ࡱ> CEBa bjbj B5AbAb     8V,<")f((((((($*>-( (  (]]]  (](]]V&@m'ix3d& ((0")&x--m'm'- ' ]((B")- B : GROSSMONT COLLEGE Official Course Outline AMERICAN SIGN LANGUAGE 130 AMERICAN SIGN LANGUAGE: FINGERSPELLING 1. Course Number Course Title Semester Units Semester Hours ASL 130 American Sign Language: 3 3 hours lecture: 48-54 hours Fingerspelling 96-108 outside-of-class hours 144-162 total hours 2. Course Prerequisites A C grade or higher or Pass in ASL 120 or equivalent ability to sign. 3. Catalog Description This course is taught using American Sign Language. The manual alphabet of fingerspelling and its use within native signers is introduced. The emphasis is placed on learning decoding strategies using a cognitive science approach. Upon completion of this course, students will demonstrate increased ability to accurately comprehend fingerspelling and number systems when they appear in narratives. Extensive practice of cognitive approaches for both receptive and expressive use will be applied. This is the first course in a two sequence series. 4. Course Objectives The student will: Accurately produce the fingerspelled alphabet in American Sign Language. Recognize fingerspelled items within a larger context using rapid serial presentation of fingerspelling. Distinguish letter and style variations in fingerspelling such as Rapid, Careful, and Lexicalized. Analyze and evaluate communication contexts to determine appropriate use and placement of fingerspelled words. Recognize and formulate ASL numbers within the appropriate context. Comprehend and apply reading skills and the decoding process as it relates to reading fingerspelling. Compare and contrast appropriate expressive and receptive fingerspelling. Implement ordinal and cardinal number systems. Comprehend 70% of ASL numbers and fingerspelling in the context presented using closure and other receptive concepts. Identify acronyms, names, titles, and places of popular Deaf Culture organizations and publications. Explore aspects of ASL grammar, vocabulary and cultural issues as it relates to the use of fingerspelling. Recognize and formulate common Deaf Culture acronyms, titles, and loan signs. 5. Instructional Facilities Standard classroom and/or classroom with computer stations. 6. Special Materials Required of Student None. AMERICAN SIGN LANGUAGE 130 AMERICAN SIGN LANGUAGE: FINGERSPELLING page 2 7. Course Content a. Proper handshapes for fingerspelling. b. Proper handshapes for numerical use when applying cardinal, ordinal, and personal numbers. c. Grammatical structure and syntax of ASL for fingerspelling use. d. Concepts dictating numerical usage within ASL syntax. e. Practice expressive and receptive fingerspelled words in language contexts. f. Strategies to improve receptive skill development of fingerspelled words and numbers within a conversation. g. Names and places representative of Deaf Culture and its community. h. Apply concepts learned in lecture to common fingerspelled abbreviations and loan signs within the context of conversation. i. Utilize cognitive approaches to comprehending fingerspelled words. (Decoding and reading skills). 8. Method of Instruction Lecture, demonstration, expressive and receptive drills, videotape instruction, and conversational practice, Use of computer software program on rapid serial presentation of fingerspelled letters. 9. Methods of Evaluating Student Performance a. Participation of in-class assignments. b. Fingerspelling skill production. c. Quizzes, exams, including final. d. Expressive and receptive skills evaluation. 10. Outside Class Assignments a. Viewing of videotapes in the Learning Resource Center. b. Hands-on exercises for skill development. c. Participation with the Deaf Culture and Deaf Community activities. 11. Texts a. Required Text(s): Johnson, Robert E., Patrie, Carol J. Fingerspelled Word Recognition through Rapid Serial Visual Presentation. San Diego, CA: DawnSignPress, 2011 Guillory, VaVera M. Expressive and Receptive Fingerspelling for Hearing Adults. Baton Rouge, LA: Claitors Publishing Division, 13th reprint, 1998. Kinast, Missy. ASLinside. Scottsdale, AZ: Online fingerspelling program. Level 1 b. Supplementary texts and workbooks: Mendoza, Elizabeth. ABC 1-2-3: Fingerspelling and Numbers in ASL San Diego, CA: RID Press. 2006. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: In the context of a conversation, comprehend 70% of the fingerspelled words and numbers used. Choose and apply the appropriate number system required for the context with which it is used. Recognize and formulate common loan signs. Date approved by the Governing Board: May 16, 2017   *-JSpqrw ' ( @ B F Z ] c s zzohwch,OJQJhwch{zIOJQJh~{OJQJhM\5OJQJhM\h,OJQJh{iOJQJhR,OJQJhM\h,6CJOJQJaJhM\OJQJhM\>*OJQJhM\h,5hM\h{ih,h,>*OJQJh.>*OJQJh,OJQJ++,-rs( A B [ \  @pDd*$^`Dgd{zI @pd*$  `$d*$  `x$d*$ d*$$ d*$a$gd.    ^ * C4 & F @pd*$`gdR, @pDd*$^`D @pd*$ @pd*$gd{zI ' M P  P d ^ g ( ) * C )żűŋŀumŋeh]OJQJhY0OJQJhY0hj~OJQJhY0hY0OJQJhI OJQJhwcOJQJhwch{zIOJQJhjhR,OJQJhjhj~OJQJh,>*OJQJh,OJQJhjOJQJhj5OJQJhwch,5OJQJhjh,OJQJhjhwcOJQJ'4RSpq/01CDn  `x$d*$ @ppd*$^`p @pd*$ & F @pd*$`gdR,)RWoq '/4BHIrsvJK Rq7<Q𧜐|thj~OJQJhOJQJhx ah,5OJQJhx ahx a5OJQJhj~hx aOJQJhx aOJQJh3hOJQJ h,>*h{ih, h>*hwch,OJQJhwch{zIOJQJh{zIOJQJh,>*OJQJh,OJQJhI OJQJ-nK R78RSJKv @ppd*$^`p @ppd*$^`pgdj~ @ppd*$^`pgdI  @pd*$Q I Swycf𽱽xlxxah{ih,OJQJh{ih7?^6OJQJh{iOJQJh{ih7?^OJQJh7?^5OJQJh,H*OJQJh{ih,6OJQJh~{OJQJh{ih{zI6OJQJhj~h{zIOJQJh,>*OJQJhj~hj~5OJQJh{ihj~OJQJhj~OJQJh{zIOJQJh,OJQJ$vKywcf p|d*$^`|gd~{ @pd*$ @ppd*$^`pe"MNd 1$gd & F >1$^`>gd~{`gd~{ @pd*$ @pd*$gd7?^"#MNǽ h,NCJjh,NUh,Njh,NCJUh,OJQJhOJQJ^Jh~{OJQJh~{OJQJ^Jh*.h~{OJQJ^Jh*.h~{>*OJQJ^Jh~{>*OJQJ^J @pd*$@....()()))()00P8$:pM\BP/ =!`"`#$%88 Dp"s2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH D`D Normal1$OJQJ_HmH sH tH T@T  Heading 1$*$d@& ' >*OJQJDA D Default Paragraph FontViV  Table Normal :V 44 la (k (No List 8+8  Endnote TextCJ>* > Endnote ReferenceH*::  Footnote TextCJ@& !@ Footnote ReferenceH*NN TOC 1) $ 0*$]^`0JJ TOC 2% $ 0*$]^`0JJ TOC 3% $ p0*$]^p`0JJ TOC 4% $ @ 0*$]^@ `0JJ TOC 5% $ 0*$]^`0BB TOC 6 $0*$^`0:: TOC 70*$^`0BB TOC 8 $0*$^`0BB TOC 9 $ 0*$^`0N N Index 1% $ `*$]^``N N Index 2% $ 0*$]^`0>.>  TOA Heading *$ $.". CaptionCJ:/: _Equation CaptionHH ] Balloon Text!CJOJQJ^JaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< 4  )Q 4nv8@0(  B S  ? cp!*@M]f 333333-JSbbpq@Ccs}}    9  L TbfgNJSbbpq@cs}}B   bNY)Ɯ4UV#kp֥ch *^*`hH.h ^`hH.h L^`LhH.h  ^ `hH.h j^j`hH.h :L^:`LhH.h  ^ `hH.h ^`hH.h L^`LhH./^`/o(. ^`hH. L^`LhH.   ^ `hH. jj^j`hH. :L:^:`LhH.   ^ `hH. ^`hH. L^`LhH.h#^`56CJOJQJaJo(hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.kp4UY)                 J:        iMp=<,I l{Pf$^(}l).Y0"4x>>G{zI N%>VYYsYY[M\n9^7?^P^x a3h{i^/mu~{j~R,5@_G,)]lVBjr%e/h6>+,1B0y],N|wc@@UnknownG.[x Times New Roman5Symbol3. .Cx Arial71 Courier5.*!TahomaA$BCambria Math"9)VY zGÅ&  ! !!)P4zz 2Q)PHP?x>2!xx^ !A Course Outline Template [blank]GCCCDBarbara Prilaman   Oh+'0 ( H T ` lx$A Course Outline Template [blank]GCCCD Normal.dotmBarbara Prilaman9Microsoft Office Word@V@A@i-*@mLx ՜.+,0  hp  GCCCD! z "A Course Outline Template [blank] Title  !"#$%&'()*+,-./013456789;<=>?@ADRoot Entry FixF1Table-WordDocumentB5SummaryInformation(2DocumentSummaryInformation8:CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q