American Sign Language

2002-2004

Description

The American Sign Language (ASL) program began in 1990 with one section. Over the years, additional sections have been added, all staffed by adjunct faculty. A full time instructor/coordinator was recently hired in Fall, 2002. This will impact the program by providing direction, coordinating the growth of the program, recruitment of students, and expanding course offerings. Instructional faculty are examining possible directions such as an interpreting degree, an ASL studies program, Deaf education, etc.

Because a fulltime coordinator has not been available to the ASL program, curricula hasn’t included any technology and course offerings have remained limited. The current program curricula does use a textbook that comes with videotaped instruction. Instructors bring videotapes they own or have rented. With the hiring of the fulltime faculty, this program can now begin to take shape, submit plans for funding and develop materials to support student learning.

Even though sign language software is available, funds aren’t. This means students do not have learning labs, tutors, or software to enhance their sign language skills, receive feedback or take advantage of self assessments.

Curriculum Impact

As of Fall, 2002, course offerings include ASL I, ASL II, ASL III, Deaf Culture, and Fingerspelling. Expansion of the program is inevitable. American Sign Language IV, Classifiers, and Grammar structures are a few of the upcoming additions. Materials used in these courses are videotapes. Without technology, students are limited to the experiences in their classrooms.

Since sign language is a visual language, students need reflection of their signing skill and interaction with Deaf people. Technology would provide this through the use of digital camcorders, videotaped skills assessments, software tutorials in learning labs, video conferencing, video relay services.

Approximate Number of Students Served

As of Fall, 2002, approximately 200 students were enrolled in ASL classes. As the program expands and collaborates with other departments, more students are expected.

Since students encounter Deaf people in their jobs, education, and on campus, they want to learn sign language. Many students are choosing vocations that require ASL fluency. Students continually request advanced sign language courses to further their development of sign language. As cultural awareness activities increase, so does student interest in the Deaf culture and learning sign language. Many universities use sign language to fulfill their foreign language requirement. This attracts transfer students to the ASL classes. All of this points to an increase in students enrolling into the sign language and Deaf culture classes.

Support Impact

Technical support becomes an issue if a separate ASL learning lab is established. If software and equipment are added to the current LRC learning labs, then support already exists.

Instructors using digital camcorders, video relay, etc. will need training on how to use this equipment. Most likely, the duties of training adjunct instructors will fall the new coordinator of the ASL program.

Year 1 (2002-2003)

Objective

The first phase of this plan entails submitting a plan with a request for funds. The funds would be used to purchase equipment that instructors have wanted for awhile. As described earlier, the program doesn’t have any technology other than 3 videotapes.  Instructors borrow these or bring their own.  Funds would allow this program to purchase equipment to enhance student learning.

Action to Meet Objective

Should funds be approved for the ASL program, the two most requested items are a digital camcorder and software for students. Instructors would like to videotape students for skills assessment and students need the software for practice.

Since Grossmont College has adjunct instructors and students that are Deaf, a Telecommunications Device for the Deaf should be purchased for the Coordinator to have phone access to these individuals. Currently, the coordinator must go to the DSPS office to use the TTY phone to speak with Deaf instructors or students.

Both the TTY phone and instructional software purchases would be researched thoroughly for the most cost effective equipment to obtain. Both Palomar College and San Diego Mesa College have dedicated ASL labs and colleagues are eager to give tours of their labs. Cuyamaca has a classroom with equipment dedicated to their ASL program. The ASL coordinator at Cuyamaca is very willing to work with Grossmont to discuss their equipment and how they have integrated it into their curriculum.

Sign Enhancers and Sign Media are two companies that offer interactive software, CD Roms, videotapes, and tools to support sign language learning for students. There products range from vocabulary practice, fingerspelling practice, number practice to ASL grammar, classifier, and interpreting practice. This is the type of software students need since the college cannot fund tutors.

The college tutoring center is unable to provide tutoring for students because of funds. The impact of this is that students are paying high costs for private tutors. If software was available for students to use, this would eliminate their out-of-pocket expenses. 

Year 2 (2003-2004)

Objective

The second phase of this plan is to integrate the above purchased equipment into the curricula. This would occur in two parts. Faculty would be trained on the equipment and students would be transitioned into the idea of being videotaped and using software with a visual language. Additionally, all sections of the ASL classes would incorporate software found in learning labs into the curricula.

Depending upon the amount of funds approved, expansion of the software collection would continue during this phase. Additional videotapes, CD Roms, and DVD players would be added to the collection.

The impact would, most likely, fall to the coordinator of the program. The coordinator would learn the equipment and then train the other instructors on its use. The coordinator would, also, work with instructors on how to incorporate software usage into the lessons and make it accessible to the students.

Action to Meet Objective

The ASL coordinator would provide all the adjunct instructors with training to use equipment. Forums would be set up so the instructors could work together to find a common method for integrating the use of the multi media collection into their lessons and curricula.

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