ASL expansion elements (contrasting and/or faceting) and compound sentences. 4. Describe and give examples of primary and secondary meanings. 5. Replicate given texts from "A" to "B" or from "B" to "A" languages matching affect and register. 6. Apply Demand-Control Schema in the investigating interpersonal and environmental differences. 7. Identify and use web site sources for vocabulary and cultural information. 8. Use appropriate glosses from different disciplines. 9. Work cooperatively with members of the D/deaf community. COURSE OUTLINE Course Description: This is the fifth course in a series of 6 American Sign Language courses. This course incorporates ASL grammar concepts of: contrasting features, primary and secondary meanings, “A” Language to “B” language, form and meaning, negation, registers, compound sentences, conjunctions and topic/comment. This course introduces approximately 400 vocabulary words from the fields of: mathematics, drama, health/biological science, science, history, literature, English grammar (parts of speech), religions (from historical perspective), and frozen texts. Previously learned information about Demand-Control Schema will be used to investigate environmental differences and introduce interpersonal aspects. Rules, rights and responsibilities of educational interpreters will be included in each task. There are 10 designated tasks in this course of ASL V. At the completion of this course, students will have been introduced to: TASK 1 2 3 4 5 6 7 8 9 10
TOPIC Introduction to Interpersonal Aspects of Demand-Control Schema Topic/Comment and Vocabulary from Mathematics “A” Language to “B” Language and Vocabulary from Drama Primary and Secondary Meaning and Vocabulary from Science ASL Expansion by Contrasting/Faceting and Vocabulary from History Literal and Idiomatic Use of Language and Vocabulary from English Compound Sentences and Conjunctions and Vocabulary from Literature Negation and Vocabulary from Health and Biological Sciences Registers and Vocabulary from Religions (historical perspective)/Frozen Text Final Project
ITP 222 (ASL V) COURSE OUTLINE IS AS FOLLOWS:
1. Task 1: Part II of Demand-Control Schema 1.1. Introduce Interpersonal Aspects of Demand-Control Schema 1.1.1 Describe how interpersonal aspects relate to interpreting 1.1.2 Practice identification of interpersonal demands and controls 1.2 Create possible control options for interpersonal demands 1.3 Review environmental aspects of Demand-Control Schema 2. Task 2: Topic/Comment with Vocabulary from Mathematics 2.1 Introduce Topic/Comment grammar structure 2.2 Vocabulary 2.2.1 Introduce new vocabulary from Mathematics 2.2.2 Recognize and use sign vocabulary 2.2.3 Select and use appropriate glosses 2.3 Basic ASL grammatical sentence structure - topic/comment 2.3.1 Incorporate topic/comment features in voice-to-sign 2.3.2 Select and use appropriate topic/comment voice-to-sign techniques 2.3.3 Select and use appropriate topic/comment sign-to-voice techniques (consecutive) 2.4 Roles and Responsibilities of Interpreters 2.4.1 Introduce general and specific preparation of educational interpreters 2.4.2 Compare preparation, opportunities and responsibilities of educational interpreters
3. Task 3: “A” Language to “B” Language with Vocabulary from Drama 3.1 Introduce “A” to “B” Languages concept 3.1.1 Define “A” to “B” Languages 3.1.2 Identify “A” to “B” Languages from a given text 3.2 Vocabulary 3.2.1 Introduce new sign vocabulary from Drama 3.2.2 Recognize and use sign vocabulary 3.2.3Select and use appropriate glosses 3.3 Basic ASL grammatical sentence structure - “A” to “B” languages 3.3.1 Incorporate “A” to “B” grammatical features in voice-to-sign 3.3.2 Select and use appropriate voice-to-sign techniques for “A” to “B” languages 3.3.3 Select and use appropriate sign-to-voice techniques for “A” to “B” languages (consecutive) 3.4 Roles and Responsibilities of Interpreters 3.4.1 Present ways to develop vocabulary and increase signing skills 3.4.2 Develop vocabulary notebooks 4. Task 4: Primary and Secondary Meanings with Vocabulary from Science 4.1 Introduce concept of Primary and Secondary Meanings 4.1.1 Identify aspects of primary meaning 4.1.2 Identify aspects prevalent in secondary meaning 4.1.3 Categorize primary and secondary meanings in assigned readings 4.2 Vocabulary 4.2.1 Introduce new sign vocabulary from Science 4.2.2 Recognize and use sign vocabulary 4.2.3 Select and use appropriate glosses 4.3 Basic ASL grammatical sentence structure - Primary and Secondary Meaning
4.3.1 Incorporate primary and secondary meaning features in voice-to-sign 4.3.2 Select and use appropriate primary and secondary meanings 4.3.3 Incorporate primary and secondary meaning features in sign-to-voice (consecutive) 4.4 Roles and Responsibilities of Interpreters 4.4.1 Discuss disciplinary issues for educational interpreters 4.4.2 Develop portfolio of materials about disciplinary issues and the interpreter’s role 5. Task 5: ASL Expansion by Contrasting/Faceting with Vocabulary from History 5.1 Introduce concept of ASL expansion 5.1.1 Identify expansion 5.1.2 Identify contrasting features used in expansion 5.1.3 Identify faceting features used in expansion 5.1.4 Use a given text to determine if selection uses faceting or contrasting 5.2 Vocabulary 5.2.1 Introduce new sign vocabulary from History 5.2.2 Recognize and use sign vocabulary 5.2.3 Select and use appropriate glosses 5.3 Basic ASL grammatical sentence structure - ASL Expansion 5.3.1 Incorporate ASL expansion features in voice-to-sign 5.3 2 Select and use appropriate ASL expansion voice-to-sign techniques 5.3.3 Select and use appropriate ASL expansion sign-to-voice techniques (consecutive) 5.4 Roles and Responsibilities of Interpreters 5.4.1 Present laws that impact the role of the educational interpreter 5.4.2 Develop portfolio of materials about laws and school policies from the state you anticipate being employed in 6. Task 6: Literal and Idiomatic Use of Language with Vocabulary from English 6.1 Introduce concepts of literal use of language versus idiomatic use of language 6.1.1 Identify literal and idiomatic expressions and translations 6.1.2 Practice literal versus idiomatic use of English 6.1.3Use a given English text to change a selection from literal into idiomatic 6.2 Vocabulary 6.2.1 Introduce new sign vocabulary from English 6.2.2 Recognize and use sign vocabulary 6.2.3 Select and use appropriate glosses 6.4. Basic ASL grammatical sentence structure - literal versus idiomatic 6.4.1 Incorporate literal versus idiomatic grammatical features in voice-to-sign 6.4.2 Select and use appropriate literal/idiomatic voice-to-sign techniques 6.4.3 Select and use appropriate literal/idiomatic sign-to-voice techniques (consecutive) 6.5 Roles and Responsibilities of Educational Interpreters 6.5.1 Present issues regarding clothing, hiring and behaviors of educational interpreters 6.5.2 Develop clothing, hiring and behaviors pages of materials for the portfolio 7. Task 7: Compound Sentences and Conjunctions with Vocabulary from Literature 7.1 Introduce concepts of compound English sentences and appropriate use of conjunctions 7.1.1 Identify compound sentences 7.1.2 Identify conjunctions in ASL and in English 7.1.3 Research synonyms of conjunctions for use in sign-to-voice interpreting (consecutive)
7.1.4 Use a given English text to determine where compound sentences are used and how they can be understood in ASL (such as Rhetorical questions, listing, smaller sentences, body shifting, etc.) 7.2. Vocabulary 7.2.1 Introduce new sign vocabulary from Literature 7.2.2 Recognize and use sign vocabulary 7.2.3 Select and use appropriate glosses 7.3 Basic ASL grammatical sentence structure - compound sentences and conjunctions 7.3.1 Incorporate grammatical features of compound sentences and conjunctions in voice-tosign interpreting 7.3.2 Select and use appropriate voice-to-sign techniques of compound sentences and conjunctions 7.3.3 Incorporate grammatical features of compound sentences and conjunctions in sign-to-voice interpreting (consecutive) 7.4 Roles and Responsibilities of Interpreters 7.4.1 Present types of educational choices and interpreter responsibilities 7.4.2 Compare distinctive aspects of educational choices 8. Task 8: Negation with Vocabulary from Health and Biological Sciences 8.1 Introduce negations in English and in ASL 8.1.1 Identify common negations used in ASL 8.1.2 Identify common negations used in English 8.1.3 Recognize negations of non-manual markers in ASL 8.2 Vocabulary 8.2.1 Introduce new sign vocabulary from Health and Biological Sciences 8.2.2 Recognize and use sign vocabulary 8.2.3 Select and use appropriate glosses 8.3 Basic ASL grammatical sentence structure - negation 8.3.1 Incorporate grammatical features of negation in voice-to-sign signing 8.3.2 Select and use appropriate features of negation in voice-to-sign techniques 8.3.3 Select and use appropriate features of negation in sign-to-voice techniques (consecutive) 8.4 Roles and Responsibilities of Interpreters 8.4.1 Describe the aspects of interpreting for students with cochlear implants 8.4.2 Compare distinctive aspects of interpreting for cochlear implant students to noncochlear implant students 9. Task 9: Registers with Vocabulary from Religions (from historical perspective)/Frozen Text 9.1 Introduce registers and how they impact the message 9.1.1 Identify the five common registers as labeled by Joos 9.1.2 Identify which register is used in selected written English text 9.1.3 Identify which register is used in selected signed text 9.2 Vocabulary 9.2.1 Introduce new sign vocabulary from Religions (from historical perspective)/Frozen Text 9.2.2 Recognize and use sign vocabulary 9.2.3Select and use appropriate glosses 9.3 Basic ASL grammatical sentence structure- registers 9.3.1 Incorporate registers in voice-to-sign interpreting 9.3.2 Select and use appropriate registers for voice-to-sign interpreting
9.3.3 Select and use appropriate registers for sign-to-voice interpreting (consecutive) 9.4 Roles and Responsibilities of Interpreters 9.4.1 Present additional issues around interpreting for students with cochlear implants 9.4.2 Contrast distinctive aspects of interpreting for cochlear implant students to noncochlear implant students 10. Task 10: Final Project Demonstration 10.1 Incorporate ASL features in Final Project 10.2 Present Final Project using instructor criteria 10.3 Evaluate each other’s projects through: 10.3.1 Writing positive feedback about presentation 10.3.2 Using ASL features check list