Forum 04 Blog – Edtech 505

In planning my evaluation project, I researched the motives of making American Sign Language (ASL) a required course for general studies in college.  As I was doing the research in the form of interviews with friends, family, and school peers, I’ve come to the conclusion where I realized that making ASL a required course for general studies in college would not be logical and caused me to change my opinion.  What I think would be more logical is introduce a foreign language course as an entry level for general studies course.  There are several reasons why.  One strategy is studying a specific foreign language like Spanish or Mandarin that is best used based on what the learner’s major might be.  Another reason for using foreign language is because if promotes cultural diversity and awareness, whereas ASL deals with only a small minority group.  Any student that plans to have a career in international business or international contact, would be well advised to take a foreign language course in that area.
The reality of it is expanding the foreign language curriculum would promote collaboration among different job functions such as sales or public service, encourage innovation such as science or business, and promote organizational structure such as building trust among clients or customers. For example, if a 911 call was given to the dispatcher, the person on the end receiver spoke Spanish; the dispatcher could respond quickly to the call and translate to patrol officers to respond to the scene. Another example is a business manager wants to negotiate with suppliers in China and is required to go overseas to review how raw materials are acquired, manufactured, and delivered as part of the supply chain delivery. Understanding each value of the product would allow the business manager to communicate in Mandarin to order raw materials and material specifications to be delivered to the place of purchase.
Doing a preliminary evaluation, I have decided that making ASL a required course would not be cost effective in doing a full on evaluation. For example, a business major may not want to use ASL when communicating supply specifications or a dispatcher would not have the training to use TTY to communicate with a hearing impaired individual. What would make sense in making ASL a required course was if the learner’s major was in Special Education, Audiology, Medicine, or Linguistics.
The interaction with my peers has affected how I would want to design my evaluation project. I would have to modify my foreign language evaluation. The concept is to focus on how entry level college students can earn college credit for foreign language studies. The foreign language proficiencies can range from poor to excellent. This can be started with prior learning assessment. The prior learning assessment can determine what level the college student is at and it must be an element towards the Associate or Bachelor degree. For example, if the entry level student is studying Business Economics, a foreign language of his or her choosing would provide him or her language skills for the country or business he or she is applying for. The Foreign Language Evaluation can be categorized as Advance, Medium, and Low. Advance can be that the student can read, write, and speak a foreign language in areas of reports, summaries, research papers, and provide speeches that show good grammatical structure and wide range of vocabulary. Medium can be evaluated based on understanding the principles of the language, uses primary structure of the language, and demonstrate general concept in speeches. Low can be evaluated based on barely meeting the needs of foreign language vocabulary, language structure is not substantive, and speeches are incoherent. In the end, learning a foreign language would promote new employment opportunities for the undergraduate.


About cadeleo
My name is Christina DeLeo, I am a grad student working on completing my Master's of Educational Technology degree at Boise State University.

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