MLL 432 - Sociolinguistics of Black American Sign Language

Units: 4;Breadth Area: GE-UD-D; Diversity
This course will focus on the historical events that segregated ASL and explore the sociolinguistic patterns that led to the development of Black American Sign Language (BASL) and results of BASL post inclusion along with parallels of African American English.

Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous, or Online-Synchronous.
Grading: A-F or CR/NC (student choice).
Breadth Area(s) Satisfied: GE-UD-D - Upper Division Social Sciences, Overlay - Diversity
Course Typically Offered: Variable Intermittently

Student Learning Outcomes - Upon successful completion of this course students will be able to:
1. Define and identify the historical events related to segregated schools for the deaf.

2. Identify patterns and linguistic styles of Black American Sign Language from the Black ASL Project.

3. Theorize on transition of BASL after segregated schools closed and determine what influences current BASL trends.

4. Report on BASL development and evaluate studies that either support or dismiss BASL as a language.

5. Classify terminology used to label BASL such as dialect, creole, code switching and other comparative vocabulary.

6. Understand linguicism, evaluate its actions regarding BASL and devising solutions that lead to equity of the Black Deaf Community.

UD-D. Upper-division Social Sciences Learning Outcomes

analyze how power and social identity affect social outcomes for different cultural and economic groups using methods of social science inquiry and vocabulary appropriate to those methods;
demonstrate an understanding of and ability to apply accurately disciplinary concepts of the social or behavioral sciences; and
demonstrate an understanding of and ability to effectively plan or conduct research using an appropriate method of the social or behavioral sciences.

Diversity Overlay Learning Outcomes

describe the histories and/or experiences of one or more U. S. cultural groups and the resilience and agency of group members;
identify structures of oppression and the diverse efforts and strategies used by groups to combat the effects of oppressive structures;
analyze the intersection of the categories of race and gender as they affect cultural group members’ lived realities and/or as they are embodied in personal and collective identities;
recognize the way that multiple differences (including, for example, gender, class, sexuality, religion, disability, immigration status, gender expression, color/phenotype, racial mixture, linguistic expression, and/or age) within cultural groups complicate individual and group identities.