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Basics of Sign Language to First-Line Supervisors
Introduction
To ensure that employees are capable of doing their duties, effective business implement training is essential. It is therefore important to start the selection and recruitment process with the correct hire. However, even the ideal candidate requires instruction in how the business operates. Lack of training can lead to decreased production, a loss of clients, and strained relationships between staff members and their supervisors. In addition, dissatisfaction can also be the outcome, which can lead to retention issues and excessive turnover. These are examples of direct expenses that a business incurs. In fact, a study conducted by the American Society for Training and Development (ASTD) indicated that just twelve percent of employees left their organisations with outstanding training (Wildberger & Lee, 2020). This was less compared to forty one percent from those companies that provided poor training. Reduction of the risks associated with training can be done by developing training programs in all institutions.
Development Phase of the ADDIE Model
Ensuring that managers get a foundational understanding of sign language was my main concern as a trainer. ASL, which has acquired huge popularity in high schools, colleges, and institutions all throughout the United States, would be presented to the first-line supervisor. This is mostly due to the fact that more universities are allowing students to take the course to fulfill a foreign language requirement or general language requirement (Wildberger & Lee, 2020). Over the last several decades, there has been a considerable increase in the number of students enrolling in ASL programs, and at this time, there are probably more ASL teachers than ever (Quinto-Pozos, 2011). The trainings primary emphasis would be on the distinctions between teaching spoken language and sign language.
There are some parallels between teaching ASL and spoken language, but there are also differences between the two, such as differences in modality involving visual perception and processing as opposed to auditory perception and processing, the absence of a writing system in ASL, and the socio-cultural context of interactions between the deaf and the hearing. There are some parallels between teaching ASL and spoken language, but there are also differences between the two, such as differences in modality involving visual perception and processing as opposed to auditory perception and processing, the absence of a writing system in ASL, and the socio-cultural context of interactions between the deaf and the hearing.
As the supervisor will eventually be instructing sign language, these training calls for a foundational understanding of teaching. Striking for same opportunities and good-quality education for everyone, irrespective of ethnic, racial, and linguistic heritage, should be among a supervisors professional and personal traits. In particular, L2 sign language learners who are both deaf and hard of hearing must have equal access to all teaching at all levels (Martinez and Singleton, 2019). Additionally, the supervisor should be enthusiastic in encouraging students and colleagues to inquire about language cultural customs. The equity of all cultures and languages in education and society must also be emphasized. First-line managers have a responsibility to understand other cultures and respect them for what they have to offer. For instance, they should allow for variance in national and regional sign languages. They should also pay more attention to variations such as grammatical and lexical variations, and accept different speech and sign idioms. However, these first-line managers are expected to avoid imposing a particular sign set or sign.
The training will be delivered so that the supervisor may learn how to give students what they need to be in charge of their personal education, like using sign language-specific education program. In addition, it would involve supporting non-signing instructors in using signed learner reflections. The knowledge of SL and deaf culture that instructional members of staff possess would be shared by the supervisors (Ellozy & Mostafa, 2010). Moreover, sign language training would teach students how to ask and administration of the school for help. In addition, it is important for supervisors to allow others to speak during discussions. These supervisors must pay attention to pupils, promoting dialogue, disagreement, and group decision-making. For instance, an equal turn-taking in bimodal bilingual environments, or instructing teachers staff, and coworkers about the interaction of sign-language and teaching people on communicating through an SL interpreter.
Analysis Phase
By description, sign languages are un-even but are instead employed in distinct linguistic variants. Examples of these linguistic variants include geographical differences, and registers. These variants are frequently conjoined with other written, signed or spoken languages especially in multilingual situations. As a result, SL instructors are expected to develop plurilingual, and necessary competences in areas such as inter-comprehension, which uses of one the capabilities of language to produce and comprehend messages in another language (Martinez and Singleton, 2019). In addition teachers should show competence in knowing about the varieties that are appropriate in different contexts such as in the instances of trans-language, code-switching, sequential or simultaneous use of signed and spoken features, different media types, and code-blending (Martinez and Singleton, 2019). The written form of the spoken language can also be used for communication and also be employed throughout the whole communicative context as necessary.
Competencies in many diverse languages may be useful, based on the professional setting of every instructor and the linguistic repertoire. The professional setting of every instructor and the linguistic repertoire include the target sign language used in teaching. This target sign language may or may not be the same as the language of instruction or the main written or spoken language in the area where the learning institution is located (Reagan et al., 2020). These languages play a significant role in the function the repertoires of the student and the instructor. For example, whether learning and teaching happens using a foreign, second or first language is an essential consideration for both students and teachers.
It could therefore be argued that as part of their learning process, sign language instructors should have competency in at least one additional language. When a language is utilized in the formal education context after being learnt, such experiences and skills can be highly beneficial to an instructor. For example an instructor gains more understanding of the significant phenomena relevant to language in experiences, education, and difficulties encountered by students with low language proficiency (Boers-Visker, 2021). This language could be a sign language that is globally recognized such as the American Sign Language or a contact language such as the International Sign.
Design Phase
The training will be given in-person, thus giving supervisors the chance to put their learning into practice alongside other professionals. In addition, it will involve group projects and quick activities that would evaluate their abilities to lead a team, communicate, and teach. Moreover, there will be a large group which includes a maximum of six people and a small group with a maximum of three members. The evaluation would be divided into two sections: an oral and a written exam whereby supervisors would act as teachers and share practical knowledge. The various duties of a facilitator would include monitoring the students participation in class, probing them regarding their acquired knowledge of the sign language, and maintaining and welcoming learning environment (Quinto-Pozos, 2011). Every supervisor would also have access to individual meetings with facilitators, enabling them to understand their current level of professional and personal development. The training is intended to last six months, with the first three months devoted to sensitization sessions, deaf culture, variations of sign language, hand forms, and usage of sign language in both personal and professional contexts. In addition, the remaining material of the course would center on the numerals, alphabet, and finger spelling. The remaining material is intended to give first-line supervisors a foundational understanding of the sign language. As a result, this material covers the foundations of the sign language as well as its culture.
The setting of the classroom should be in a separate building, with minimal noise and a pleasant temperature. Students would be seated in a straightforward classroom, with a trainer standing at the front of the class. This would make it simple for learners, trainers, and facilitators to communicate with one another. As textbooks, screen desk, and a screen are required for the training and are crucial components of the learning process, it is anticipated that the class budget would be at least two thousand dollars. Moreover, each supervisor taking the course should receive a copy of the textbook, ensuring equal and fair access to the course materials. In addition, a portion of the materials will also be made available online.
Daily Lesson Plan
References
Boers-Visker, E. (2021). On the acquisition of complex classifier constructions by L2 learners of a sign language. Language Teaching Research, 1362168821990968. Web.
Ellozy, A.., & Mostafa, H. M. (2010). Making learning visible: Using e-maps to enhance critical reading skills. MERLOT Journal of Online Learning and Teaching, 6(3), 634-646. Web.
Martinez, D., & Singleton, J. L. (2019). Individual differences in lexical learning across two language modalities: Sign learning, word learning, and their relationship in hearing non-signing adults. Acta Psychologica, 198, 102892. Web.
Quinto-Pozos, D. (2011). Teaching American sign language to hearing adult learners. Annual Review of Applied Linguistics, 31, 137-158. Web.
Reagan, T., Matlins, P. E., & Pielick, C. D. (2020). Teaching deaf culture in American Sign Language courses: Toward a critical pedagogy. Foreign Language Annals, 53(2), 270-291. Web.
Wildberger, W., & Lee, B. R. (2020). ADDIE explained: Development. An Open Educational Resource for the Educational Technological Community. Web.
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