Gallaudet University ASL 421 Introduction to ASL Instruction (3) Syllabus Fall 2010 Instructor: Raychelle Harris Email:

: raychelle.harris@gallaudet.edu Class Schedule: Tues/Thurs 2:30 3:50 Office: SLCC 1214 Office hours: by appointment COURSE DESCRIPTION This course introduces ASL majors to the field of ASL instruction. Areas covered will be methods, curriculum and training in the field. Discussion of ASLTA certification will be covered as well. Students will be able to observe ASL classes to assist them in understanding the pedagogy of ASL instruction. Course Objectives Univ. SLOs 1) Recognize and critically analyze several methods nd and theories of 2 language instruction and how they apply to the SL field 1, 2, 3, 4 Dept. SLOs 1, 2, 3, 4, 5, 7 Class discussions Participation rubric Learning Opportunities Assessment Tools Classroom: SLCC 1234/Open Area

Teaching Philosophy video and paper

Teaching Philosophy rubric

2) Identify and critically analyze the methodology nd of different types of 2 language SL curricula

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 7

Class discussions

Participation rubric

Develop sample syllabus and lesson plan using nd selected 2 language SL curricula 3) Develop an SL teaching lesson plan and perform a teaching demonstration 1, 2, 4 1, 3, 4, 6 Develop lesson plan and perform a teaching demonstration

Syllabus and Lesson Plan rubric

Lesson Plan rubric

Teaching Demonstration rubric 4) Observe and critically analyze the methodology of at least two different SL 2, 3, 4, 5 2, 3, 4, 5, Observation of two nd teacing SL as 2 language classes,

classes for 2 learners

nd

language

interview teacher after class, and prepare report to class Create portfolio including ASLPI score, syllabus, lesson plan, ASL experience form, teaching demonstration, teaching methodology, books and/or materials & teaching strategies during class

Class observation guidelines (Brown, 2007, p. 4-7)

4) Complete requirements for obtaining provisional national ASLTA certification

1, 2, 3, 4, 5

1, 2, 3, 4

Rubrics (see above)

ASL MAJOR STUDENT LEARNING OUTCOMES Students will be able to: 1) Articulate fluently in ASL in various registers, including academic settings. 2) Recognize and discuss ASL status as minority language. 3) Identify and critically analyze issues surrounding ASL as a language. 4) Analyze and discuss the role of ASL in the fields of linguistics, literature, education, politics and media. 5) Synthesize various topics and the diverse deaf community. 6) Analyze and critique ones own use of ASL. 7) Analyze, interpret, critique and evaluate written and visual texts from multiple perspectives. COURSE MATERIALS Baker, C. & Cokely, D. (1980). A teachers guide to ASL curriculum, methods and assessment. Silver Spring, MD: TJ Publishers. ARTICLES ON BLACKBOARD (more to be added) Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education, Inc. Chapter One: Classroom Observation Tips and selected pages throughout the book about language teaching methods. Jacobs, R. (1996). Just how hard is it to learn ASL? The case for ASL as a truly foreign language. In C. Lucas (Ed.), Multicultural Aspects of Sociolinguistics in Deaf communities, pp. 183-226. Washington, DC: Gallaudet University Press Kemp, M. (1998). Fundamentals of Evaluating Sign Language Programs: Checklist for Program Assessment. San Diege, CA: DawnSignPress. (Content: Sample ASL Syllabus and Interview Questions for ASL Teachers). Grading Language(s) Weight

! ! ! ! ! ! !

Language Teaching Philosophy Teaching Demonstration Class Observation (2 @ 5% each) Volunteer Experience (2 @ 5% each) Sample Syllabus Sample Lesson Plan Miscellaneous Assignments

ASL and English ASL ASL ASL English English As assigned

30% 20% 10% 10% 10% 10% 10%

Language Teaching Philosophy Think about the methods, theories and approaches for teaching language covered in this course. Develop your own language teaching philosophy. Share your background with ASL and language teaching. Choose a method/approach for teaching language to second language learners. Share some books and materials you typically use and how you use them. Teaching Demonstration Using a part of your sample lesson plan, demonstrate your skills and strategies in teaching ASL to your classmates. Length to be determined (possibly between 15 to 20 minutes, with constructive feedback from classmates after). Class Observation Observe two different language teachers teaching second language learners in action and interview the teacher afterwards. Assess their methods and discuss with class your analysis. If teacher gives permission, film the teacher teaching, and use clips to show class during your presentation. Check Blackboard for video release forms. Volunteer Experience You are required to volunteer for at least two separate SL-related events. If you decide to volunteer for an experience not listed on the SL-Related Volunteer Activities chart on GoogleDocs, please see your instructor for prior approval. Don't forget to take pictures (of yourself with the event) and film some clips if possible (with permission). If appropriate, add this experience to your resume and/or curriculum vitae, and photos/clips to your portfolio. Be ready to share your experience with the class, including photos and video clips. Miscellaneous Assignments Various assignments throughout the semester will be assigned. You will bring job advertisements for ASL teaching to the second class of the semester. Another example, you are required to complete an ASLPI interview and share your rating with your teacher during your one-on-one meeting. Complete documentation of ASL experience form as a part of the ASLTA provisional certification. ASLTA Provisional Portfolio Requirements 1) ASLPI rating of 3.5 or higher 2) Sample syllabus 3) Sample lesson plan 4) Documentation of ASL experience form 5) Video including:

a. Discussion of your experience with ASL b. Your ASL teaching experience, and how your syllabus address the particular needs of your courses c. Describe your primary methodology for teaching, including books and/or materials you typically use and how you use them. d. Demonstrate your teaching strategies during class COURSE SCHEDULE (subject to change) Assignment Due Before Class 1 8/31 None Class Themes

Introduction to the Course Student Background ESL vs. EFL and ASL?

9/2

Email instructor at least two SL job advertisements

Introduction to SL Teaching Field Professionalizing the Field of Teaching Sign Language Degrees and Certifications

9/7

Read Chapter 1: Clasroom Observation Tips in Brown, 2007. Make an appointment for an ASLPI interview

Classroom Observations Assign Classroom Observations Schedule: Classroom Observation Reports Teaching Demonstrations Volunteer Experience Reports

9/9

Complete ASLTA Documentation of ASL experience form

History of Sign Language instruction History of ASLTA ASLTA Certification Requirements

9/14

Read Green Books, Chapter 9: Curriculum Guide for ASL Read Sample Syllabus (Kemp)

Curricula and Lesson Planning The Difference

9/16

What to Include in a Syllabus Measurable Verbs

Application of Cultural Information in Class Planning Syllabus Theme Assignments 4 9/21 Schedule appointment with instructor First draft of syllabus due 9/23 Revise syllabus based on feedback Read Green Books, Chapter 2: Teaching ASL as a Second Language Read Green books, Chapter 3: Guidelines for Teaching ASL Create questions based on readings for lecturers 6 10/7 First draft of teaching philosophy due in both languages Second draft of teaching philosophy due in both languages Fall Break - no class Final draft of teaching philosophy due Read Green Books, Chapter 4, 5 and 6: Different ASL Teaching Lesson Plans Schedule appointment with instructor re: lesson plan draft Share ASL and English Draft with Class for Feedback One-on-one meetings One-on-one meetings

9/28

History of Language Teaching ASL Teaching Methods Over The Years Language Teaching Methods an overview with ASL 741 students

9/30

10/12

1:1 meetings re: teaching philosophy final draft

10/19 10/21

Fall Break - no class Share final draft of teaching philosophy

10/28

Developing lesson plans

10

11/2

1:1 meetings re: lesson plan draft Attend World Deaf Cinema Festival $100 early bird registration for students.

11

11/9

Prepare your classroom observation report

Discuss WDCF and how a festival like this may apply to the SL Teaching Field (or not) Classroom Observation Reports

12

11/16

Read Green books, Chapter 8: Evaluation of ASL Skills

Evaluation of ASL Skills

13

11/23

Prepare draft of ASLTA provisional certification packet

One-on-one progress meetings to review draft of ASLTA provisional certification packet Thanksgiving Recess

14

12/2

Prepare your teaching demonstration Prepare your volunteer experience report

Teaching demonstrations

15

12/7

Volunteer Experience Reports Course Evaluation

Final Exam

Assemble final ASLTA provisional packet for instructor review

POLICIES AND PROCEDURES: 1. Student Responsibilities: Students are expected to actively participate by attending class and completing assigned activities, participate in class discussions, serve in groups, complete assignments on time, respect diverse perspectives and opinions, and support opinions and answers with reasons, explanations and documentation from a variety of sources. 2. Classroom Etiquette: Basic classroom etiquette includes turning off external electronic devices that may interfere with class participation. Arrive on time for class, stay the entire period, and avoid behavior that interferes with the concentration and learning of other students. Attention should be given to the instructor, guest speakers, and fellow students. 3. Attendance: You are allowed two excused absences (for 1 1/2 hour classes). So on the weeks we have 3 hour classes, this counts as two absences. Use them wisely. Each additional absence will result in 5-point deduction from your final grade. 4. Deadlines: Assignments are due before class. Assignments not submitted before class will receive a zero. 5. Peer Network: Each student is responsible for getting access to and understanding what is expected of each assignment. Please form a network with your peers. If you miss a class, go to GoogleDocs (for your syllabus) and to the Blackboard for presentation files and ask other classmates to learn about what you missed. 6. Academic ASL/English: We will learn and apply academic ASL/English, which is a specialized type of discourse for academic assignments. Use only academic ASL/English in classroom and during video assignments throughout the semester. Professional academic discourse requires giving credit to original authors for their ideas, so APA citations and references are required. Using written ASL terms in your typed/written work or English-based signing in your video work is not acceptable. 7. Editing ASL/English works: You are strongly encouraged to edit your ASL/English assignments. Feel free to meet with your instructor or visit Tutorial & Instructional Programs to get the feedback as often as needed to produce the very best work possible. Unedited work will be graded accordingly. 8. Technology: This is a paper-free classroom. All assignments are to be sent to the instructor as instructed. The staff in the ELearning Lab can assist you with technical issues throughout the semester. To avoid potential problems, you are not to delete any video work you created for this class. ACADEMIC INTEGRITY POLICY STATEMENT This policy applies to both ASL and English. STUDENTS WITH DISABILITIES Students who need special services or accommodations should contact the Office for Students with Disabilities (OSWD), located in SAC Room 1022