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Your Faculty for this Course:

ASL 741: Methods of Sign Language Teaching (3)

Raychelle Harris, Ph.D.
Syllabus - Summer 2018
Online: May 14th - June 8th
Onsite: June 18th - 29th, Mondays through Fridays
(See sidebar <— for more details, including deadlines to drop/withdraw from this course)

This course focuses on principled approaches to developing and implementing
classroom methods and strategies for language teaching. It also investigates
Contact me via my linguistic, psychological and attitudinal factors that influence student-teacher
Gallaudet e-mail address:
Email, Hangout, IM interaction in the classroom. The course examines in detail the most important
iMessage/iChat, teaching methodologies that have evolved over the past thirty years. Following a
or FaceTime. For MarcoPolo, thorough analysis of each methodology, in terms of its theoretical justification and
add me at 202-207-6978 supporting empirical research, students will endeavor to teach and learn some
Etiquette rules apply to all aspect of a sign language through the implementation of each of the methodologies.
correspondence Prerequisite: Matriculation into the program or permission from the program coordinator.
(See #8 on the penultimate
page of this syllabus). PROGRAM OUTCOMES
Graduates from the MA program in Sign Language Education will:
Online Office Hours:
Tuesdays- 5 to 6:30 pm (EST)
See me at appear.in/raychelle 1) Demonstrate theoretical knowledge and conceptual application of sign language teaching
methods, curricular development, classroom management and pedagogical skill infused with
reflective and ethical practice.
Need to Drop This Class?
2) Assess sign language learning meaningfully, consistently and practically through the use of
100% refund: May 7th
multiple formative and summative tools.
Last day to DROP: May 14th
3) Produce multimedia texts and integrate effective and innovative technology in teaching
Last day to WD: May 25th
to support active learning and engagement.
Last day to WP/WF: July 13th
4) Apply linguistic, language acquisition and learning theories to curricular development,
See link for more details
pedagogy and assessment.
5) Integrate critical inquiry, social justice, literature, culture and history in sign language
teaching curricula, lessons and activities.
6) Examine and create sign language pedagogy-related research, language policy, planning
and advocacy efforts.

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Course Student Learning

Outcomes Student Learning Assessment Method Program
Opportunities Outcomes
After completing this course,
students will be able to…

Analyze and identify different -Assignments -Assignment rubric 1, 2, 3, 4, 5

language teaching methods for -Discussions -Quizzes &6
primary and second language -Methods Jeopardy -Midterm
learners and articulate their -Language Teaching -Language Teaching Philosophy
application to sign language Philosophy rubric
teaching curricula and research

Critically synthesize multiple -Assignments -Assignment rubric 1, 2, 3, 4, 5

language teaching methods with -Language Teaching -Midterm &6
theoretical and supporting Philosophy -Language Teaching Philosophy
empirical research, creating a rubric
professional sign language
teaching philosophy

Demonstrate and apply basic -Assignments -Assignment rubric 1, 2, 3, 4, 5

knowledge of different types of -APA citing and -Quiz &6
research in a research proposal referencing -Research proposal checklist
about sign language pedagogy -IRB Proposal writing


ASL 741: Methods of Sign Language Teaching course is a non-traditional 3-credit bearing online course,
which requires a minimum of 112.5 hours of course work.

Academic Activity Hours

Assignments 30+

Discussion 30+

Exam 6+

Quizzes 20+

Readings/Viewings 30+

TOTAL 113+ hours

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Letter GPA Definition Percent Range

Grade Value

A+ 4.0 Outstanding 97.6 - 100

A 4.0 93.6 - 97.5

A- 3.7 89.6 - 93.5

B+ 3.3 Good 87.6 - 89.5

B 3.0 83.6 - 87.5

B- 2.7 Unsatisfactory 79.6 - 83.5

C+ 2.3 77.6 - 79.5

C 2.0 73.6 - 77.5

F 0.0 Failing, No Credit 73.5 or below

XF 0.0 Academic Integrity Policy Violation, No Credit

Note: The grade average you see in your course grading center at the end of the course will translate into the
letter grades above. No end-of-course requests or negotiations for grading alterations, rounding-off or extra
credit will be responded to. Strive to do your best on each assignment.

To remain in good academic standing within the MASLED degree program, graduate students must meet
all of the following conditions:
• Maintain an overall grade point average of 3.0 or above,
• Earn no more than one grade of B-, and
• Earn no grades below B- (including C+, C, F, XF, or WF). 
Failure to meet any of the above conditions will call for the graduate program/department to review the
student's academic performance and make a recommendation regarding academic probation or dismissal to
the Graduate School dean.

The full explanation of the Gallaudet graduate school grading system for graduate students can be found in the
graduate catalog here.

Incomplete Grades:
A grade of Incomplete [I] is given only when student performance in a course has been satisfactory, but
the student is unable to complete the latter requirements of a course due to circumstances beyond
their control. A student must be passing the course and have no more than 25% of the course
requirements remaining before the possibility of an incomplete will be considered. The decision to give
a grade of I is made by the instructor, with approval from the coordinator, and only reserved for
extraordinary circumstances (hospitalization or death in family). To be eligible for credit in a course
which an I is recorded, students must complete the requirements of the course by the date agreed up
on in writing with the instructor; otherwise, the grade will automatically become an F. For all other
questions, concerns, grievances or disputes that are not covered in this syllabus, please refer to the
current University Graduate Catalog.
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Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language

pedagogy. (4th ed.). White Plains, NY: Pearson.
ISBN-10: 0133925854 | ISBN-13: 978-0133925852   



Richards, J. & Rodgers, T. (2014). Approaches and methods in language

teaching. (3rd ed.). United Kingdom: Cambridge University Press.
ISBN-13: 978-1107675964  | ISBN-10: 1107675960

***Youare also required to have consistent access to high-speed internet, video

recording devices and computer/laptop to complete assignments for this course.***

*Instructor reserves the right to add new viewings and readings to course as the course progresses in
order to support spontaneous learning and direction of inquiry taken by the course participants.

GRADING ALLOCATION *Details for each assignment above are discussed below.

Quizzes Exam
Assignments Teaching Philosophy
Assignment Languages Weight

Assignments ASL/English 25%

Quizzes ASL/English 25% 25% 25%

Exam ASL/English 25%

Language Teaching ASL/English 25%

25% 25%
Total: 100%

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W1: W2: W3: W4: W5: W6:
May 14 - 20 May 21 - May 28 June June 18 -22 June 25 - 29
27 - June 3 4-8




Teaching Philosophy

Assignments are varied and differ in their degree of difficulty. They also vary in which language they will be in,
ASL or English- or both. The faculty of this course reserves the right to add (or deduct) assignments to the
syllabus as the course progresses, in order to leave room for student-inspired directions the course will take.
Since no assignment is similar in this category, a broad rubric will be used to assess your submission. The
rubric can be found in Blackboard > ASL 741 > Course Documents.

Students are to complete online, open-book quizzes by the deadline indicated on Blackboard. Quizzes will be
based on assigned readings, class lectures and class discussions. Quiz format varies, some will be multiple
choice and/or short answer, and some are posed in ASL or in English or require ASL or English responses. For
quizzes that require ASL responses, please be prepared to film yourself by wearing a solid, contrasting top - and
finding good lighting and background - before you start the quizzes. You are allowed to check your textbooks,
the internet or the course Blackboard to aid you in answering questions to the best of your ability. There will
be a time limit. Answers are to be attempted without help from others, including your classmates. After taking
the quiz, do not discuss or share the questions or answers with your classmates until after they complete their

EXAM (25%)
Students are to complete an online exam during class time. The exam will be a combination of some of your
previous assignments and quizzes. Lectures, course readings and course discussions will also be incorporated
in the exam. Exam format varies, some will be multiple choice and/or short answer, and some items are in
ASL or in English or require ASL or English responses. Please be prepared to film yourself by wearing a solid,
contrasting top before you start the exam. There will be a time limit. Answers are to be attempted without
help from others, including your classmates. After taking the exam, do not discuss or share the questions or
answers with your classmates until they complete their exam.


After studying all of the language teaching methods, you will develop preferences for particular methods
that reflect your philosophical base about how people learn languages. With this assignment, you are to
develop a bilingual, ASL and English language teaching philosophy on YouTube with captions and full
descriptive text in the box below the video. The rubric can be found in Blackboard > ASL 741 >
Course Documents. Your language teaching philosophy can be used in your application for ASLTA
certification; in your web portfolio you’ll be designing for ASL 762 course; and for jobs you’ll be
applying to in the future.
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Weeks General Theme* General Assignments*

W1: May 14 - 20 Course introduction Course & Syllabus Quiz

Academic ASL expectations Academic ASL and English Readings & Viewings
Approach, Design & Procedure Lecture, R&R Chapter 2, Charts &
Theories of Language & Approaches & Methods Quiz
Learning Discussion: The Characteristics of Your Favorite Teacher(s)

W2: May 21 - 27 1800s Teaching Methods Lecture, R&R Chapters I, 3 - 4, B&L Chapter 2 & Quiz
1970s Designer Methods Lecture, R&R Chapters 14 - 18, B&L Chapter 2 & Quiz
Discussion: The Characteristics of Your Least Favorite
W3: May 28 - June 3 Current Methods Part I & II Lecture, R&R Chapters 5 - 10 & Quiz
Lecture, R&R Chapters 11 - 13, B&L Chapters 2-3 & Quiz
Discussion: Getting to Know Yourselves - Personality Quiz
W4: June 4 - 8 Developing Your Philosophy Self-Assessment: Bilingual Language Teaching Philosophy
Discussion: Thoughts about the Process


W6: June 18 - 22 Review Teaching Methods Methods Jeopardy

History of ASL Curricula & Midterm
Methods First Day of SL Class: A New Sign Language!
Prescriptivist & Descriptivist Oh That’s My Accent/Style: Is That An Excuse?
ESL & EFL; PL vs. L2 Hearing ASL Students or Second Language Student?
Class Management Strategies SL Activities & Materials Demonstration
Voice Off vs. ASL Immersion Final Bilingual Language Teaching Philosophy

W7: June 25 - 29 ACTFL & ASL Standards Treasure Hunt: Justify Your Case
Deaf Event Requirement Deaf Events
ASLTA Certification Preserve, Protect & Promote
Teaching Across Age Levels The Best Way to Learn a Language
& Proficiency Levels Analyzing & Reviewing a SL Product
Intrinsic & Extrinsic Motivation
*for more details please see Blackboard > ASL 741 > Course Modules


1. Assignments: All assignments are to be submitted in the location as instructed (e.g. Blackboard, GoReact).
Professor is more than happy to respond to questions during the week via e-mail, Gallaudet IM,
iMessage, Marco Polo, during office hours and meetings by appointment, however, your professor will
not respond to last-minute questions about your assignments during the weekends. Your best chance in
getting answers to your questions would be to post your question in the course Q&A on Blackboard -
either your professor or your classmates will pitch in.

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2. Student Responsibilities:  Students are expected to actively participate in online & onsite discussions,
completing assigned activities on time, respect diverse perspectives and opinions, and support opinions
and answers with reasons, explanations and documentation from a variety of sources. Note: We will
frequently have opportunities to do hands-on work in our onsite classes. Bringing your preferred
devices highly recommended (e.g. laptop, iPad) during lectures. During class discussions, please refrain
from having your devices block your signing space. Putting these devices away during discussions
increases visual access during classroom discussion.
3. Deadlines:  Assignments are due by the due date/time. Assignments not submitted on time will receive a
zero. Graded work is final. No make-ups or extra credit. Strive to do your very best. Early
submissions are welcome, with the understanding that the grade given is final. If your professor has not
yet graded your early submission, and you submit multiple submissions, the last assignment submitted
before the deadline will be graded.
4. Peer Network:  Each student is responsible for getting access to and understanding what is expected of
each assignment.  Please form a network with your peers.  If you need information about assignments
or class schedule, go to your course Blackboard and ask other classmates or post your question in the
Q&A section of Blackboard Discussion Board.

5. Text submissions: Submissions are accepted in the following format: .pages, .docx, .pptx, and .key. as well
as .pdf. Please be aware that .pptx, .key and .pdf do not allow for the same level of feedback that can be
easily given via the tracking and comment function available in .pages and .docx.

6. Video submissions: For your video submissions, please use/embed YouTube videos unless instructed
otherwise Do not modify the speeds of your videos. Edited videos are acceptable, as long as the edits
happen at end of sentences/paragraphs. Mid-sentence editing is unacceptable.

7. Academic ASL/English:  We will communicate using academic ASL/English, which is a specialized type of
discourse for academic settings.  Use only academic ASL/English in classroom and during video
assignments throughout the course. Professional academic discourse requires giving credit to original
authors for their ideas, so citations and references are required, both in ASL and English. Use American
Psychological Association (APA) format when citing and referencing other people’s ideas.  Using written
ASL terms in your typed/written work or English-based signing in your video work is not acceptable.

8. Etiquette: Your professor welcomes emails, GoogleIMs/videos, text/videos sent to me via iMessage, calls via
FaceTime, but will not accept or respond to excessively emotional or colloquial register choices in
either language. This is your opportunity to practice ASL and English in academic and professional
settings, on a consistent basis. An important part of effectively using ASL and English in academic
settings is the ability to be concise.

9. Editing ASL/English assignments: You are strongly encouraged to have your ASL/English assignments edited.
Unedited work will be graded accordingly. Your professor reserves the right to return heavily unedited
work for a zero.

10. Technology:  All assignments are to be posted on Blackboard or as instructed. The Gallaudet Technology
Services staff can assist you with technical issues throughout the course or you can visit
www.gallaudet.edu/gts/help_desk for assistance.  You are to post all of your assignments in Blackboard,

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unless otherwise instructed. For large files, upload them to GoogleDrive and share the link in
Blackboard (or wherever instructed to do so).

11. Integrity: If you are to borrow/incorporate ideas, activities, assignments or quizzes from others please
honor your colleagues’ work by asking for permission and/or crediting them. If you are to alter or add
to their original work, please share your work with the original author as a token of appreciation, and
add a line that your work is an adaption of their work. This is a truly a very essential practice as an
ethical, moral sign language professional and this positive action will contribute to vibrant, healthy sign
language pedagogical communities. Please see Academic Integrity Policy below for more details.

The Gallaudet Credo (link)

The MASLED program would like to emphasize this section: We believe that every person should be
treated with civility and that our community is strengthened by the broad diversity of its members.
Therefore, we will promote and applaud behaviors that support the dignity of individuals and groups
and are respectful of others' opinions. We will especially discourage behaviors and attitudes that
disrespect the diversity of individuals and groups for any reason including religion, race, ethnicity, gender,
age, sexual orientation, disability, hearing status, or language and communication preference.

University Policies (link)

All university policies may be found in the Graduate Catalog. The standards of professional behavior and
communication discussed in the catalog will be mandated in this course and program.

Academic Integrity Policy (link)

All students must read and understand the Gallaudet University Graduate School Academic Integrity
Policy. This policy applies to both ASL and English.

Academic Accommodation Policy (link)

Students are to request accommodation through the Office for Students With Disabilities (OSWD) at
the beginning of the semester prior to course start date. This is to be communicated immediately with
the course instructor in order to ensure accommodations are being made as soon as possible.

Gallaudet Technology Services (GTS) HelpDesk (link)

Submit your ticket to request for help with various technology issues you may experience with your
accounts and courses.

Gallaudet University Library (link)

Visit the Gallaudet University website to search for resources for your course assignments and to
request for help if needed, using their online chat feature.

*Disclaimer: This syllabus is tentative and may be subject to change if circumstances require it.
Changes if any, will be announced via Blackboard announcement feature.

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