Credits:           5
Day / Time:     Mondays/Wednesdays: 6:30 - 9:00 p.m., Room 1114
                                Lab:  Mondays - BE 1129
                           Tuesdays/Thursdays: 6:30 - 9:00 p.m., Room 1114
                                Lab:  Tuesdays - BE1129


Instructor:       Barbara Bernstein Fant
Office:               BE1118
Office Hours:  5:30 - 6:00 pm or by appointment
Phone:             CSDVRS Toll Free Dial 1-800-
E-mail:              bbernstein@sccd.ctc.edu
Website:           http://northonline.sccd.ctc.edu/bbernstein

COURSE DESCRIPTION:
The focus of this course is on the expressive manipulation of the language in dialogues and narratives.  We continue to examine the grammatical features of the language including verb inflections, compound sentences, and relative clauses.  We attend to non-manual features including non-manual grammatical signals, and prosodic features of intensity and characterization.  We examine the Deaf community by exploring families with Deaf children, and we also further explore the Deaf-Blind community in Seattle.

    Children of a Lesser God (the play script)
    Mark Medoff
        

     Two Blank  videotapes
 

                    ASL 1,2,3 Core Vocabulary Packet (VHS or DVDs)

SN Workbook (40 points):  We will be covering Units 10, 11, 12 and CR 7-12 in our textbook and videos. You will turn in the corresponding worksheets from your videotext and textbook.

Practice Stories and Mental Mapping (110 points):  We will have three homework assignments each containing: 

A) Receptive  practice (Homework Sentences #1 - #3) based on SN Unit 10 - 12 text and core vocabulary and;

B) Expressive practice stories (two only)  using mental mapping, and selected grammar, functions, and vocabulary taken from the above-mentioned units.

Receptive Translations  (160 points):  We will have four receptive translations this quarter.  In order to receive full credit for each ASL narrative, you will need to create a mental map in lab and then type the final English translation to be turned in on the due date.  Each assignment will be 40 points and the breakdown is as follows: Your lab attendance and a neat and completed mental map (10 points); typed translation (20 points) and a self-assessment (10 points).

ASL Idioms and Expressions:  (60 points):  In this class, I will be covering 40 idioms and expressions commonly used in ASL.  This will be a 3-part assignment over the duration of the quarter in which you will turn in a typed English translation of the sentences for each part.

Deaf Culture and Deaf Community - this quarter we will look more closely at families with deaf children.  We will look at the experiences of the parents and the choices they need to make.  We will look at the views of deaf children now grown as well as the views of professionals.  We will use videos, books, articles, and possibly a panel.

Deaf Culture videos (45 points): For A Deaf Son, Sound and Fury, Children of a Lesser God.

Books and articles (55 points): The Signing Family text (45 points), Children of a Lesser God play script (10 points).

Community contact hours (100 points): Five (5) hours of community contact for this quarter.

Panel  (5 points): We will try to get a day or two of parents of deaf children to share their experiences.

Extra Credit (up to 50 points) – If you find that you have fallen behind in your assignments you can earn up to 50 points in "extra credit" exercises. The instructor must approve all extra credit exercises BEFORE you begin them. Extra credit activities include any additional receptive translations or community contact hours.

Note:  Extra credit can only be applied to the homework portion (Skills Enhancement Exercises) of your grade, and not to your skills (vocabulary quizzes; expressive stories and  the final receptive translation) areas.

Late Assignments Marked Down: It is important that your work is turned in on time. You will not be able to earn full credit for late homework unless there are extenuating circumstances AND you have discussed your circumstances with me in advance.  Please use my e-mail address:  bbernstein@sccd.ctc.edu to contact me.


GRADING:

Skill Enhancement Exercises (25%):  Your 570 points of homework will account for 25% of your overall grade. Remember that the effort you put into these activities will influence your final projects grades.

Core Vocabulary, Numbers and Fingerspelling Quizzes (10%):  Three to four quizzes all together. One per unit and a cumulative quiz.  If four quizzes are given, you can throw out one of the first three scores but not the final quiz.  Note: For the summer quarter, we will do 3 quizzes instead.  The first quiz will cover Unit 10 and ASL  Idioms 1 - 13, the 2nd will cover Unit 11 and ASL Idioms 1 - 27 and the Cumulative quiz will cover Units 10 - 12 , CR 7-12 and ASL Idioms 1 - 40.  None of the quiz scores will be thrown out.

Practice Expressive Stories (15%) - Successful completion of 3 stories.

Final Expressive Story (20%) – Your ability to produce the learned language structures for this quarter will be evaluated in this final project of the quarter.

Final Receptive Translation (30%) – Your receptive skills will be evaluated from a  receptive translation taken during the final exam schedule.

COURSE EXPECTATIONS:
Learning ASL will be a new experience for most of you. I encourage you to be daring and exploring with the language as you learn. The following expectations of the students and the instructor will help us all create a supportive learning community in our classroom.

Instructor Expectations of Students:
For myself I have the following expectations of the students:

1. I expect you will arrive on time to class. This will allow the class to stay organized and running smoothly.

2. I expect you will arrive to class prepared for the planned activities. This particularly means having your homework completed, bringing your videotape to class on lab days and being prepared to participate fully in class activities.

3. I expect you will NOT use your voices during class, unless I allow that option. ASL is a very challenging language to learn. It is particularly difficult not to "think" in English. I expect you will respect your classmates and not distract their concentration by using English or other vocal languages in the classroom. If you wish to share ideas, gossip, comments, or remarks with your neighbors, feel free to do so using ASL!

4. Please feel encouraged to raise your hand if you don't understand what is happening in class! We are all learning to communicate together in a new way. Your classmates will benefit not only from your question itself but from watching you sign a question.

Student Expectations of the Instructor:
I don't pretend to know what your expectations will be of me, but as a student you can expect the following from your instructor:

1. You can expect the instructor to return all assignments promptly so that you can receive your feedback as quickly as possible after the event.

2. You can expect the instructor to be organized and prepared for the day's lesson.

3. You can expect the instructor (with student help) to create a supportive, flexible, and cooperative learning environment so that we all can have fun while we learn to master this fascinating language.

Definition and Consequences of Cheating and Plagiarism
A. Definition:
     1. Cheating:  Acquiring  answers during an examination that are not one's own through deceit, fraud or
          duress.
  
     2. Plagiarism:  To take and use as one's own the writings or ideas of another person without providing the
         appropriate citation to the source.

In this course, both of these actions will be viewed as not completing the assignment and no grade or homework points will be entered.  A "0" will be used to compute that portion of a student's grade.

ACCOMMODATIONS:
If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with your instructor, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. If you would like to speak to someone about support services or other questions related to accommodations, please contact the Special Programs office, BE1147, at 206.587.4183.
 

 Updated April 1, 2008.