DepartmentofInterpretationandTranslation

CourseSyllabus

Credithours:
Semester:
Class:
Classroom:
Classduration:

INT70701
StructureofLanguageforInterpreters:
AmericanSign LanguageandEnglish
Three(3)
Fall2014
Thursdays,5:007:50pm
HMB1001
August25,2016December8,2016

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

KeithM.Cagle,Ph.D.
HMB#1413
keith.cagle@gallaudet.edu
2022502911
Thursdays2:00pmto4:30pm;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.

MAStudent Learning Outcomes (SLOs)

Skills/knowledge
Compare and contrast ASL
and English in terms of

MAI
Program
Outcomes
3, 4, 5, 7

Assessment
Projects
* Participation
in class

Assessment Tools
Assignment specific
checklist / rubric (grading

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

their:

discussion;

Relative status as
languages;
Modality and iconicity;
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 (classifiers)
TASL
Blends
Acquisition and
bilingualism;

* Individual
student
presentation

will be based on
thoroughness and
organization of projects
and homework)

* In class
exercises and
role plays
* Academic
paper and
presentation

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

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

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)

http://www.gallaudet.edu/Interpretation/MA_Program/Student_Learning_Outcomes.html

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

III.
ReadingsandMaterials
Readingsmaybeaddedormodifiedduringthesemester
a.

Needed Books for Class

Valli,Clayton,CeilLucasandKristinMulrooney.2005.LinguisticsofAmericanSign
Language:AnIntroduction(Fourthedition).Washington,D.C.:GallaudetUniversity
Press.
Baker, C. and Cokely, D. 1980. American Sign Language: a teacher's
resource text on grammar and culture . Washington, D.C.: Gallaudet
University Press.

b.

Readings for Class Lead Lecture and Exercise

The student assigned to a class lead lecture and exercise will send a latest article related
to the topic to the class through email at least three days prior to his or her lecture.

c.

Supplementalreadings
SomeothersupplementalreadingsmaybepostedinthecoursesBlackboardwebsite
(my.gallaudet.edu)orbesenttothestudentsthroughemail.Somemayberetainedona
reservedshelfatthelibrary.

d.

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

IV. ASSESSMENT SUMMARY

a. Grading Criterions for Course (tentative)
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:

Activity
Participation
Homework from exercises
Lead class lecture and exercise
Final project and presentation
Total point

Points
25
100
100
100
325

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

Foranexample,ifyoumake295pointsoutof350,divide295by350togetapercentageof
84.2.

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:
http://www.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Grading_System.html

Grade
A+
A
AB+
B
BC+
C
F
XF

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

V.

COURSE REQUIREMENTS

a.

Attendance, Preparation and Participation

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

Attendance and participation are mandatory. Absences must be excused by the instructor
prior to the missed class. Two unexcused absences will result in lowering the final grade
with one grade level drop for the course. Four late arrivals (more than 5 minutes) will
result in lowering the final grade for the course.
Participants are expected to complete readings, and be ready to participate in discussions
based on these readings.
b.

Assignments

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

Assignments are due at the beginning of class. Assignments (PPTs and papers) must be
submitted to the instructor through email prior to the start of class; attachments must be
labeled with course name/number/students name/assignment
(e.g. INT707SmithAssignment1).
All written material must be typed and double-spaced. All submitted work must follow
DOI formatting instructions and style guides (APA 6).
Late assignments will result in a loss of 50% on the assignment's grade. After two days,
the grade will be an zero.
Assignments may be added or modified (and due dates may change) as the semester
progresses.
Make-up works 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 10% of the grade remaining before the possibility of an
incomplete will be considered.
Copiedorplagiarizedassignmentswillearnzeropointsandmayresultinthestudents
dismissalfromtheclass,programorUniversity.
All video assignments handed in for the class are to be on Unlisted YouTube.
VI.

COURSE WORKS

a.

Participation (25 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 and exercises.
Points for participation:
3 = Always participated, yet respect for other classmates fair opportunity for
participation.
2 = Occasionally participated.
1 = Rarely participated.
0 = No participation.

b.

Lead Class Lecture (100 points)

The student will search and find a short reading (latest article) related to the topic, and
then send the link to the classmates at least 3 days prior to the lecture.

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

The student will develop the Powerpoint (not in Keynote) for the lecture and send the
attachment to the teacher at least 2 days prior to the lecture.
The lecture will include the followings:
* Topic
* Definition
* At least 3 examples (phrase, sentence, short story)
* Video clips
* Exercise for students
Both lecture and exercise are expected to last for 45 minutes long.
See the rubric at the latter pages of this syllabus.
c.

Homework from Exercises (100 points)

The course will have exercises from instructor and students lectures covering multilevels: phonology, morphology, syntax, discourse and semantics. The assignments must
be handed to the teacher in the beginning of class.
Example: In the class, you will have a group exercise with three persons (person voicing,
person interpreting and person translating on a paper). After the exercise, your group will
produce a video in YouTube with captioning.
The checklist will be used to grade the assignment.

Produced the unlisted YouTube

10 points

Format for video is complied.

10 points

Captioning is included.

10 points

Explained what exercise is about and

from whose lecture

10 points

All parties are involved in the video.

10 points

Quality of work: Outstanding,

Satisfactory or Unsatisfactory

50 / 40 / 0 points
Total: 100 points

d.

Final Project (100 points)

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

Your final project is an analysis work, 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 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 5-7 pages paper and a 15 minutes long presentation in ASL following guidelines
for ASL academic papers. Papers are due by midnight on November 18, 2016. It is to
be posted in Blackboard. Presentations and their PowerPoint slideshows are due by
November 27, 2016. Post the PowerPoint in the Blackboard.
In the final project, you will discuss:
* Brief description of events, interactions, communication methods, and/or other
observations in the interpreted videos;
* Explanation of your analysis method (e.g. collection, ELAN, categorizing, etc.)
* Identify which/what linguistic features in morphology, syntax, discourse /
sociolinguistics and semantics (four areas) 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.
The rubric is in the latter pages of this syllabus.
VII.

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.
VIII.

COMMUNICATION MEANS

Gallaudet email/Blackboard 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 or 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.
IX.

DISCLAIMER

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

The course schedule and assignment due dates initially set forth are subject to reasonable
change by the instructor at any time. These changes may be announced during class
session or by any method agreed upon with the class. It is the students responsibility to
be aware of any such information that may be announced.
X.

UNIVERSITY POLICIES

It is the students responsibility to familiarize themselves and comply with the Gallaudet University
Undergraduate/Graduate Academic Integrity Policy, which can be found in the Gallaudet University
Undergraduate/Graduate Catalog or on the Gallaudet University website at:
http://catalog.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Acade mic_Integrity.html
Office for Students with Disabilities (OSWD) Accommodation policy
Students have the responsibility of formally requesting accommodation through the Office for Students
With Disabilities (OSWD) at the beginning of the semester:
http://www.gallaudet.edu/Office_for_Students_with_Disabilities/General_Information.html
For information on your rights under the ADA and Section 504 of the Rehabilitation Act please see:
http://www.gallaudet.edu/EOP/Reasonable_Accommodations.html
Department Policies:
Please see: http://www.gallaudet.edu/Interpretation/Beyond_the_Classroom.html

XI.

TENTATIVE COURSE OUTLINE

There may be some modifications to the outline. This course outline is to provide you an overview of what
would be covered in the classes.
Valli = Linguistics of ASL, 4th Edition 2005 (Color of book is purple)
Green = ASL: A Teachers Resource Text on Grammar and Culture, 1980
Blue highlight Teacher lectures and exercises
Green highlight Student lead lectures and exercises
Purple highlight It is for your further reading
CLASS 1:

September 1, 2016

Importance of Listener's Feedback and its categories

Overview of Course, syllabus and expectations
Foreign Language, Verbatim and Translation / Interpretation
Communication and Language
What is Language?
System of

Green Chapter 1
Valli Pg. 1-13

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

Symbols

Forms of,
Unmarked and marked Handshapes
Iconicity and Arbitrariness

Grammatical signal
Changes across generation (Historical Changes)

Green Pg. 82-83

Valli - Pg. 210-214
Green Pg. 83-101
Valli Pg. 161-

166
Used by community members, where?, how many?
Homework:

5 iconic spoken English words

2 signs for each of historical changes

Glossing system for ASL and written English

CLASS 2:

Green Pg. 1-29

Valli Pg. 19-20

September 8, 2016

Discussion on homework: iconic English and historical changes with ASL

Continue on glossing

Lecture

Modality

Guest speaker - Pischler

Brief history of ASL and English

Green Chapter 1 & 2

Valli 13-14

ASL's borrowings from LSF and Cistercian Sign Language

Lecture

What is Linguistics?

Lecture

Subfields of Linguistics

Valli Pg. 3 (2)

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)

Definition of Phonetic

Valli - Pg. 241-243

Definition of Phonology

Valli - Pg. 244-248

Bayley, R. (2002)

"Analyzing Signs" by Robbin Battison

Typology of Signs (Type 0, X, 1, 2, 3 and C)

Valli - Pg. 184-202

Battison, R. (1974)

The Stokoe System for transcription

Valli Pg. 23-25

Exercise:

Vallis Page 27: #1

Exercise:

Glossing exercise

CLASS 3

September 15, 2016

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

The Concept of Sequentiality

Valli Pg. 28-33

Lidell and Johnsons The Movement-Hold Model

Valli Pg. 34-38

Valli - Pg. 249-289
Lidell, S. (1989)

Exercise:

Vallis Page 39: #1 a. to j,

#2 b. BLACK & c. DEAF

Introduction to ELAN
CLASS 4

10

Guest speaker (VIDEO)

September 22, 2016

Discussion on "Analyzing Signs" by Battison and

homework: ASL Parameters, Stokoe system & MH Model
Definition of Morphology
Terms: Affix, prefix, suffix, inflix, circumfix
Exercise:
Find 5 English words with prefix and
5 English words with suffix, and show
how they are expressed in ASL.

Valli Pg. 49-50

Valli - Pg. 290-301
Lecture

Inflection/ Noun Verb Pairs

Class Exercise: Find 2 new English words and 2 new ASL
signs that have this inflection.

Valli Pg. 51-54

Green - Pg. 103-109

Compounds and Contractions

Class Exercise: 2 signs and 2 English words for each
compound & contraction

Valli Pg. 56-60

Green - Pg. 110-114

CLASS 5

Septemeber 29, 2016

Discussion on homework: Multi-morphemes, Noun-Verb pairs and Compound & contraction

Lexicalized Fingerspellings and Loan Signs
Class Exercise:

Valli Pg. 62-67

Green - Pg. 114-

Incorporation of Numbers
Class Exercise:

Valli Pg. 70-72

Green - Pg. 180-181

Morphology of Location and Movement in ASL

Lecture & discussion

118

CLASS 6

October 6, 2016

Discussion on homework: Changes in Lexicalized Fingerspelling and Incorporation of Numbers

Non-Manual Signals as morpheme
Exercise:

Lecture & discussion

Classifier Predicates and Signer Perspective

Class Exercise:

Valli Pg. 90-97

Valli Pg. 100-104
Green Chapter 10

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

CLASS 7

11

October 13, 2016

Depiction * and Blending **

Guest speaker: Dr. Mary Thumann

Streeck (2008) *
Dudis (2007) *
Clark & Gerrig (1990) *
Cormier et al (2012) *
MacGregor (2004)**
Dudis (2004)**

Preposition in English and Locatives in ASL

Class Exercise:

Green Chapter 11

Subject and Object Agreement, Verbs in ASL

Class Exercise:

Green Chapter 9
Valli Pg. 76-83, 302-321

Exercise:

CLASS 8

Find 5 signs that do not have a body contact

and would not work with directionality.

October 20, 2016

Discussion on homework: Directionality

Plurality in ASL and English
Exercise:

Green Chapter 12

Temporal and Distributional Aspects

Valli Pg. 105-108

Class Exercise:

Find 5 verb signs for temporal aspect

and 5 verb signs that do not work with
temporal aspects.

Green Chapter 13

Class Exercise:

Find 5 verb signs for distributional aspect

and 5 verb signs that do not work with
distributional aspect

Green Chapter 14

CLASS 9

October 27, 2016

(Note: Dr. Cagle wont be here as he will attend CIT conference. Fuzemeeting to record your presentation
and student participation)
Time in ASL and English
Class Exercise:

Green Chapter 7
Valli Pg. 135-138

Pronominalization: absent vs. present referents, formal vs. casual signs Green Chapter 8
Exercise:
CLASS 10

November 3, 2016

Derivational and Inflectional Morphology

Lecture

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

12

Valli Pg. 110-111

Sentence Types (e.g. OSV, OSV, SV, SVP, T/C, RH-Q,
Conjunctions and adverbial clause)
Exercise:

Valli Pg. 127-133

Green Chapter 6

Sociolinguistics for Interpretation

Guest speaker: Dr. Melanie Metzger

CLASS 11

November 10, 2016

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

conversational forms
Class Exercise:

Valli Pg. 161-166

Valli - Pg. 362-379
Green Pg. 83-101

Homework: Find 2 English words and ASL signs for each variation
Bilingualism and Language Acquisition

CLASS 12

Guest speaker - Pischler

Valli Pg. 177-182
Valli - Pg. 409-430
Emmorey, K (2008)

November 17, 2016

Discussion on homework: ASL and English variations

Discourse strategies (opening & closing of conversation) & Register

9
(1974)
(1977)

Lecture & Valli Pg. 169-174

Valli - Pg. 380-408
Lidell, S (1996)
McCarthy & Carter (1994)
Cameron Chapters 1 and 4-6
Johnston & Schembri Ch.
Sacks, Schegloff, & Jefferson
Schegloff, Jefferson, & Sacks
Coates & Sutton-Spence

(2001)
Semantic
Homework:

November 24, 2016

CLASS 13

Semantic activity

Lecture & discussion

Valli - Pg. 349-361
Enfield (2009) Chs 1-2
Bell (1984)
Metzger, Fleetwood, & Collins (2004)

THANKSGIVING BREAK

December 1, 2016

Discussion on homework: Semantic

TASL

Guest speaker: Steve Collins

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

13

STUDENT PRESENTATIONS
Student Evaluations on Instructor and course
Class 14

December 8, 2016
STUDENT PRESENTATIONS

XII.

RUBRICS

1.

Rubric for Final Project (paper and presentation)

AMERICAN SIGN LANGUAGE PAPER

10
8
Body of Paper
Ideas/Analysis
Organization
Grammar
Word Choice
References/Supporting
Materials
Delivery/Formatting
10= Outstanding, 8 = Satisfactory, 6 =
Unsatisfactory

Comments

Total
score:

/70

ENGLISH PAPER
10
8
Body of Paper
Ideas/Analysis
Organization
Grammar
Word Choice
References/Supporting
Materials
Delivery/Formatting
10= Outstanding, 8 = Satisfactory, 6 =
Unsatisfactory

Comments

Total
score:

/70

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

Category
Central Message/Thesis

14

Indicators
Main ideas and connected points are stated, maintained
and connected through the text.
Information is synthesized, integrated, and interpreted
in ways that support main and connecting points.

Ideas/Analysis

Ideas are logically presented with sufficient explanation.

Included ideas are each analyzed for relevance and
meaning

Organization

Organizational pattern (specific introduction and

conclusion, sequenced material within the body, and
transitions) is clearly and consistently observable and is
skillful and makes the content of the presentation
cohesive. Text includes examples and details.

Grammar

Grammar and vocabulary are correct, effective and

precise.

Word Choice

Language choices are imaginative, memorable, and

compelling, and enhance the effectiveness of the
product as paper, presentation, or video.
Language choices in product are appropriate for
audience/readers.

References/Supporting
Materials

Delivery/Formatting
(APA, MLA, video,
presentation)

January 2014.

2.

Choice of references clearly support ideas and thesis

References are clearly identified with an appropriate and
consistent style (APA, MLA, Academic ASL).
Delivery and formatting are appropriate for language
and product choice
Delivery and formatting enhance product presentation

Cagle, Santini, Roy and Harrelson

Class Lecture Leader Rubric

Poor

Fair

Good

Excellent

Preparation
15 pts
Topic includes the
relevant readings
and the illustration
selected (text,
video, etc)

10.5 pts
Facilitator shows
some significant gaps
and/or inaccuracies in
understanding the
assigned readings;
unprepared.

12 pts
Demonstrates
general
understanding of the
readings; may show
evidence of some
gaps in
comprehension /
preparation.

13.5 pts
Solid understanding
of the readings;
may miss some
nuances of
meaning.

15 pts
Thorough
understanding of
the readings -facilitator shows a
depth of insight and
careful preparation.

Facilitates
Discussion
10 pts
Avoids excessive
presentation, and

7 pts
Facilitator
ineffectively engages
students. Discussion
falls flat due to

8 pts
Facilitator has some
difficulty leading the
discussion (e.g., no
elaboration or

9 pts
Facilitator leads
discussion well.
May need more
follow-up questions,

10 pts
Facilitator
effectively engages
students in
discussion of topic.

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

15

generates sufficient
discussion

presenter difficulties.
Engagement of
classmates was
weak.

minimal opportunity
for discussion;
allows discussion to
remain off-topic) but
shows at least some
skill as facilitator.

to engage students
more, or to engage
more students, or
to keep discussion
on-track.

Listens well and

responds
appropriately. Uses
follow-up questions
to expand the
discussion.
Encourages all
students to
participate.

Quality of
Questions and
Exercises
10 pts

7 pts
Questions and
exercises need more
work; topic covered
inadequately.

8 pts
Some good
questions and
exercise, but may
need more in-depth
questions and
exercises and/or an
increase in the
number of questions
and exercises to
effectively cover the
topic.

9 pts
Very good choice of
questions and
exercises. Key
points are
highlighted; topic is
covered well.

10 pts
Insightful,
appropriate, and indepth questions
and exercises which
lead to a thorough
and useful
discussion of the
topic.

Further Readings
Battison, Robbin (1974). Phonological deletion in American Sign
Language. Sign Language Studies, 5, 1-19.
Bayley, Robert, Lucas, Ceil, & Mary Rose (2002). Phonological variation in
American Sign Language: The case of 1 handshape. Language Variation
and Change, 14, 19-53.
Cormier, K., Quinto-Pozos, D., Sevcikova, Z., & Schembri, A. (2012).
Lexicalisation and
de-lexicalisation processes in sign languages: Comparing depicting
constructions and
viewpoint gestures. Language & Communication, 32 (4), 329-348. doi:
10.1016/j.langcom.2012.09.004

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

16

Clark, Herbert & Gerrig, Richard (1990). Quotations as demonstrations.

Language, 66 (4), 764 805.
Dudis, Paul (2004). Body partitioning and real-space bends. Cognitive
Linguistics, 15,
223-238.
Dudis, Paul (2007). Types of depiction in ASL. Download from
http://drl.Gallaudet.edu
Emmorey, Karen, Borinstein, Helsa, Thompson, Robin, & Tamar Gollan
(2008). Bimodal
bilingualism. Bilingualism: Language and Cognition, 11 (1), 43-61.
Enfield, N.J. (2009). The Anatomy of Meaning . Cambridge, UK: Cambridge
University Press.
[Chapters will be posted on Blackboard by Dr. Shaw]
Janzen, Terry (2004). Space rotation, perspective shift, and verb
morphology in ASL.
Cognitive Linguistics, 15 (2), 149-174.
Johnston, T. & A. Schembri (2007). Auslan: An introduction to sign
language linguistics .Cambridge, UK: Cambridge University Press.
Liddell, Scott (2003). Grammar, Gesture, and Meaning in American Sign
Language.
Cambridge, UK: Cambridge University Press.
[This is available as an e-book from the library]
Liddell, Scott K. (1996). Spatial representation in discourse: Comparing
spoken and signed language. Lingua, 98, 145-167.
Liddell, Scott K. & Robert E. Johnson (1989). American Sign Language: The
phonological
base. Sign Language Studies, 64, 237-254.
MacGregor, David (2004). Real space blends in spoken language:
Evidence from Mr.
Roberts.Gesture , 4 (1), 75-89.
McCarthy, Michael & Ronald Carter (1994). Language as discourse.
London: Longman.
McCaskill, Carolyn; Lucas, Ceil; Bayley, Robert; and Joseph Hill (2011). The
Hidden Treasure of Black ASL: Its History and Structure. Washington, DC:
Gallaudet University Press. [This is available as an e-book from the library]

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

17

Metzger, M., Fleetwood, E, & S. Collins (2004). Discourse genre and

linguistic mode:
Interpreter influences in visual and tactile interpreted interaction. Sign
Language Studies, 4 (2), 118-137.
Nicodemus, B. & K. Emmorey (2013). Direction asymmetries in spoken
and signed language interpreting. Blingualism: Language and cognition,
16 (3), 624-636.
Padden, Carol (1998). The ASL lexicon. Sign Language Linguistics, 1 (1),
39-64.
Shaw, Emily & Yves Delaporte (2010). New perspectives on the history of
American Sign Language. Sign Language Studies, 11 (2), 158-191.
Streeck, Jurgen (2008). Depicting by gesture. Gesture, 8 (3), 285-301.
Taub, Sarah (2001). Language from the body: Iconicity and Metaphor in
American Sign Language. Cambridge, UK: Cambridge University Press.
[This is available as an e-book from the library]
Winston, Elizabeth (1995). Spatial Mapping in Comparative Discourse
Frames. In K. Emmorey & J. Reilly (Eds.) Language, gesture and space.
Psychology Press.
Woodward, James (1976). Black southern signing. Language in Society, 5,
211-218,
Cambridge, MA: Cambridge University Press.

Cagle/INT 707 Structure of Language for Interpreters: ASL and English, Fall 2014 Syllabus

18

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

Semester/Year:

Fall / 2016

Course Number Section:

INT 707-01

Course Name:

Structure of Language for Interpreters:

American Sign Language 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 ________________________________________