💂ASL Level 4, Activity 8-Professional Development (Online)
Description:
Students will participate in discussions about possible accommodations in the workplace for Deaf individuals. Additionally, students will participate in a mock interview using American Sign Language to both interview and be the interviewee.
Semantic Topics: Professional, Job, Accommodations, Office Jobs, Interview, Questions
Grammatical Structures: Sentence Structure, Correct Eyebrow Orientation When Asking Questions
Products: Understanding accommodations for Deaf people, correct eyebrow orientation
Practices: Discussion about accommodations and participation in a mock interview
Perspectives: Understanding the disadvantages Deaf people face in the workforce is important when learning about Deaf culture
Standards
NCSSFL-ACTFL World-Readiness 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.
- CONN 1.2 Relate information studied in other subjects to the target language and culture
Idaho Content Standards for World Languages:
- Standard 1.1 Students use American Sign Language to engage in conversations and provide information, express feelings and emotions, and exchange opinions.
Can-Do Statements
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 an employee.
Materials Needed
Warm-Up
Materials Needed for Warm-Up
- Ask students to type their name and ID # for attendance
- “YOU LIST 2- NAME, ID NUMBER TYPE”
- Start with 5-minute conversations in breakout rooms
- “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Discuss what accommodations could be made in a typical office/cubicle to assist Deaf workers.
-
- “DEAF WORK PERSON SUPPORT WORK SPACE CHANGE HOW?”
- 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
- What other accommodations can you think of?
- “DEAF WORK PERSON SUPPORT OTHER WHAT?”
-
Main Activity
Materials Needed
- Have students pick a company they represent, and give them the list of questions they use.
- Copy and paste the questions into the chat.
- Put students in breakout rooms and have them ask each other the questions.
- The lab instructor can also switch the breakout rooms so that students are asking questions to new people.
- “ALL PICK WORK PLACE. BREAKOUT ROOMS TAKE TURNS QUESTIONS ASK”
- Remind students to use correct sentence structure and eyebrow orientation when asking questions.
- “TRANSLATE ENGLISH SENTENCE ASL SENTENCE. WH QUESTION EYEBROWS DOWN Y/N QUESTION EYEBROWS UP”
Questions
- Can you tell me a little bit about yourself?
- Why do you want to be a part of this company?
- Name three things about yourself that you need to work on.
- Why should we hire you?
- What are your professional strengths?
- What are your professional weaknesses?
- Tell me about a challenge or conflict you’ve faced at work, and how you dealt with it.
- What is your greatest professional achievement?
- Where do you see yourself in five years?
- How would you go about firing someone?
- What’s your dream job?
- What is your educational background?
- How would your boss and co-workers describe you in the work environment?
- How do you deal with pressure or stressful situations?
- What are you looking for salary-wise?
- What can you offer us that someone else can not?
- Are you willing to relocate?
- Are you willing to travel?
- Do you have any questions for me?
WRAP-UP
- Do you think having an interpreter will affect a Deaf person’s interview?
- “DEAF PERSON INTERVIEW INTERPRETER CHANGE HOW?”
- What do you think about the daily obstacles Deaf people face in a hearing world?
- “DAILY PROBLEM DEAF PERSON HEARING WORLD THINK WHAT?”
- Do you think all companies would be willing to implement Deaf-friendly accommodations?
- “ALL WORK PLACE DEAF SUPPORT CHANGE?”
Deaf Culture
People in the Deaf community often say that when you’re Deaf, the anxiety before an interview increases. This is usually due to concerns with how their deafness will be viewed if their access requirements will be met, and worrying it will stand against them.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
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 an employee.
