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SPED938 – Theory and Practice in Sign Bilingual Education

2019 – S1 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Breda Carty
Lena Karam
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MDisabilityStud and permission by special approval
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit introduces theoretical frameworks for sign bilingual education and develops practical competence in the use of signed language for pedagogical purposes. Fluency in Auslan is required for enrolment in this unit by Special Approval and the unit does not include tuition in Auslan.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Identify the principal linguistic features of Auslan relevant to its use as a language of instruction
  • Describe the range of currently available options for assessing Auslan development in children
  • Demonstrate the process of translation between English and Auslan for pedagogical purposes
  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc format.
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission.
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
  • No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Requesting a re-assessment of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Assessment Tasks

Name Weighting Hurdle Due
Auslan linguistics quiz 30% No 22/03/19
Teaching log 40% No 17/05/19
Resource development 30% No 07/06/19

Auslan linguistics quiz

Due: 22/03/19
Weighting: 30%

This quiz will assess students’ knowledge of the linguistic features of Auslan relevant to its use as a language of instruction


On successful completion you will be able to:
  • Identify the principal linguistic features of Auslan relevant to its use as a language of instruction

Teaching log

Due: 17/05/19
Weighting: 40%

Students will present written and videotaped teaching activities in a sign bilingual setting, with a log of reflective analysis based on class feedback. Presentation should include an overview of the theory and practice of sign bilingualism, demonstrating how proposed activities support good practice


On successful completion you will be able to:
  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Identify the principal linguistic features of Auslan relevant to its use as a language of instruction
  • Describe the range of currently available options for assessing Auslan development in children
  • Demonstrate the process of translation between English and Auslan for pedagogical purposes
  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

Resource development

Due: 07/06/19
Weighting: 30%

Students will develop a teaching resource utilising both Auslan and English, and will provide feedback on resources presented by other students. The assignment should give a brief overview of the range of educational settings in which sign bilingualism can be used, identifying the settings for which the resource is appropriate. It should also demonstrate how the resource can support assessment of Auslan development.


On successful completion you will be able to:
  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Describe the range of currently available options for assessing Auslan development in children
  • Demonstrate the process of translation between English and Auslan for pedagogical purposes

Delivery and Resources

The unit is delivered online, with a three-day face-to-face campus conference. All learning materials will be available on iLearn.

Unit Schedule

The following outline shows details of the topics for study, and the readings which will support them.

The topics listed for Topics 6 to 13 (shaded below) will be covered during the Campus Conference (1-3 May).

 

The readings in BOLD text are required readings, all other readings listed are optional.

 

 

Date

 

Topic

Readings

Topic 1

Week beginning

25 February

Introduction to linguistic features of Auslan: Part 1

  • What is language/linguistics?
  • Transcribing signed language
  • Sign language parameters
  • Use of space

 

Johnston & Schembri (2007), Ch 1 + 4.  

Topic 2

Week beginning 4 March

Introduction to linguistic features of Auslan: Part 2

  • Features discussed will include: depicting signs, pointing, word order, non-manual features, role shift

 

Johnston & Schembri (2007), Ch 5 + 7 

 

Session 3

Week beginning 11 March

 

Introduction to linguistic features of Auslan: Part 3

  • Features discussed will include: how signed languages show plurals, verb modification, questioning, and other grammatical features
  • Discourse and pragmatics

 

Johnston & Schembri (2007), Ch 9. 

 

Assignment 1 – online quiz on linguistic features of Auslan – due Monday 21 March

 

Topic 4

Week beginning 25 March

 

Specific teaching techniques using signed language

  • explaining concepts
  • using effective questioning
  • teaching English through signed language
  • managing groups
  • using storytelling strategies

 

Easterbrooks & Baker (2002), Ch 5 + 6, Pagliaro, M.(2011)

 

Session 5

Week beginning 8 April

Code-switching between different types of sign communication

  • theory
  • practical applications

 

Andrews & Rusher (2010), Johnston (2002)  

     Session 6

1 May

 

Specific teaching techniques using signed language

  • Analysis of student videos

 

Johnston & Schembri (2007), Easterbrooks & Baker (2002)

Session 7

1 May

Specific teaching techniques using signed language

  • Analysis of student videos

 

Johnston & Schembri (2007), Easterbrooks & Baker (2002)

Session 8

2 May

 

Translating texts between English and Auslan

  • theory
  • practical applications

 

Conlon & Napier (2004)

Session 9

2 May

 

Assessing Auslan development

  • theory
  • practical applications

 

Schembri et. al. (2002)

Session 10

2 May

Assessing English literacy in students who use signed language

  • theory
  • practical applications

 

TBA

Session 11

3 May

Teaching and assessing aspects of spoken/written language skills for students who use signed language

  • visual phonics
  • other applications

 

Narr & Cawthon (2011), Trezek, Wang & Paul (2010)

Session 12

3 May

 

Creating and adapting resources for sign language using students and classrooms

  • evaluating examples
  • strategies for developing resources

 

TBA

Session 13

3 May

The reflective teacher: ongoing skill development for teachers in signed language environments

 

Holcomb (2012), Meath-Lang (1998)

 

Assignment 2 – Teaching Log – due Friday 17 May

 

 

Assignment 3 – Development of Teaching Resource using Auslan + English – due Friday 7 June

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct​

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Describe the range of currently available options for assessing Auslan development in children
  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

Assessment tasks

  • Teaching log
  • Resource development

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Identify the principal linguistic features of Auslan relevant to its use as a language of instruction
  • Describe the range of currently available options for assessing Auslan development in children

Assessment tasks

  • Auslan linguistics quiz
  • Teaching log
  • Resource development

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate the process of translation between English and Auslan for pedagogical purposes
  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

Assessment tasks

  • Auslan linguistics quiz
  • Teaching log
  • Resource development

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Describe the range of currently available options for assessing Auslan development in children
  • Demonstrate the process of translation between English and Auslan for pedagogical purposes
  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

Assessment task

  • Resource development

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Describe the theory and practice of sign bilingualism and its applications to the education of deaf and hard of hearing students
  • Demonstrate the process of translation between English and Auslan for pedagogical purposes

Assessment tasks

  • Teaching log
  • Resource development

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcome

  • Analyse and reflect on practical exercises in sign bilingual teaching pedagogy

Assessment tasks

  • Teaching log
  • Resource development