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National Standards for Learning American Sign Language

National Standards for Learning American Sign Language. February 6, 2012 Kim Brown Kurz, Ph.D. Workshop Agenda. February 6, 2012 Why Have Standards? What are Standards? Introduction to Five C ’ s Wrap Up/Questions. ASL Standards History. Committee met in 2007 in Denver

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National Standards for Learning American Sign Language

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  1. National Standards for Learning American Sign Language February 6, 2012 Kim Brown Kurz, Ph.D.

  2. Workshop Agenda February 6, 2012 • Why Have Standards? • What are Standards? • Introduction to Five C’s • Wrap Up/Questions

  3. ASL Standards History • Committee met in 2007 in Denver • Committee members - Glenna Ashton, Keith Cagle, Kim Kurz, Bill Newell, Rico Peterson & Jason Zinza • Over 20 reviewers • Draft to be submitted in 2012 to ACTFL

  4. Why Have Standards? • Raises Expectations • Parity • Increased Proficiency

  5. Raises Expectations • Need for increased language and culture • Establishes common goals • Decreases articulation issues • Increases quality of instruction

  6. Parity • Publication of ASL standards alongside those for spoken languages • Recognition that ASL offers the same rigorous depth as other languages • Shared best practices for language and culture proficiency

  7. Increased Proficiency • Interpersonal, interpretive, and presentational communication complement each other • Deeper understanding of the products and perspectives of Deaf culture • Communication abilities not limited to specific situations or skills

  8. Standards and Outcomes • The standards are the goals of what students should learn in their lessons. Standards are goals that cannot be accomplished without having some kind of instruction, textbooks and lesson plans. • The outcomes are the results we want to see our students accomplish. Outcomes are what students should accomplish at the end of the language-learning lesson or course.

  9. The National Standards • Communication • Cultures • Connections • Comparisons • Communities

  10. Communication • Divided into three domains: • Interpersonal (1.1) • Interpretive (1.2) • Presentational (1.3)

  11. Communication1.1 Interpersonal • Student to student communication, not teacher to student • Live or through technology With a partner: • Discuss what’s going on in the scene • Discuss who, what, where, why, when • What would you think if you were the photographer

  12. Communication 1.2 Interpretive • Information only in ASL - subtitles, captions, and voicing do not meet the standards • Refers to the process of comprehending material, not interpreting from ASL to English Watch “Black Sand” by ASL Film

  13. Communication1.3 Presentational • Intended to develop register skills • Memorizing/preparing material is emphasized, not “off the cuff” • Recording information is emphasized • Know the difference of what makes a good and bad presentation Record your opinion on a current event within the Deaf community

  14. Cultures • Divided into two domains: • Practices & Perspectives (2.1) • Products & Perspectives (2.2)

  15. Cultures2.1 Practices & Perspectives • Understanding the “why” behind the practice is emphasized Discuss with a partner three examples of attention getting strategies used in Deaf culture

  16. Cultures2.2 Products & Perspectives • Includes tangible items (art, film, etc.) and intangible items (Deafhood, De’Via, Audism, etc.) • “Perspective” refers to understanding how and why a product reflects and is a part of Deaf culture

  17. Connections • Divided into two domains: • Connecting With Other Disciplines (3.1) • Acquiring Information & Unique Perspectives (3.2)

  18. Connections3.1 Connecting With Other Disciplines • Discuss any topic, whether related to Deaf culture or not. Debate the upcoming presidential election

  19. Connections3.2 Acquiring Information & Distinct Perspectives • Learning information and perspectives only available in ASL View an ASL joke and discuss its perspective on Deaf and non-deaf individuals

  20. Comparisons4.1 Comparing Languages • Not limited to English-ASL comparisons; can use ASL-LSF or other languages • Use linguistic information to supplement Compare prosodic elements in English and ASL that occur when discussing a heated topic

  21. Comparisons4.2 Comparing Cultures • Comparing cultures between hearing and deaf -- also can compare other cultures. Create a skit that compares and contrasts how Deaf and non-Deaf people may call in sick to work

  22. Communities • Divided into two domains: • Using ASL Beyond the Classroom (5.1) • Life-long Learning & Enjoyment (5.2)

  23. Communities5.1 Using ASL Beyond the Classroom • Emphasis is on use of language, not simply observing a Deaf event Plan and organize a trip to a Deaf seniors center to collect oral histories

  24. Communities5.2 Life-Long Learning & Enjoyment • Goal is to encourage students to continue participating in the Deaf community long after completing ASL study Attend a Deaf Idol competition in person or view it on the internet

  25. Things to Look For • Integration of deep level of culture and language in ASL coursework • Integration of film, poetry, storytelling and other products at all levels of coursework • Students have constant opportunity to engage in meaningful communication

  26. Wrap Up/Discussion • Any Questions or Comments?

  27. Contact Information • Kim B. Kurz, Ph.D., Chair, American Sign Language & Interpreting Education, RIT/NTID • kbknss@rit.edu

  28. Reference Ashton, G., Cagle, K., Kurz, K., Newell W., Peterson, R., & Zinza, J. (in press). Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY: National Standards in Foreign Language Education Project

  29. After the Webinar • Program evaluation • Request CEUs; CEU questions to: Alberto Sifuentes at a.sifuentes@neu.edu

  30. Thank You Kim Brown Kurz Presenter Michael Millington Director, NCRTM Jessie Zhu Instructional Designer, NCRTM Sharon James Captioner, NCRTM Deborah Perry Interpreter Wendy Watson Interpreter This Webinar was a collaborative effort of the National Clearinghouse of Rehabilitation Training Materials <ncrtm.org> and the National Interpreter Education Center <northeastern.edu/niec>. CEUs sponsorship: NURIEC

  31. Thank You We acknowledge the work of National Interpreter Education Center staff in making this webinar possible. Aju Cherian, Lillian Garcia Peterkin, Crystal Eusebio, Trudy Schafer, Dennis Cokely, & Cathy Cogen

  32. Upcoming Webinars Earn a Masters Degree in Interpreting February 27, 2012 3:30 – 4:30 pm EST Undergraduate Research in Interpreter Education April 16, 2012 3:30 – 4:30 pm EDT Training and Engagement in Vocational Rehabilitation Interpreting May 21, 2012 3:30 – 4:30 pm EDT Thank you for joining us today. Please join us for upcoming NIEC/NCRTM Webinars. Email: niec@neu.edu to get on mailing list or for more information

  33. Funded by a U.S. Department of Education Rehabilitation Services Administration grant, CFDA H160B000002 www.northeastern.edu/niec Email: niec@neu.edu Affiliated with the National Consortium of Interpreter Education Centers www.interpretereducation.org

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