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NIEC020612.doc - NCRTM

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									           A Presentation by the NIEC – National Interpreter Education Center



Slide 1: This is a presentation by the NIEC: National Interpreter Education Center

Slide 2: This presentation is on National Standards for Learning American Sign Language. Date:
February 6, 2012. Kim Brown Kurz, Ph.D.

Slide 3: Workshop Agenda for February 6, 2012: 1- Why Have Standards? 2- What are
Standards? 3- Introduction to Five C’s. 4- Wrap Up/Questions.

Slide 4: ASL Standards History: 1- Committee met in 2007 in Denver. 2- Committee members:
Glenna Ashton, Keith Cagle, Kim Kurz, Bill Newell, Rico Peterson & Jason Zinza. 3- Over 20
reviewers. 4- Draft to be submitted in 2012 to ACTFL

Slide 5: Why Have Standards? 1- Raises Expectations. 2- Parity. 3- Increased Proficiency.

Slide 6: Raises Expectations: 1- Need for increased language and culture. 2- Establishes common
goals. 3- Decreases articulation issues. 4- Increases quality of instruction

Slide 7: Parity: 1- Publication of ASL standards alongside those for spoken languages.
2- Recognition that ASL offers the same rigorous depth as other languages. 3-Shared best
practices for language and culture proficiency. A picture of the Third Edition of “Standards for
Foreign Language Learning in the 21st Century” is shown.

Slide 8: Increased Proficiency: 1- Interpersonal, interpretive and presentational communication
complement each other. 2- Deeper understanding of the products and perspectives of Deaf
culture. 3- Communication abilities not limited to specific situations or skills.

Slide 9: Standards and Outcomes: 1- 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; 2- 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.

Slide 10: The National Standards: A Venn diagram is shown with 5 circles, one for each of the
following words: 1 – Communications; 2- Cultures; 3- Connections; 4- Comparisons; 5-
Communities. The Venn diagram shows the relations between all of them.

Slide 11: Communication is divided into three domains: 1- Interpersonal (1.1); 2-Interpretive
(1.2); 3- Presentational (1.3).

Slide 12: (1.1) Communication Interpersonal: 1 -Student to student communication, not teacher
to student; 2-Live or through technology.
              With a partner: a) Discuss what’s going on in the scene. b) Discuss who, what,
where, why, when. c) What would you think if you were the photographer?

Slide 13: (1.2) Communication Interpretive: 1- Information only in ASL - subtitles, captions, and
voicing do not meet the standards. 2- Refers to the process of comprehending material, not
interpreting from ASL to English
                Watch “Black Sand” by ASL Film.

Slide 14: (1.3) Communication Presentational: 1- Intended to develop register skills; 2-
Memorizing/preparing material is emphasized, not “off the cuff”; 3- Recording information is
emphasized; 4- Know the difference of what makes a good and bad presentation
                Record your opinion on a current event with the Deaf community

Slide 15: Cultures are divided into two domains: 1- Practices & Perspectives (2.1); 2- Products &
Perspectives (2.2)

Slide 16: (2.1) Cultures: Practices & Perspectives - Understanding the “why” behind the practice
is emphasized.
                Discuss with a partner three examples of attention getting strategies used in Deaf
culture.

Slide 17: (2.2) Cultures: Products & Perspectives: 1- Includes tangible items (art, film, etc.) and
intangible items (Deafhood, De’Via, Audism, etc.). 2- “Perspective” refers to understanding how
and why a product reflects and is a part of Deaf culture.

Slide 18: Connections are divided into two domains: (3.1) Connecting with Other Disciplines;
(3.2) Acquiring Information & Unique Perspectives.

Slide 19: (3.1) Connections: Connecting with Other Disciplines: Discuss any topic, whether
related to Deaf culture or not.
               Debate the upcoming presidential election

Slide 20: (3.2) Connections: 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

Slide 21: (4.1) Comparisons: Comparing Languages: 1- Not limited to English-ASL
comparisons; can use ASL-LSF or other languages; 2- Use linguistic information to supplement.
                Compare prosodic elements in English and ASL that occur when discussing a
heated topic.

Slide 22: (4.2) Comparisons: Comparing Cultures: 1 - 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



Slide 23: Communities are divided into two domains: 1-Using ASL beyond the Classroom (5.1);
2- Life-long Learning & Enjoyment (5.2)

Slide 24: (5.1) Communities: Using ASL Beyond the Classroom: 1- 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

Slide 25: (5.2) Communities: Life-Long Learning & Enjoyment: 1- 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

Slide 26: Things to Look For: 1- Integration of deep level of culture and language in ASL
coursework; 2- Integration of film, poetry, storytelling and other products at all levels of
coursework; 3- Students have constant opportunity to engage in meaningful communication.

Slide 27: Wrap Up/Discussion - Any Questions or Comments?

Slide 28: Contact Information: Kim B. Kurz, Ph.D., Chair, American Sign Language &
Interpreting Education, RIT/NTID - kbknss@rit.edu

Slide 29: 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

Slide 30: After the Webinar: 1-Program evaluation; 2- Request CEUs; CEU questions to: Alberto
Sifuentes at a.sifuentes@neu.edu

Slide 31: Thank You - 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
       Kim Brown Kurz – Presenter
       Michael Millington - Director, NCRTM
       Jessie Zhu - Instructional Designer, NCRTM
       Sharon James - Captioner, NCRTM
       Deborah Perry – Interpreter
       Wendy Watson - Interpreter
Slide 32: Thank You - We acknowledge the work of National Interpreter Education Center staff
in making this webinar possible. It is shown a photo of Aju Cherian, Lillian Garcia Peterkin,
Crystal Eusebio, Trudy Schafer, Dennis Cokely, & Cathy Cogen.

Slide 33: 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.
       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.


Slide 34: 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 - NCIEC
        www.interpretereducation.org

								
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