Section 10 connecting american sign language



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S10



SECTION 10


CONNECTING AMERICAN SIGN LANGUAGE (ASL) INSTRUCTION


AND THE SIGN LANGUAGE PROFICIENCY INTERVIEW (SLPI)

William Newell and Frank Caccamise

Washington School for the Deaf (WSD) and National Technical Institute for the Deaf (NTID)
http://www.ntid.rit.edu/slpi

May 2008 (9th edition)

TABLE OF CONTENTS

pages
I. Goal 1
II. SLPI Purposes, Policies, and Procedures……………………………… 1
III. Overview of SLPI Process - Four Parts 1
IV. Factors Important for ASL Communications Skills and SLPI Ratings 1
V. American Sign Language (ASL) Grammar 2
VI. Sharing SLPI Results: Results Memorandums and SLPI Follow-Up Meetings 2
VII. Connecting SLPI Results to ASL Instruction 2
VIII. Developing a Sign Language Instructional Program:

Connecting ASL Instruction to the SLPI 5


APPENDIXES
A. SLPI Rating Scale 7
B. SLPI Ratings: Function and Form………………………………………………… 8
C. American Sign Language (ASL) Grammar 11
D. SLPI Follow-Up Meeting Principles and Guidelines 14
E. SLPI Interviewee Questionnaire 15
F. General Language Teaching Methods/Approaches 16

  1. NTID Faculty/Staff Sign Language Education Program


ASL at Work 1a, b, c Conversational Practice…………………………….. 19


  1. NTID Faculty/Staff Sign Language Education Program

ASL Conversational Practice Course……………………………………. ………….. 25


  1. NTID Faculty/Staff Sign Language Education Program

Spatial Referencing Courses……………………………………………… .. 27


  1. NTID Faculty/Staff Sign Language Education Program

Classifier Courses……………………………………………………… 37



  1. NTID Faculty/Staff Sign Language Education Program

ASL at Lunch – Conversational Practice…………………………………. ………… 41
L. PSD SLPI Intermediate/Intermediate Plus Sign Language Course 42
M. ASL and Deaf Culture Materials: Distributors, ASL Curriculums, and

Technical Communication…………………………………………………………… 52



N. References …….. 66

CONNECTING ASL INSTRUCTION AND THE SLPI

Note: All of the SLPI Notebook (NB) sections referred to in this document are included in the “SLPI Training Materials” section of the following website: http://www.ntid.rit.edu/slpi.


I. GOAL
To discuss how you may use SLPI results to assist you in planning and providing ASL skills development options (Courses, workshops, etc.).
II. SLPI PURPOSES, POLICIES, AND PROCEDURES

A. PURPOSES: To identify the sign language communication skills of each person taking the SLPI and to use this information to help plan sign language skill development options for each person taking the SLPI

B. SIGN LANGUAGE POLICIES AND PROCEDURES: Generally include -
1. Sign Language Communication Entry Level Skill Levels and Standards/Goals

2. Timelines for Achieving Standards/Goals

3. Expectations for Participation in Sign Language Communication Skills Development Activities (courses, workshops, etc.)

4. Expectations for (Re)Taking the SLPI


Model and sample policy and procedure documents are included in the “Implementing and Monitoring SLPI Use” section of the following website: www.ntid.rit.edu/slpi.
III. OVERVIEW OF SLPI PROCESS - FOUR PARTS
A. Interview
B. Rating
C. Report Memo
D. Follow-Up Meeting
IV. FACTORS IMPORTANT FOR ASL COMMUNICATION SKILLS AND

SLPI RATINGS


  1. SLPI Rating Scale - See Appendix A, page 7, and SLPI NB Section 7, PAPER #2, What is the SLPI Rating Scale?

B. Two Key Concepts


1. Communicative Functioning - Conversational nature of interview/how natural/shared

2. Linguistic Form - How close to native-like is the signing?


See Appendix B (pages 8-10) and SLPI NB, Section 1, Section 5, Section 7 (PAPER#3: What Does the SLPI Assess?), and Section 8.

V. AMERICAN SIGN LANGUAGE GRAMMAR
See Appendix C, pages 11-13, and SLPI NB Section 6.
VI. SHARING SLPI RESULTS: RESULTS MEMORANDUMS AND

SLPI FOLLOW-UP MEETINGS

See Appendix D, page 14.

VII. CONNECTING SLPI RESULTS TO ASL INSTRUCTION
A. Students: What do they bring to the teaching-learning situation? If they sign, why do they sign the way they do?
1. SLPI Interviewee Questionnaire: See Appendix E, page 15
2. “Long term signers” vs. “Learners of sign language”
3. Age began acquiring/learning sign language and current age
4. Context in which sign language is learned (Classes, natural communication situations, etc.)
5. Motivation
6. Person’s/Learner’s Background (Education, Jobs, etc.)
7. Attitudes toward -
a. Deaf People - From a Medical versus Cultural Model

b. American Sign Language (ASL)


8. Changing Educational Policies/Practices in Education of Deaf Students
a. Acceptability of communication modes
1) Spoken Language

2) Sign Language

3) Simultaneous Communication
b. Acceptability of language(s)
1) American Sign Language (ASL)


  1. English

B. What skills do students have? What skills do they need to develop/improve?
1. SLPI Follow-Up Meetings: See Appendix D, page 14
2. Use of Interviewees' SLPI Videos
3. See VII-A on previous page
C. Considering WHO (our students) and WHAT (their skills), HOW do we teach our students?
1. What do we/teachers bring to the learning situation?: For example, Native Users of Language and Adult Language Learners as Teachers – “Team Teaching” by native language users and adult language learners can bring experiences and knowledge of both to students/language learners (see Jorden & Walton, 1987, reference, page 66).

2. General Language Teaching Methods/Approaches (Appendix F, pages 16 18)
a. Grammar – Translation d. Direct Methods/Immersion

  1. Audio-lingual (Drill, Practice e. The Natural Approach

Modeling) f. The Notional - Functional

  1. Cognitive Approach Approach



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