An introductory level language course in the language of the American Deaf Culture. Content includes ASL vocabulary and conversational skills; linguistic features of ASL; and skills in narrative/storytelling. In‐class activities, comprehension and expressive examinations, narrative and storytelling assignments in addition to semester projects are venues for students to demonstrate their learning. In addition, Deaf Culture and Deaf Community issues are addressed.

This course will assist the student in acquiring fluent fingerspelling through the use of intense receptive and expressive drills. Lexical borrowing and the semantic and morphological categories involved in restructuring English finger spelled citation forms will be studied. Recordings of a variety of fingerspelling styles will be presented to ensure that the students acquire a comprehensive background. Students will also be recorded to allow for self-analysis of their fingerspelling skills.

Articles, videotapes, and supplemental materials will be used to demonstrate Various codes for English; these codes may be contrasted with the natural language of ASL. Periodically, students will be videotaped to aid in the analysis of their transliteration production.

This course in American Sign Language is designed to develop the students’ receptive, expressive and conversational skills. Students will also develop narrative skills in application of these receptive and expressive skills. ASL vocabulary and linguistic features are introduced, as well as fundamental concepts about the Deaf community and culture.

A continuation course that builds on concepts and skills developed in 2210. Students gain further exposure to ASL structure and grammar, and Deaf culture and the Deaf community. Emphasis is on increasing students’ ability to comprehend other signers and express themselves with more elaboration when conversing or presenting in ASL.

Designed to help students improve their expressive skills and general conversational competence in ASL relative to phonology, lexical items, syntax and discourse. Focuses on semantic appropriateness and accuracy of particular lexical items, appropriate use of non-manual behaviors and the use of context to determine meaning. This a starred (*) level course and may be taken for graduate credit by students enrolled in a graduate program. A graduate student enrolled in a starred course numbered below 500 may be required to complete extra work.

Intensive practice involving receptive/expressive skills in complex grammatical structures, dialogue and storytelling. Intensive study of transcription techniques and their applications to ASL research and documentation. Prerequisite: *310. Restriction: permission of program coordinator.

Theory and practice of consecutive interpretation. Topics: message analysis, attention, cultural mediation, reducing interference from the source language. Equal time is spent with ASL and English texts. Prerequisite: *360. Restriction: admitted to B.S. Signed Language Interpreting and permission of program coordinator.

A detailed study of current trends and practices in signed language interpreting and evaluation, along with similarities and differences between signed language and spoken language interpreting. Introduction to interpreting process models and assessment models and discussion of current research in the field of interpreting. Students will conduct a small-scale research project and participate in a debate of issues surrounding the interpreting profession. Restriction: admitted to B.S. Signed Language Interpreting degree program, permission of program coordinator.

Supervised practicum interpreting and transliterating in a variety of community and academic settings, including elementary through post-secondary classrooms, medical situations, vocational rehabilitation, platform and television interpreting and so forth. Supervised preparation for future private practice employment. Prerequisite: *360. Restriction: admitted to B.S. Signed Language Interpreting degree program, permission of program coordinator.

Individual research into an area proposed by the student and conducted under the direction of a faculty member. Restriction: permission of instructor.