Sign Language Interviews, Intermediate-Mid, ASL 202, Lab 08

Created Feb. 7, 2024 by Amber Hoye, Delaney Lyon, Camille Daw, Mimi Fahnstrom

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)

Sign Language Interviews, Intermediate Mid

Description:

This warm-up should instigate meaningful conversation about accommodations made for deaf people in the workplace. The main activity gives students the opportunity to host an interview and ask some significant and specific questions about another person. 

Proficiency Level:

Intermediate- Mid

Keywords:

ADA, Accommodations, Interview, Work place, Hire, Fire

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1- Students use American Sign Language to engage in conversations and provide 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 Content Standards for World Languages:

  • 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.
  • CONN 1.2- Relate information studied in other subjects to the target language and culture.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss information about career pathways.
  • I can understand the basic requirements for a career.
  • I can understand an interview between an employer and employee.

Materials Needed:

Warm-up

1. Introduce the Can-do's for today's activity. Pull up the ADA Accommodations Slideshow containing the warm-up. 

2. What accommodations could be made in a typical office/cubicle to assist deaf workers?
          -Video computer for video chatting abilities, or a captioned phone
          -Emergency notifications (lights instead of beeps)
          -Interpreter for meetings
          -Written notes and memos instead of announcements

"How do all of these things help deaf people in a professional workplace? Is there anything else you can think of to aid them?"

Main Activity

1) Hand out the interview question sheets and have students partner up with one another. 

2) Have students pick a company to represent, and give them the list of questions to interview each other. 

"Everyone pick your favorite company, you are going to represent that company in an interview with a potential candidate for hire. After the first interview is done, reverse roles with your partner. 

3) After the first partner interviews the second partner, students will reverse roles. 

4) After the interviews, have everyone come back together and discuss how their candidate did and whether they hired or denied them. 

"Now that interviews are over, were going to go around and share if you decided to hire your candidate"

Wrap-up

Ask the following questions to finish the lab: 

1. Do you feel comfortable discussing ADA accommodations?
2. Do you think you could complete a real/professional interview in ASL with these skills. 

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 discuss information about career pathways.
  • I can understand the basic requirements for a career.
  • I can understand an interview between an employer and employee.

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