DepartmentofInterpretation

CourseSyllabus

Credithours:
Semester:
Class:
Classroom:
Classduration:

INT70701
StructureofLanguageforInterpreters:
AmericanSign LanguageandEnglish
Three(3)
Fall2013
Thursdays,2:004:50pm
HMBA107
August26,2013December13,2013

Instructor:
Office:
Email:
Videophone:
Officehours:
Preferredcontactmethod:

KeithM.Cagle,Ph.D.
HMB#N103A
keith.cagle@gallaudet.edu
2022502911
Tuesdays1:00pmto4:00pm;orbyappointment
Email

Coursenumber:
Coursetitle:

I.

COURSEDESCRIPTION
ThiscourseisanintroductiontothelinguisticstructuresofASLandEnglishforinterpreters.
Topicsincludephonology,morphology,syntax,semantics,andsociolinguistics,aswell
asdepiction,bilingualism,languageacquisition,andlanguagevariation.Studentswillidentify
andanalyzelinguisticfeaturesintheirownandotherpeoples'linguisticuse,andapplythis
informationandskilltotranslatingandinterpretingwork.Prerequisite:AcceptanceintotheM.A.
inInterpretationprogramorpermissionofDepartmentChair,ProgramCoordinator,and/or
courseinstructors.
II.

COURSE OVERVIEW

Examining categories from a universal perspective, we will do a contrastive analysis focusing on:
phonological and morphological processes, syntax, semantic content, and linguistic variation in
Deaf and hearing communities in the United States. Application of ASL/English linguistics and
structures to your work as an interpreter will be presented. Students will practice ASL and
English text analyses at multiple levels, implementing the methodologies to enhance their own
ASL/English interpreting skills.

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

III.
OUTCOMES

a.

MA in Interpretation Student Learning Outcomes (SLOS)

Following are the student learning outcomes (SLOS) in the MA in Interpretation
Program.
l.

Graduates of the Interpretation Program effectively interpret face-to-face encounters

in dialogic/one-on-one and small group settings with a variety of participants.

2. Graduates of the Interpretation Program effectively interpret face-to-face encounters

in monologic settings with a variety of participants.
3. Graduates of the Interpretation Program apply professional standards, practices, and
ethics, not limited to the tenets of the Code of Professional Conduct, to their work.
4. Graduates of the Interpretation Program demonstrate an understanding of multicultural approaches to the work of interpretation by demonstrating effective bilingual and bi-cultural practice within their work.
5. Graduates of the Interpretation program apply academic, professional and world
knowledge to the choices and decisions they make while interpreting.
6. Graduates of the Interpretation Program assess and analyze their own competencies
for interpreting in relation to a variety of interpreting settings and in relation to a
variety of participants in interpreted interactions.
7. Graduates of the Interpretation Program apply theoretical knowledge of interpretation
studies to their interpreting practice, analyses, and research questions.
8. Graduates of the Interpretation Program effectively design and carry out all phases of
original research.

b.

Student Learning Outcomes (SLOs)

Skills/knowledge
Compare and contrast ASL
and English in terms of
their:
Relative status as
languages;
Modality and iconicity;

MAI
Program
Outcomes
3, 4, 5, 7

Assessment
Projects
* Participation
in class
discussion;
* Assignments
* Quizzes

Assessment Tools
Assignment specific
checklist / rubric (grading
will be based on
thoroughness and
organization of projects
and homework)

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Phonological and
morphological
properties;
Grammatical categories
and word/phrase types;
Sentence types,
sentence markers, word
order, and focus;
Semantics and
pragmatics;
Register features;
Opening and closing of
Conversations
(discourse strategies)
Types of language
variation;
Depiction; CA/CD
TASL
Blends
Acquisition and
bilingualism;

* In class
exercises
* Academic
paper and
presentation
* Exam

Identify and describe the

above aspects of ASL and
English

3, 4, 5, 7

Same as
above

Assignment specific
checklist / rubric

Identify and describe the

importance of the above
aspects of ASL and English
as applicable during
translation and/or
interpretation

3, 4, 5, 7

Same as
above

Assignment specific
checklist / rubric

Academic writing;
transcription
ASL academic papers
Cite/Ref: Why, what, how

5, 6, 7

Same as
above

Assignment specific
checklist (grading based
on: academic writing,
thoroughness
addressing the topic and
discussion of various
issues; inclusion of how
the topic/issues may
affect the student as an
interpreter)

Demonstrate an ability to
perform transcription and
ASL academic papers."

IV.
COURSEMATERIALS
Readingsmaybeaddedormodifiedduringthesemester
a.

Required readings

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Baker,C.andCokely,D.1980.AmericanSignLanguage:ateacher'sresourcetexton
grammarandculture.Washington,D.C.:GallaudetUniversityPress.ISBN: 978-0930323-84-4
Valli,Clayton,CeilLucasandKristinMulrooney.2005.LinguisticsofAmericanSign
Language:AnIntroduction(Fourthedition).Washington,D.C.:GallaudetUniversity
Press.
ISBN: 9781563682834

b.

Supplementalreadings
TheyarepostedinthecoursesBlackboardwebsite(my.gallaudet.edu).These
supplementalareobligatoryandwillbeaccessiblefromthecoursesblackboardwebsite.
Liddell,Scott(2003).Grammar,Gesture,andMeaninginAmericanSignLanguage.
Cambridge,UK:CambridgeUniversityPress.(Thistextisavailableonlineasanebook.)
Parker,Frank&KathrynRiley(2010).LinguisticsforNonlinguists(Fifthedition).
Boston,MA:AllynandBacon.(Ifyouhaveanolderversionofthisbook,thatwillbe
finealthoughpagenumbersmaybedifferent.)
Trask,R.L.1999.Language:TheBasics(Secondedition).London/NewYork:
RoutledgePress.

Battison,Robbin.1974.PhonologicaldeletioninAmericanSignLanguage.SignLanguage
Studies5.119.
Clark,Herbert&Gerrig,Richard(1990).Quotationsasdemonstrations.Language,Volume66,
4:764805.
Dudis,Paul(2007).TypesofdepictioninASL.Downloadfromhttp://drl.Gallaudet.edu
Dudis,Paul.2004.Bodypartitioningandrealspacebends.CognitiveLinguistics152,223238.
Emmorey,Karen,Borinstein,Helsa,&Thompson,Robin(2005).Bilingualbimodalism
CodeblendingbetweenSpokenEnglishandAmericanSignLanguage.InJamesCohen,
KaraT.McAlister,KellieRolstad,andJeffMacSwan(Eds.)Proceedingsofthe4th
InternationalSymposiumonBilingualism,ed.,663673.Somerville,MA:Cascadilla
Press.
Evans,Vyvyan&MelanieGreen(2006).Theencyclopaedicviewofmeaning.
Cognitivelinguistics:Anintroduction.Mahwah,NJ:LawrenceErlbaumAssociates,pp.
206247(chapter7).
Janzen,Terry(2004).Spacerotation,perspectiveshift,andverbmorphologyinASL.Cognitive

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Linguistics,152,pp.149174.
Lewis,John(1998).EbonicsinAmericanSignLanguage:StylisticvariationinAfrican
Americansigners.InDeafStudiesV:Toward2000UnityandDiversity:Conference
Proceedings,pp.229240.WashingtonDC:CollegeforContinuingEducation,
GallaudetUniversity.
Liddell,ScottK.1980.Chapter2ofAmericanSignLanguageSyntax.TheHague:Mouton.
Liddell,ScottK.andRobertE.Johnson.1989.AmericanSignLanguage:Thephonologicalbase.
SignLanguageStudies64.237254.
Liddell,ScottK.(1996).Spatialrepresentationindiscourse:Comparingspokenandsigned
language.Lingua,98,pp.145167.
Lucas,Ceil,RobertBayley,RuthReed,&AlyssaWulf(2003).LexicalvariationinAfrican
AmericanandWhitesigning.InCeilLucas,RobertBayley,&ClaytonValli(Eds.)
Whatsyoursignforpizza?.Washington,D.C.:GallaudetUniversityPress,pp.83110
MacGregor,David(2004).Realspaceblendsinspokenlanguage:EvidencefromMr.
Roberts.Gesture,4:1,pp7589.
Newport,Elissa&RichardMeir.1985.TheacquisitionofAmericanSignLanguage.InD.I.
Slobin(ed.),TheCrosslinguisticStudyofLanguageAcquistion:Vol.1.TheData.
Hillsdale,NJ:ErlbaumAssociates,881938.
Padden,Carol.1998.TheASLlexicon.SignLanguageLinguistics1:1,3964.
Streeck,Jurgen(2008).Depictingbygesture.Gesture,8:3,pp.285301.
Stewart, Thomas Jr. & Vaillette, Nathan (2001). Language Files (8th Edition). Columbus, Ohio:
The Ohio State University Press; pp. 18-21.
Woodward, James (1976). Black southern signing. Language in Society, 5, 211-218, Cambridge,
MA: Cambridge University Press.
Zimmer, June. (1989). Toward a description of register variation in American Sign Language.
In C. Lucas (ed.), Sociolingustics of the Deaf Community. San Diego, CA: Academic
Press, pp. 252-272.
c.

Optional Supplemental Readings

Janzen, Terry & Shaffer, Barbara (2008). Intersubjectivity in interpreted interactions: The
interpreter's role in co-constructing meaning. In Zlatev, Racine, Sinha, Itkonen (Eds.)
The shared mind: Perspectives on Intersubjectivity. Philadelphia, PA: John Benjamins.
pp. 333-355.

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Klima, Edward S. & Ursulla Bellugi (1979). Chapter 2 of The Signs of Language. Cambridge,
MA: Harvard University Press.
Liddell, Scott K. (1980). Nonmanual Signals. Chapter 2 of American Sign Language Syntax.
The Hague: Mouton.
Newport, Elissa & Richard Meier (1985). The acquisition of American Sign Language. In D.I.
Slobin (Ed.), The crosslinguistic study of language acquisition, Volume 1: The data.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Siple, L. (1993). Interpreter's Use of Pausing in Voice to Sign Transliteration. Sign Language
Studies, 79, 147-180.
Siple, L. (1996). The Use of Addition in Sign Language Transliteration, in Assessing Our
Work: Assessing Our Worth Proceedings of the Eleventh National Convention
Conference of Interpreter Trainers, Jones, D. Editor, p. 29 45.
Sutton-Spence, Rachel & Woll, Bencie (1999). Chapter 8 of The Linguistics of British Sign
Language: An Introduction. Cambridge, UK: Cambridge University Press.
Winston, E. & Monikowski, C. (1989). Marking Topic Boundaries in Signed Interpretation and
Transliteration. In Metzger, Collins, Dively, Shaw (Eds.) Topic Boundaries to Omission:
New Research on Interpretation. p. 187 227.
d.

ELAN software

You may get a free download from this website: http://www.lat-mpi.eu/tools/elan/

V.

COMMUNICATION MEANS

All lecture notes, homework assignments, and announcements will be posted on the Blackboard
site, which means you will need to access it on a regular basis.
Gallaudet email will be used to announce any changes or news about class, so please make sure
you have activated your Gallaudet account. If you are a dedicated user of some other email
system such as yahoo or gmail, please set up your Gallaudet email to forward any email from the
instructor to your preferred email account. The Help Desk can help you do this if you do not
know how.
For syllabus, any changes that substantially alter the assessment and grading of students will not
be made, unless options are provided which include retaining the original assessment methods.
However, this syllabus is a course guide and may be changed to accommodate a number of varied
situations such as weather, time allocation changes for subject areas, etc. When any item in this
syllabus is changed, all students will be informed in writing through Blackboard and in the class.

VI.

COURSE REQUIREMENTS

a.

Attendance, Preparation and Participation

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Attendance and participation are mandatory. Absences must be excused by the instructor prior to
the missed class. Two absences will result in lowering the final grade for the course. Four late
arrivals will result in lowering the final grade for the course.
Attendance is mandatory. It is important that you come to class prepared to participate. You are
expected to arrive on time, ready to begin promptly. Participants are expected to complete
assigned readings and homework, and be ready to participate in discussions and activities based
on these assignments.
b.

Assignments, Project and Exams

Assignments are due at the beginning of class on the dates listed in the syllabus. Assignments
must be submitted in Blackboard's Assignment and must be sent prior to the start of class on the
due date; attachments must be labeled with course name/number/students name/assignment (e.g.,
INT707CagleAssignment1).
All written material must be typed and double-spaced, and follow formatting instructions. Late
assignments will result in lowering a full grade on each late assignment.
Written assignments should be submitted as email attachments prior to the start of class on the
due date. Assignments may be added or modified (and due dates may change) as the semester
progresses. Information about assignments for each week will be available on the PowerPoint for
that week
All homework assignments and papers are due on the dates listed in the syllabus unless a student has
requested an extension and approval by the instructor. Do NOT miss a class because a paper is not ready.
Contact the instructor ahead of time to discuss the circumstance.
Make-up works or exam will not be given except in case of a documented personal or medical emergency.
Inform instructor immediately of any crisis.
Incomplete grades are reserved for extraordinary circumstances. A student must be passing the
course and have no more than 25% of the grade remaining before the possibility of an incomplete
will be considered.
Copiedorplagiarizedassignmentswillearnzeropointsandmayresultinthestudentsdismissal
fromtheclass,programorUniversity.
All video assignments handed in for the class are to be on Unlisted YouTube.
VII.

COURSE WORKS

a.

Participation (50 points)

Participation includes active listening, leading and contributing to discussions, and encouraging
and supporting the contributions of others. Group activities are an important part of this class;
you are expected to actively participate in discussions, activities, and assignments.
b.

Assignments and quizzes (200 points)

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

The course will have numerous assignments and some quizzes from the readings and
instructor-developed materials covering multi-levels: phonology, morphology, syntax,
discourse and semantics. The scheduled assignments must be posted in the Blackboard's
Assignment before the class begins. Please identify the assignment in your subject line
and in your file name. [Your file name should follow this format:
INT707/lastname/assignment# (e.g., INT707/Cagle/assignment#3).] You are expected to
bring the hardcopy to the class to discuss and share your answers/findings and to be used
in some in-class exercises.

c.

Analysis Project (100 points)

For your analysis project, you will select video clips of interpreted texts and complete a
comparative linguistic analysis of the source language text and interpreted message in the target
language. Your analysis will include phonology, morphology, syntax, discourse / sociolinguistics
and semantic information, as well as consideration of the pragmatics, register, and
social/situational factors. You will discuss your results in a typed 7-10 pages paper and a 15
minutes long presentation in ASL following guidelines for ASL academic papers. Papers are
due by midnight on November 18, 2013. Presentations and their powerpoint slideshows are due
in class on November 28, 2013.
In the analysis, you will discuss:
*
*
*
*
*

Brief description of events, interactions, communication methods, and other

observations in the interpreted videos;
Explanation of your analysis method (e.g. collection, ELAN, categorizing, etc.)
Identify which/what linguistic features in phonology, morphology, syntax,
discourse / sociolinguistics and semantics you analyzed on, along with the
definitions.
Discuss the differences between English and ASL with three examples for each
linguistic feature.
Your recommendations for future research and applications to interpreting.

d.

Examination(100points)

To pass the course, the final exam must have a grade of 75% or higher. The written exam
will come from assigned readings, both texts and classroom lectures, exercises &
discussions. The exam will be open to your class notes, books, assignments and
powerpoint slideshows. TheexamshaveamixofEnglishandASLsections.TheEnglish
andASLsectionsbothwillhavesomeobjectivequestionsandshortessayquestions.
The exam will be held on December 12, 2013, unless there is a change in the exam
schedule made by the university or department.

VIII.

ASSESSMENT SUMMARY

a. Grading Criterions for Course (tentative)

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Although some adjustments in percentages may be necessary, the following should give you a fair
picture of how your work is weighted to determine your final grade:
l.
2.
3.
4.

Participations, including no voice usage

Assignments and quizzes
Analysis project and presentation
Final exam

25 points
200 points
100 point
100 points
Total points:
425 points

Foranexample,ifyoumake385pointsoutof425,divide285by425togetapercentageof90.5.
b. GradingScale
A+= 97100
A= 9496
A= 9093

B+=
B=
B=

8789
8486
8083

C+= 7779
C= 7476
F=73andbelow

c. Graduate Grading System

The following excerpt can be found on pages 43-44 in Graduate Catalog 2010-2011. This
grading system applies to graduate courses.
Grade
A+
A
AB+
B
BC+
C
F
XF

IX.

GPA
Value
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
0.0
0.0

Definition
Outstanding
Outstanding
Outstanding
Good
Good
Unsatisfactory
Unsatisfactory
Unsatisfactory
Failing, No Credit
Academic Integrity
Policy Violation, No
Credit

TIME ALLOCATION FOR COURSE

a. Weekly classes - 37.5 hours

b. Out of class works - 75 hours
Total would be at least 112 hours which you would expect to spend for INT 707 course.
X.

POLICIES

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

10

University Policies
a. AcademicIntegrity
Students are expected to complete all coursework in keeping with Gallaudet Universitys policy
on academic integrity. Academic dishonesty is a very serious offense. It will be treated
accordingly and will not be tolerated. If a student is involved in unethical practices in connection
with coursework or examinations, the professor has full discretion to give a failing grade for the
particular assignments, a failing graduate for the course, and/or recommend dismissal. The policy
published in the Graduate School Catalog will be adhered to. The policy can also be found online in Graduate School Catalog at
http://gradschool.gallaudet.edu/gradschool/catalog/catalogs/2007_08/pdf/standards.pdf
b. Office for Students with Disabilities (OSWD) & Americans with Disabilities Act
Gallaudet University is committed to providing all students equal access to learning
opportunities. The Office for Students with Disabilities (OSWD) is the campus unit that works
with students who have disabilities to provide and/or arrange reasonable accommodations.
Students registered with OSWD, who have a letter requesting accommodations, are encouraged to
contact the professor early in the semester. Ideally, this should be done by the end of the first
week of classes, but no later than the end of the fifth week of classes. Accommodations may only
be provided from the time the professor receives documentation until the end of the course.
Students who have, or think they may have, a disability (e.g. psychiatric, attention, learning,
vision, physical, or systemic), are invited to contact OSWD for a confidential discussion at (202)
651-5256 (V/TTY) or at oswd@gallaudet.edu. OSWD is located in the Student Academic Center,
room 1220. Additional information is available at the OSWD website
http://OSWD@gallaudet.edu.

Department Policies
a. Language Use
Gallaudet University is a bi-lingual university, and with that, the language policy of the
Department of Interpretation is that ASL is to be used at all times when you are in and around the
department. (Faculty, staff, and students are strongly encouraged to use ASL at all times on
campus.) This includes prior to and after class, and in the classrooms, labs, hallways, elevator,
department library, etc. We ask this not only because of the respect it shows, but also because of
the messages sent when someone who can sign chooses not to when they are in the department
and at the University. We also ask this of you because of the impact it has on your development as
an interpreter, both in terms of language and in terms of cultural understanding. For the same
reasons, we also ask that you do not sim com. (There may be times in courses when instructors
require the use of spoken English, i.e., an interpretation.) We appreciate your mindfulness of this
policy and what it represents.
b. Classroom as a Safe Environment
This course provides frequent opportunities to give and receive feedback on use of ASL and
English in different registers. Being mature graduate students, and eventually interpreters, you are
expected to give appropriate and constructive feedback as you would in the future when asked by
colleagues. Whatever occurs with skills development of individual students in this classroom is

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

11

confidential, and is not to be repeated elsewhere. Our discussions and video analysis of a variety
of Deaf people on video (YouTube, Library, DeafRead, DeafVideo.tv etc.) in this classroom and
on Blackboard is confidential as well. This is true of our discussions regarding any time we
observe interpreters. Also, with the knowledge that this is a safe environment, each of you should
grab the opportunity to play, explore, and experiment with the use of ASL, TASL, Contact Sign,
and/or spoken English in a variety of settings, and ask all sorts of questions and discuss language
in use.
c. Anti-Oppression Framework
The department faculty and staff operate from an actively anti-audism, anti-racist, anti-sexist,
anti-heterosexist, etc., framework. You may expect that if and when comments are made that are
racist, anti-Semitic, homophobic, sexist, audist, etc., instructors will take the opportunity to
discuss such comments, the cultural context, and the implications that attach. We do not assume
that such comments are intentional, nor that faculty and staff are immune from making such
comments. It is incumbent upon each of us, regardless of our identity and status, to note and
attend to such statements/comments/behavior whether they are made from ignorance or with
intention. As professionals working in the field of interpretation, the understanding and respect
that derives from such perspective and work is of the utmost importance. With discussion, there is
learning.
d. Electronic Devices
All electronic devices must be turned off and put away during class. This includes pagers, cell
phones, ipods/mp3 players, connection to the internet, etc. If you use a laptop, you may not be
connected to the internet during class. If you need to be contacted in case of an emergency, please
establish a procedure for contact when you are not available and speak with your professor about
this before class begins.
XI.

TENTATIVE COURSE OUTLINE

Valli = Linguistics of ASL, 4th Edition 2005 (Color of book is purple)

Green = ASL: A Teachers Resource Text on Grammar and Culture, 1980
Zinza = Master ASL! Fingerspelling, Numbers, and Glossing, 2006
CLASS 1:

August 29, 2013

Overview of Course, syllabus and expectations

What is Language?
System of
Symbols

Kinds of,
Unmarked and marked Handshapes
Iconicity and Arbitrariness
Grammatical signal
Changes across generation (Historical Changes)

Green Chapter 1
Valli Pg. 1-13
Green Pg. 82-83
Green Pg. 83-101
Valli Pg. 161-

166
Used by community members
Symmetry and Dominance Conditions

Green Pg. 82-83

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Glossing system for ASL and written English (Part 1)

Homework:

CLASS 2:

12

Green Pg. 1-29

Valli Pg. 19-20

2 pairs of iconic and arbitrary signs

2 pairs of unmarked and marked handshapes
2 signs for each of historical changes
Introduction & Unit 1 in Zinza book (pp. 129-133)

September 5, 2013

Modality

Guest speaker

Discussion on homework: iconic/arbitrary, unmarked/marked and historical changes

Glossing system for ASL and written English (Part 2)
Brief history of ASL and English

Green Pg. 1-29

Valli Pg. 19-20
Green Chapter

1&2
Valli 13-14
ASLs roles in Deaf Community
Role of English in Deaf community
CLASS 3

Green Chapter 3

September 12, 2013

What is Linguistics?

Lecture

Functional Linguistics vs. Generative (formal) Linguistics

Lecture

Subfields of Linguistics

Valli Pg. 3 (2)

Prescriptive vs. Descriptive Rules of Grammar

Valli Pg. 207-9 (223-5)

Brief history of ASL Linguistics

Lecture

Definition of Phonology and Phonetic

Parameters: Handshape, movement, location, orientation & NMS
Homework:

Parameters of ASL signs and English words

Green Pg. 79-82

Valli Pg. 17-19
(from Blackboard)

Phonetics

Lecture

The Stokoe System for transcription

Homework:
Vallis Page 27: #1

Valli Pg. 23-25

The Concept of Sequentiality

Valli Pg. 28-33

Lidell and Johnsons The Movement-Hold Model

Homework:
Vallis Page 39: #1 a. to j,
#2 b. BLACK & c. DEAF

Valli Pg. 34-38

Introduction to ELAN

Guest speaker

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

CLASS 4

13

September 19, 2013

Discussion on homework: ASL Parameters, Stokoe system &

MH Model
Definition of Morphology

Valli Pg. 49-50

Terms: Affix, prefix, suffix, inflix, circumfix

Lecture

Inflection/ Noun Verb Pairs

Valli Pg. 51-54

Green - Pg. 103-109

Compounds and Contractions

Homework:
2 signs for each compound & contraction

Valli Pg. 56-60

Green - Pg. 110-114

CLASS 5

Septemeber 26, 2013

Discussion on homework: Compound & contraction

Lexicalized Fingerspellings and Loan Signs
Homework:
2 fingerspellings for each change

Valli Pg. 62-67

Green - Pg. 114-

Incorporation of Numbers

Valli Pg. 70-72

Green - Pg. 180-181

Morphology of Location and Movement in ASL

Lecture & discussion

118

CLASS 6

October 3, 2013

Discussion on homework: Changes in Lexicalized Fingerspelling

Non-Manual Signals as morpheme

Lecture & discussion

Classifier Predicates
Homework:

Valli Pg. 90-97

Green Chapter

Find 5 signs with general classifiers

10
and SASSes.
CLASS 7

October 10, 2013

Discussion on homework: General classifiers and SASSes

Blending and depiction
Classifier Predicates and Signer Perspective

Guest speaker
Valli Pg. 100-104

Locatives

Green Chapter 11

Subject and Object Agreement, Verbs in ASL

Green Chapter 9
Valli Pg. 76-83

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

CLASS 8

October 17, 2013

Plurality

Green Chapter 12

Temporal Aspect
Homework: Find 5 verb signs for temporal aspect
and 5 verb signs that do not work with
temporal aspects.

Valli Pg. 105-108

Green Chapter 13

Distributional Aspect
Homework: Find 5 verb signs for distributional aspect
and 5 verb signs that do not work with
distributional aspect

Green Chapter 14

CLASS 9

14

October 24, 2013

Discussion on homework: Temporal and Distributional aspects

Derivational and Inflectional Morphology

Valli Pg. 110-111

Time in ASL and English

Green Chapter 7
Valli Pg. 135-138

CLASS 10

October 31, 2013

Pronominalization

Green Chapter 8

Definition of Syntax

Valli Pg. 113-124

ASL Sentence Types

Homework:
2 sentences for each in English and ASL gloss
Due in Class 12

Lecture & Valli Pg. 127-133

Green Chapter 6

CLASS 11

November 7, 2013

Definition and categories of Sociolinguistics

Guest speaker

Variations: gender, age, regional, ethnic and citational vs.

conversational forms
Homework: Find 2 English words and ASL signs for each variation

Valli Pg. 161-166

Green Pg. 83-101

Bilingualism and Language Contact

Valli Pg. 177-182

CLASS 12

November 14, 2013

Discussion on homework: ASL and English variations

ASL Discourse & Register

Lecture & Valli Pg. 169-174

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Definition and categories of Semantic

Homework:
Semantic activity
DUE:
2 sentences for each of ASL Sentence Types
TASL
November 18-22, 2013
CLASS 13

Class 14

Lecture & discussion

Guest speaker: Dr. Collins

THANKSGIVING BREAK

November 28, 2013

Discussion on homework: Semantic

Non-Manual Signals
ASL as a Foreign or Modern Language
ASL for Education & future
Language Acquisition

15

Lecture & discussion

Lecture & discussion
Lecture & discussion
Guest speaker

December 5, 2013
STUDENT PRESENTATIONS
REVIEW

FINAL EXAM December 12, 2013

Some contents and wordings in this syllabus were gleaned from Dr. Val Dively's 2008 syllabus,
and Dr. Mary Thumann's 2010 syllabus for INT 707 course

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

Please read, sign, and date this page, tear it from your syllabus and give to your instructor.

Semester/Year:

Fall / 2013

Course Number Section:

INT 707-01

Course Name:

Structure of ASL and English

Instructor Name:

Dr. Keith M. Cagle

I have read the syllabus for the above class. I understand that I am accountable for all the information
contained in this syllabus. I have been given the opportunity to clarify any questions that I have.
Students Name (Please Print) _____________________________________
Students Signature _____________________________________________
Date ________________________________________

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Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2013 Syllabus

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