Linguistics Department

ASL 601D • American Sign Language I: Beg

40625 • Simmons, David G
Meets TTH 800am-1100am CLA 4.222
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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.


ASL 601D • American Sign Language I: Beg

40630 • Wynne Jr, Michael Francis
Meets MWF 1000am-1200pm CLA 0.104
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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.


ASL 601D • American Sign Language I: Beg

40635 • White, Deborah E
Meets MWF 1000am-1200pm CLA 4.222
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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.


ASL 601D • American Sign Language I: Beg

40640 • Wynne Jr, Michael Francis
Meets MWF 1200pm-200pm CLA 0.104
show description

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.


ASL 601D • American Sign Language I: Beg

40646 • White, Deborah E
Meets MWF 1200pm-200pm CLA 4.222
show description

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.


ASL 610D • American Sign Language II: Beg

40650 • Ramont, Franky L
Meets MWF 800am-1000am CLA 0.104
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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).


ASL 311D • Amer Sign Lang III: Intermed

40655 • Ramont, Franky L
Meets TTH 930am-1100am GDC 1.406
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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.


ASL 311D • Amer Sign Lang III: Intermed

40660 • Ramont, Franky L
Meets TTH 1100am-1230pm CLA 0.104
show description

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.


ASL 311D • Amer Sign Lang III: Intermed

40665 • Simmons, David G
Meets TTH 1230pm-200pm CLA 4.222
show description

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.


ASL 311D • Amer Sign Lang III: Intermed

40670 • Simmons, David G
Meets TTH 1100am-1230pm CLA 4.222
show description

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.


ASL 326 • Sign Langs & Signing Communs

40675 • Meier, Richard P
Meets MWF 100pm-200pm GAR 0.120
(also listed as LIN 350)
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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.


ASL 357 • Undergraduate Research

40680
Meets
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Supervised research experience.

Prerequisite: Upper-division standing, American Sign Language 601D with a grade of at least B, and consent of instructor.

Offered on the pass/fail basis only. May be repeated for credit.