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Title: WRITING IN AN UNWRITTEN LANGUAGE
Subject: American Sign Language 1 (college) 15 weeks Class: SPA 2612 Duration: 120 minutes
Purpose
Glossing, which is nothing more than preparing a written transcript of a signed message, will enable learners with a tool they can use to help them in three specific areas. First, glossing will enable students to note the syntactical and semantic differences between ASL & English grammar structure. Second, having a common terminology and frame of reference will enable the students to discuss the linguistics of ASL productively with their peers and the instructor. Third, comparing their initial glosses with their performance and then with their self-assessment of the performance will enable students to assess their own performance skills in an objective manner.
Objective
Students will understand the following:
GOAL:
Given access to pencil and paper, a word processor, a TV/VCR, the Internet, WebCT, the Signing Naturally Level 1 videotext and workbook, and the SPA 2612 website, college students in an entry-level American Sign Language course (SPA 2612) will recognize, comprehend, apply, analyze, synthesize, and evaluate glosses (transcriptions) of ASL sentences on or before stated deadlines.
OBJECTIVES:
Given access to relevant study materials, learners will describe the history, role, function, and format of glossing (transcriptions) within the ASL / Deaf community with 100% accuracy. Standard 3.1, Standard 3.2, Standard 4.2
Given access to relevant study materials, learners will distinguish between ASL glosses and English sentences, with 100% accuracy. Standard 2.1, Standard 2.2, Standard 3.1, Standard 3.2, Standard 4.1
Given access to relevant study materials, learners will predict ASL glosses for 12 teacher-selected sentences taken from their videotexts, with 75% (9 out of 12) accuracy. Standard 1.2
Given access to relevant study materials and peer support, learners will interpret, compare, and contrast ASL glosses and English sentences, as evidenced by postings to the WebCT email, discussion, and chat areas. The quantity and quality of the posts will vary depending on the needs and abilities of each learner. Standard 3.1, Standard 3.2, Standard 4.1, Standard 5.1, Standard 5.2.
Given access to relevant study materials and peer support, learners will modify an ASL biography, with 50% accuracy. Standard 1.1, Standard 1.2, Standard 1.3, Standard 4.1
Given access to relevant study materials and peer support, learners will change a sample ASL video exam gloss with 75% accuracy. Standard 1.1, Standard 1.2, Standard 1.3.
Given access to relevant study materials and peer support, learners will compare their ASL performance with the 2 video exam glosses they created, by circling discrepancies with 50% and 75% (respective) accuracy. Standard 2.2, Standard 4.1, Standard 5.2.
Given access to relevant study materials and peer support, learners will compose, 2 ASL video exam with 25% and 50% (respective) accuracy. Standard 1.1, Standard 1.2, Standard 1.3, Standard 2.2, Standard 5.1, Standard 5.2.
Given access to relevant study materials and peer support, learners will compare their ASL performance with the 2 video exam glosses they created, by discriminating between appropriate ASL vocabulary and grammar with 25% and 50% (respective) accuracy. Standard 2.2, Standard 4.1, Standard 5.2.
Materials
- Pencil and paper or a word processor.
- TV / VCR.
- Access to a video camera (available through VCC€s library on East Campus, the TV Studio € by appointment only€on West Campus) and 1 blank video tape (if not the standard size, a converter will be required).
- Internet access (available through the VCC computer labs), specifically, WebCT and the instructor€s webpage, available through VCC€s Atlas pipeline.
- Lentz, Ella Mae, Mikos, Mikos, & Smith, Cheryl. (1988) Signing Naturally, videotext & student workbook. 2nd Edition. San Diego, CA: DawnSignPress. (SN)
- Rasmussen, Alysse. (2002). ASL 1 Vocabulary CD. Leesburg, FL: TeachASL Publications. (VCD)
- Rasmussen, Alysse. (2003). ASL 1 Assessment CD. Leesburg, FL: TeachASL Publications. (ACD)
- Recommended: A Basic Course in American Sign Language, Humphries, Tom, Padden, Carol, & O€Rourke, T. J, Silver Spring, MD, T. J. Publishers, any edition, any publication year (starts 1980). (ABCASL) or Learning ASL, Humphries, Tom & Padden, Carol, Allyn & Bacon, Inc, Boston, MA, any edition, any publication year, (starts 1992). (LASL)
- Recommended (if do not have LASL) Random House Webster€s American Sign Language Dictionary, Costello, Elaine, Random House, Inc.
Procedures
- Introduce the concept of "glossing" (transcribing ASL) and direct learners to the readings and activities on website.
- Learners will discuss the history, role, function, and format of glossing (transcriptions) with their peers via WebCT.
- Learners will distinguish between ASL glosses and English sentences by analyzing, translating, comprehending, and discussing a teacher generated glossed biography, posted to WebCT.
- Learners will prepare a personal biography, in glossed format, and post it to WebCT.
- Learners will gloss 12 teacher-selected signed segments taken from their videotexts and will post their replies to WebCT.
- Learners will prepare, record, and assess 3 assessment activities: one from a prepared script, 2 from prepared scripts that include at least 2 original ASL compositions.
Questions
- Students should plan on working collaboratively within their teams and post questions and concerns within their groups. Question might include such topics as:
- What is glossing?
- Who glosses?
- Why do they gloss?
- How can students benefit from glossing?
- What are the components of a gloss?
- When do you use ALL CAPS?
- When do you use €quote marks and lower case letters€?
- When do you use an overscore---?
Assessments
- Post a glossed biography similar to the sample biography on the website.
- Complete Video Exam Packet 1, following directions on the website.
- Begin online glossing activities.
- Create glosses & complete Video Exam Packets 2 & 3
Extensions
- Learners may choose to participate on www.deafchat.com in order to practice reading €Deaf speech€ in which the participants are not trying to write in English.
- Learners may choose to teach friends or family members sign, or solicit help from Deaf friends, in developing and presenting conversations on their video exams.
- Learners may volunteer to tutor Deaf students who are in EAP (English for Academic Purposes) courses.
Readings
- SN Textbook
See WEB LINKS below.
Links
Vocabulary
- Gloss: transcription of signed ASL into a written format.
- Translation: changing one language into another € i.e. ASL to English, English to ASL
Standards
- Foreign Languages: ASL College
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
- Foreign Languages: ASL College
Communicate in Languages Other Than English
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
- Foreign Languages: ASL College
Communicate in Languages Other Than English
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
- Foreign Languages: ASL College
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
- Foreign Languages: ASL College
Gain Knowledge and Understanding of Other Cultures
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
- Foreign Languages: ASL College
Connect with Other Disciplines and Acquire Information
rd 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
- Foreign Languages: ASL College
Connect with Other Disciplines and Acquire Information
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
- Foreign Languages: ASL College
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
- Foreign Languages: ASL College
Develop Insight into the Nature of Language and Culture
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own
- Foreign Languages: ASL College
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
- Foreign Languages: ASL College
Participate in Multilingual Communities at Home & Around the World
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
- Foreign Languages: ASL College
Rationale for following ACTFL guidelines
Because I teach at a college rather than in the K-12 levels, I have chosen to follow the American Council of Teachers of Foreign Languages (ACTFL) 5 C€s: Communication, Cultures, Connections, Comparisons, and Communities. However, these standards are fundamentally identical in every respect to Florida DOE Standards & Benchmarks. The only noticeable difference is that ACTFL uses the terminology €communities€ whereas Florida DOE (Department of Education) uses €extensions€.
Miscellaneous
This module runs the length of the course and will involve a minimum of 10 hours of classroom contact time spread over the 15 weeks and approximately 40 hours of homework time, again, spread out over the 15 week period.
Rationale for Technologies
Learners will use office software to compose their glosses. This will provide the instructor and peers with a legible format.
Learners will use email to discuss their concerns with peers and the instructor. This will allow students much more rapid feedback from the instructor and peers.
Learners will use electronic information sources to discover other methods of rendering ASL to a written format, to acquire vocabulary, and to improve their glossing techniques. By examine other transcription systems for ASL, students will be less resistant to glossing as a method of transcription and, at the same time, will become more aware of issues that tend to polarize both the Deaf community and the Deaf/deaf and hearing community.
Learners are encouraged to use video conferencing to communicate with peers, members of the Deaf community, and/or their instructor. Glosses can be used as €cheat sheets€ to improve the grammar content of the communication.
Learners will use video technology to record 3 communication activities that will be used for self- and teacher assessment. Being able to record communication for later assessment allows the learner to review and learn from an otherwise ephemeral format.
Learners will use multimedia technology to acquire, maintain, and retain vocabulary to be used with their glossing activities. Being able to see signs move in a 3-dimensional format reduces production errors.
Credits
- Alysse Lemery Rasmussen
- http://www.teachasl.org
- AlysseR@aol.com
arasmussen@valencia.cc.fl.us
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