Keywords: ASL, message equivalence, Deaf education in Jamaica, international student

Transcription

1 Keywords: ASL, message equivalence, Deaf education in Jamaica, international student Author: Lauri Metcalf Institution: San Antonio College Title of Exercise: Deaf Education in Jamaica Title of Terp Talk, if different: Link: Source Language: ASL Speaker Info: Gender: Male Race: Black/African-American Age: Adult Duration: 18:53 Type of Task: Supervised agroup astudent-centered aunsupervised aindividual ateacher-centered Time Required for Activity: 3+ hours Topics Addressed in Activity: Deaf education in Jamaica Being an international student Course Title: Interpreting III/Advanced Interpreting Course Audience: Beginner 1 Beginner 2 Intermediate 1 Intermediate 2 aadvanced Fluent/Professional

2 Learning Objectives: Students will be able to: Discuss deaf education in Jamaica and what research strategies they employed. Discuss the requirements for international students. Answer correctly the text questions given after students have viewed the work. Identify the main ideas of the presentation. Identify the supporting details in the presentation. Render an interpretation that preserves the meaning and intent of the message. Technical Notes: Computer/laptop to view video Access to the internet Camera or smart phone that can record student s interpretation Description of Learning Exercise: What is the instructor expected to do to prepare and deliver the assignment? o Lead the class in developing a discourse map or assign students to complete a discourse map individually or in small groups. o Have members of the class share information they discovered when researching deaf education in Jamaica and international student requirements. o Lead the class in identifying challenges in the text. o Listen to the students work, and provide feedback regarding the learning objectives. What must users do to successfully complete the assignment? o Develop a discourse map either as a class, small group, or individually. o Watch the Terp Talk and answer the questions given by the instructor. o As a class or in small groups, identify challenges including fingerspelling seen in the text and possible coping strategies. o Render an interpretation of the talk that preserves the meaning and intent of the message. o Review your work and prepare an in depth self-analysis. o Meet with other users and have them review the work and provide constructive feedback. o Meet with the instructor to discuss the interpretation. What, if any, information needs to be shared, and with whom? o See above

3 What activities need to be performed? o Research the topic of Deaf education in Jamaica o Research the topic of international students o View video of Deaf Education in Jamaica o Prepare a discourse map o Interpret the text and prepare a self-assessment What, if any, supplies are required to complete the assignment? o Computer o Camera o Pen and paper What else might users need to know or to do to enhance and successfully complete the assignment? o N/A Assessment: Learning outcomes can be measured in the following ways: Answering the text questions correctly (see below) Assigning a number of points for each question Interpretation will be graded using a simple rubric that addresses: Meaning Main ideas Supporting details English grammar and pronunciation Fluency Adaptability Affect Deaf Education in Jamaica text questions and answers 1. What are the 2 main topics John Mark plans to address? His educational experience in Jamaica and his experience as an international student 2. Describe John Mark s family. All family members are deaf 3. What is the status of Jamaican Sign Language? Government does not recognize JSL as a language

4 4. What kind of school did John Mark attend? A day school for deaf children 5. What kind of communication skills did the teachers have? Knew some sign language but they were not fluent 6. Why was Robert different than the other teachers at the school? When he was young, he was very involved in the deaf community. He later went to a teacher s college to receive formal training, and he was fluent in the language. 7. What is CXC? Caribbean Examination Council 8. What is the benefit of passing the CXC? Can get into college and more opportunities for better jobs 9. Where did John Mark initially want to go to college? Gallaudet 10. Why wasn t he able to do that? Lack of funds 11. Where did he work and what did he do? Bank - data entry clerk 12. What profession did John Mark want to pursue, and how was he going to pursue that? Accounting - by attending a program for hearing people and taking courses in accounting 13. What were the challenges he faced? Lack of skilled interpreters Program designed for hearing people

5 Being the only deaf person in both a school and work setting 14. Where did John Mark end up and why? Texas - tuition waiver 15. What did John Mark have to get before coming to SAC? Student visa 16. List three policies regarding that document. Full-time student 12 credit hours each semester Maintain 2.0 GPA Can t work outside the college Student in good standing - can t get in trouble After schooling is complete, return to home country 17. How much is the fee for the work permit? $ Why was schooling in America a positive experience? Ease of getting a skilled interpreter Other deaf students on campus Ease of access to information