Family Dynamics, Advanced-Mid, ASL

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

• Google Slideshows:
  
• To begin, go to File -> Copy to create an editable version of the slideshow.
• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
• Ensure link sharing is on and allow external access.
• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 
  

3. Adapt for Another Language:

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

Family Dynamics

Description:

Students will be comparing and contrasting their childhood background compared to Deaf individual's background. They will then be considering the pros and cons of a Deaf child being taught orally compared to through sign. Students will learn to discuss controversial and difficult topics using ASL.

Proficiency Level:

Advanced Mid

Keywords:

Controversial, Deaf culture, Background, Compare and Contrast, Oral Teaching Method, Signing Teaching Method.

NCSSFL-ACTFL World-Readiness Standards

• Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions
  
• Standard 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics. 
  
• Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture. 
• Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language. 

Idaho State Content Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. 
• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
• CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

• I can explain how globalized practices impact individual lifestyles.
• I can explain how stereotypes influence a person's upbringing and identity.
• I can give an informational session comparing important cultural differences between or among various societies.

Materials Needed:

• iPad
•  Google Slides Presentation
• Whiteboard markers/Whiteboards/Erasers

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and have students brainstorm the following:

1. The lab assistant will divide the whiteboard into four parts labelled "Oral Method - pro", "Oral Method - con", "Signing Method - pro", "Signing Method - con". Follow the prompt below:

"Now that we've discussed some commonalities between the Deaf and hearing, we'll shift our focus on a few different methods some Deaf children are exposed to."

2. The lab assistant will allow some time for the students to brainstorm some of the positives and negatives for both teaching Deaf children orally verses through sign language. If students are having trouble coming up with ideas, here are some examples:

     • Oral Method - Pro: Allows the Deaf to interact with the hearing community with less resistance, Deaf people who speak are more likely to be accepted by the hearing community, etc.

     • Oral Method - Con: Usually, the Deaf community will turn away deaf people who primarily speak, Might have internal conflict with identity, etc.

     • Signing Method - Pro: Most Deaf people pick up signing quicker than lip-reading and speaking, Usually have a strong sense of identity with the Deaf community, etc.

     • Signing Method - Con: Usually experience more direct discrimination from the hearing community, Might not have a solid grasp of spoken or written English, etc.

Wrap-up

Ask the following questions to finish the lab: 

1. "What are some other diverse family situations Deaf people could be in?"

2. "Consider people who are hard-of-hearing. What kinds of teaching methods would you think be most effective for children who are hard-of-hearing?"

3. "What are some signs you learned during this lab? In what context in your life could you use this vocabulary?"

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can explain how globalized practices impact individual lifestyles.
• I can explain how stereotypes influence a person's upbringing and identity.
• I can give an informational session comparing important cultural differences between or among various societies.

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Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...