This course focuses on developing Intermediate-High to Advanced-Low proficiency following ACTFL speaking guidelines. This course covers additional grammatical topics (e.g., rhetorical questions and conditionals, use of the signing space for indicating grammatical relationships, and strategies for negating propositions). Vocabulary building focuses on learning multiple signs that could correspond with single words in English. As such, comparisons between ASL and English will figure more prominently in this course, in order to emphasize differences across the two languages while also pointing out areas of English influence on ASL. Complex issues within Deaf Culture (e.g., cochlear implants and eugenics ) are dicussed.

This course focuses on developing Intermediate-High to Advanced-Low proficiency following ACTFL speaking guidelines. This course covers additional grammatical topics (e.g., rhetorical questions and conditionals, use of the signing space for indicating grammatical relationships, and strategies for negating propositions). Vocabulary building focuses on learning multiple signs that could correspond with single words in English. As such, comparisons between ASL and English will figure more prominently in this course, in order to emphasize differences across the two languages while also pointing out areas of English influence on ASL. Complex issues within Deaf Culture (e.g., cochlear implants and eugenics ) are dicussed.

One of the most important findings of the last 25 years of linguistic research is that the sign languages of the Deaf are natural languages with their own grammars. Moreover, the grammars of these sign languages are independent of whatever spoken language is used in the same community. The existence of sign languages provides an important
testing ground for many claims about the nature of human languages: by comparing the structure of signed and spoken languages, we gain insights into how languages are shaped by the particular transmission modality in which they are used. To what extent are spoken languages structured the way they are because they are spoken and heard? To what extent are signed languages structured the way they are because they are signed and seen? And, lastly, to what extent are all languages--signed or spoken--structured similarly because they all draw on the same linguistic and cognitive capacities? Among the issues that we will discuss are: 1) How have sign languages been viewed over the last 200 years? 2) How have sign languages developed? 3) Non-signers are often impressed by the pictorial quality (i.e., the iconicity) of many signs in American Sign Language (ASL). Does iconicity have an important impact on the grammatical structure of sign languages? 4) How are the grammars of ASL and other sign languages structured? 5) How are sign languages acquired by deaf children who are being raised in signing households? 6) How do systems such as Manually Coded English differ from American Sign Langauge? 7)What are signing communities like? We will, for example, compare the signing community that once existed on Martha's Vineyard to other signing communities such as the larger American Deaf community and the Nicaraguan Deaf community.

The course is designed to expand conversational skills using the ASL Literature in ASL to ASL approach. The goals are to further refine competence in and performance of all grammatical features. Language activities and cross-cultural discussions may be part of the course. Further activities may include, but are not limited to, linguistic aspects of ASL, storytelling specifically the use of role-shifts and classifiers, stories on current events and strategic interactions. ASL Literature will include ASL literature genre, ASL poetry, Fictional, Non-Fiction, Video - group discussion, Open discussions may be encouraged to explore issues and how best to conduct oneself in given situations. Panel discussions may be administered on given topics, such as Culture (Deaf vs. Hearing), Perspective (ASL, Sign Contact, Literature genres) and History (Deaf President Now, Tent City, Past and Present history).  We will cover some genres that our Deaf community value and use often in their daily lives throughout the past several decades!  This means the class will focus mostly on visual ASL literature in contrast to English literature, which is a heavily textually based literature.

Requirements:Over the course of the semester students will complete: ASL Literature video-analysis assignments and group discussion, video projects of Genres of ASL Literature (Poetry, Storytelling, Fictional, Non-fiction) and Deaf Studies Presentation. The video analysis assignments will require the viewing and analysis of films that represent ASL literature, and this aspect of the course is designed to support the acquisition of in-depth knowledge about ASL, Deaf culture, and the Deaf community.

No Textbook.

This course focuses on developing comprehension and production skills in order to achieve Novice-High proficiency following ACTFL speaking guidelines*. Students work on developing perceptual, attentional, manual, and non-manual skills necessary to learn ASL. The course introduces the student to vocabulary and grammar for elementary interactions, exchanging personal information, talking about surroundings, giving directions, and describing various activities. Elementary concepts concerning Deaf culture (e.g., values and social norms) are also introduced.

This course focuses on developing comprehension and production skills in order to achieve Novice-High proficiency following ACTFL speaking guidelines*. Students work on developing perceptual, attentional, manual, and non-manual skills necessary to learn ASL. The course introduces the student to vocabulary and grammar for elementary interactions, exchanging personal information, talking about surroundings, giving directions, and describing various activities. Elementary concepts concerning Deaf culture (e.g., values and social norms) are also introduced.

This course focuses on developing Intermediate-Low to Intermediate-Mid proficiency following ACTFL speaking guidelines. The course covers more complex grammatical structures (e.g., use of classifier constructions and grammatical non-manual signals such as referential shift) and vocabulary items (e.g., the ASL numbering system including numeral incorporation and lexicalized fingerspelling). Students develop skills for engaging in conversations and discussions in ASL, and much focus is placed on interactive activities with peers on topics such as family and occupations, describing routines and activities, and making requests. Students continue to learn about Deaf Culture and the Deaf community (e.g., historical events and important figures in the community).

This course focuses on developing Intermediate-Low to Intermediate-Mid proficiency following ACTFL speaking guidelines. The course covers more complex grammatical structures (e.g., use of classifier constructions and grammatical non-manual signals such as referential shift) and vocabulary items (e.g., the ASL numbering system including numeral incorporation and lexicalized fingerspelling). Students develop skills for engaging in conversations and discussions in ASL, and much focus is placed on interactive activities with peers on topics such as family and occupations, describing routines and activities, and making requests. Students continue to learn about Deaf Culture and the Deaf community (e.g., historical events and important figures in the community).

This course focuses on developing Intermediate-Low to Intermediate-Mid proficiency following ACTFL speaking guidelines. The course covers more complex grammatical structures (e.g., use of classifier constructions and grammatical non-manual signals such as referential shift) and vocabulary items (e.g., the ASL numbering system including numeral incorporation and lexicalized fingerspelling). Students develop skills for engaging in conversations and discussions in ASL, and much focus is placed on interactive activities with peers on topics such as family and occupations, describing routines and activities, and making requests. Students continue to learn about Deaf Culture and the Deaf community (e.g., historical events and important figures in the community).

This course focuses on developing Intermediate-Low to Intermediate-Mid proficiency following ACTFL speaking guidelines. The course covers more complex grammatical structures (e.g., use of classifier constructions and grammatical non-manual signals such as referential shift) and vocabulary items (e.g., the ASL numbering system including numeral incorporation and lexicalized fingerspelling). Students develop skills for engaging in conversations and discussions in ASL, and much focus is placed on interactive activities with peers on topics such as family and occupations, describing routines and activities, and making requests. Students continue to learn about Deaf Culture and the Deaf community (e.g., historical events and important figures in the community).

This course focuses on developing Intermediate-Low to Intermediate-Mid proficiency following ACTFL speaking guidelines. The course covers more complex grammatical structures (e.g., use of classifier constructions and grammatical non-manual signals such as referential shift) and vocabulary items (e.g., the ASL numbering system including numeral incorporation and lexicalized fingerspelling). Students develop skills for engaging in conversations and discussions in ASL, and much focus is placed on interactive activities with peers on topics such as family and occupations, describing routines and activities, and making requests. Students continue to learn about Deaf Culture and the Deaf community (e.g., historical events and important figures in the community).