COSD 223
AMERICAN SIGN LANGUAGE (ASL) III

1. Catalog Entry

COSD 223. American Sign Language (ASL) III
Three hours lecture (3).

Prerequisites: COSD 222

For professionals serving deaf/hard of hearing (D/HH). Includes deaf culture, the impact of cross-cultural perspectives on D/HH children, language in the Deaf Education classroom, linguistic impact of educational placement options for D/HH children, and functional language proficiency to describe /identify things, tell about life activities, and instruct D/HH children.

2. Detailed Description of Content of Course

This course is designed for prospective teachers and other professionals serving deaf/hard of hearing students in PreK-12 settings. The content of this course builds upon the topics, vocabulary, and grammar introduced in Levels I & II. (COSD 221 & 222) Following the Functional Notional Approach to second language learning, this class focuses on different communication functions necessary for everyday life. The course will focus on the following functional topics, identifying and describing objects, talking about life activities, interacting in the sign language community, and classroom language necessary for instructing d/hh students.

Concepts in ASL and Deaf Culture to be covered:

1. Descriptive classifiers for shapes, patterns, textures
2. Instrument classifiers
3. Weak hand as reference
4. Topic-comment structure.
5. Non-manual markers: “oo”, “cha”, “mm”
6. Money Numbers
7. Temporal Sequencing
8. Time signs with durative aspect
9. Deaf Culture
10. Element classifiers
11. Numbers: 120-1,000
12. Confirming questions: RIGHT, REAL/TRUE
13. Locative classifiers
14. Descriptive classifiers
15. Rights of the Deaf community
16. Cross-cultural perspectives
17. Cultural, linguistic, academic and social-emotional impact of educational placement options for d/hh children
18. Interaction with the Deaf community

3. Detailed Description of Conduct of Course

Instructional strategies follow the functional-notional approach to second language learning. These focus on the communicative purposes of people’s everyday interactions. Emphasis is on functions that help students establish and maintain social relationships within the deaf community. Activities will include, labeling objects, role-playing, interactive classroom activities, videos and other audiovisual materials, projects, presentations, guest speakers, readings, internet use, and field trips. All instruction is presented through ASL.

4. Goals and Objectives of the Course

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

• Ask what words mean using topic-comment structure, instrument classifiers, and descriptive classifiers for shapes, patterns, and textures.
• Give definitions using topic comment structure and weak hand as reference structure.
• Describe objects using descriptive classifiers and non-manual markers: “oo”, “cha”, “mm”
• Demonstrate knowledge of ASL grammatical rules for money numbers.
• Ask about the weekend using temporal sequencing and time signs with durative aspect.
• Describe weekend activities using temporal sequencing and time signs with durative aspect.
• Express opinions and feelings using element classifiers.
• Tell about disrupted plans using element classifiers, temporal sequencing and time signs with durative aspect.
• Demonstrate knowledge of ASL number signs from 120-1,000.
• Direct and maintain attention using language and behavior appropriate in the Deaf culture.
• Control the pace of conversation using questions to confirm as per Deaf culture.
• Resume conversations using ASL conversation etiquette.
• Respond to information
• Demonstrate knowledge of the different kinds of ASL classifiers: locative, descriptive, and instrumental.
• Identify cross cultural perspectives and their impact upon D/HH children, their families and their schools.
• Explain the basic legal rights and responsibilities of D/HH children, their families and their schools.
• Demonstrate knowledge of the cultural, linguistic, academic and
• social-emotional impact of educational placement options for D/HH children.
• Demonstrate knowledge of language development, use, assessment and intervention for both English and ASL users.
• Demonstrate understanding and proficiency in the language(s) needed to instruct D/HH children.
• Demonstrate knowledge of Deaf cultural factors that may influence classroom management.
• Actively seek and demonstrate the ability to interact with adults in the Deaf community to maintain/improve ASL, English signs or cues as consistent with program philosophy.

5. Assessment Measures

Assessment measures may include written exams, videotape presentations, research, class participation, course assignments, projects, and observation reports.

6. Other Course Information

None

7. REVIEW AND APPROVAL