High School Block:
American Sign Language 110
The American Sign Language (ASL) 1 Foundational curriculum introduces the learner to ASL. This curriculum will be delivered via a 90-hr course. Following this introductory course in ASL, learners may seek opportunities to extend their learning to attain ASL level 1 competency.
ASL 1 Foundational was written in response to a recommendation from Moving Forward (p. 42) to develop and offer an additional language course in American Sign Language (ASL) for high school students thus strengthening linguistic inclusivity in New Brunswick school communities. “A linguistically inclusive environment is one in which the variety of language skills and levels in the group are recognized, respected, and honoured. In a linguistically inclusive environment, educators recognize the home language(s) of students and families as strengths” (p. 41).
ASL 1 Foundational is a beginner level course which focuses on interpersonal communication and Deaf culture. Students learn basic communication skills while examining the differences between aural/oral language and the visual/gestural language of ASL used to express and receive information. Appreciation and understanding of the rich and vibrant Deaf culture are encouraged through the examination and comparison of the cultural beliefs, practices, values, and products of Deaf people and of hearing people.
This curriculum has been adapted for New Brunswick with the kind permission of the American Sign Language Teachers Association and covers the content described in units 1-3 of the Signing Naturally course by DawnSignPress.
The teacher of this curriculum will have lived experience as a person who is Deaf or Hard of Hearing (and a member of the Deaf community), be fluent in ASL (ASL PI 4 and above or have or in process of getting ASLICE), have a degree in Deaf Education/ASL/Linguistics and experience teaching ASL courses/programs, have knowledge of Deaf culture/history, and be qualified to teach in New Brunswick.
*Contact the Education Support Services Branch at the Department of Education and Early Childhood Development for requests regarding the assessment of comparable qualifications.
CONTEXTS AND CONCEPTS
Interpersonal Communication
- Expression of feelings, emotions, opinions, needs, and wants
- Engagement in basic conversations
- Interpretation of live and recorded ASL
- Comparison of aural/oral and visual/gestural languages
- Attention-getting strategies
Deaf Culture
- Products, products, and perspectives
- Cultural activities
- Elements of Deaf art
- Rhythm, timing, vibration, and lighting
- Themes and symbols
GRADE 11
Strand: Communication
Big Idea: Interpersonal Communication
Skill Descriptor: Engage in conversations and provide information, express feelings and emotions, and exchange opinions using ASL.
Global Competencies: CM
Achievement Indicators:
- distinguish handshapes by identifying similarities or differences between signs
- dramatize basic non-manual signals and/or facial expressions that correspond to emotions and feelings
- apply spatial referencing skills and basic pronominal awareness
- describe daily needs, wants, and preferences
- express simple two-to-three sentence utterances about the home, classroom, and environment
Skill Descriptor: Interpret live and recorded ASL on a variety of topics.
Global Competencies: CM
Achievement Indicators:
- restate and/or rephrase (receptive/expressive) simple information from live or recorded materials presented in class
- demonstrate proficiency in visual and kinesthetic rhythm
- identify people and objects using ASL in live or video formats
- respond to simple commands and requests
Skill Descriptor: Present information, concepts, and ideas in ASL to an audience of viewers.
Global Competencies: CM
Achievement Indicators:
- give brief signed messages and presentations about home and family, school activities, and common objects
- create video messages that include appropriate greetings, farewells, and age-appropriate content matter
Strand: Culture
Big Idea: Deaf Community
Skill Descriptor: Connect the practices, products, and perspectives of Deaf culture to viewpoints accessible only through signed language (ASL) and Deaf culture.
Global Competencies: SGC, CM, SASM
Achievement Indicators:
- express greetings and farewells using attention-getting strategies
- perform simple greetings and handshape rhymes in ASL
- express the aesthetic value of rhythm, timing, and vibration
- explain how lighting may used for different purposes
- identify tangible products of Deaf culture
- identify common daily activities of Deaf people
- identify simple culturally-based behaviour patterns of Deaf peers
- list fundamental themes and symbols of Deaf culture
- identify arts that are connected to Deaf experience, history, and/or culture through examination of elements of Deaf art
- outline how age-appropriate folktales, short stories, and poetry intended for Deaf people foster a positive image of being Deaf
- participate in cultural activities
Big Idea: Comparison
Skill Descriptor: Demonstrate an understanding of culture through comparisons of Deaf culture and one’s own.
Global Competencies: SGC, SASM
Achievement Indicators:
- compare simple patterns of behavior in Deaf culture and their own culture
- outline the similarities between speak/hear and hand/eye communication in giving and receiving information
- compare toys, games, and devices mainly produced for Deaf youth with those produced for hearing youth
Strand: Connections
Big Idea: Deaf Community
Skill Descriptor: Examine Canadian equity issues and equity advancements connected to the Deaf community that uses ASL and other signing communities.
Global Competencies: SGC
Achievement Indicators:
- outline Canadian historical equity issues that have affected the ASL and other signing communities.
- compare Canadian historical equity issues with contemporary equity affecting the ASL and other signing communities.
- summarize advancements in equity and social justice objectives made by the ASL and other signing communities.
