LA1PB3: IWLP British Sign Language 3

Module code: LA1PB3

Module provider: Languages and Cultures; School of Humanities

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 2

Module convenor: Mr Ilan Dwek, email: i.g.dwek@reading.ac.uk

Pre-requisite module(s): Before taking this module, you must have knowledge of British Sign Language (BSL) at CEFR for Sign Language Stage 2, or equivalent. (Open)BEFORE TAKING THIS MODULE YOU MUST TAKE LA1PB2 (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded: IN TAKING THIS MODULE YOU CANNOT TAKE LA1PB1 OR TAKE LA1PB2 (Compulsory)

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 12 September 2024

Overview

Module aims and purpose

This module is intended for students of any year of study with previous basic knowledge of British Sign Language (BSL - LA1PB2 or equivalent)

This module aims at enabling students to achieve a level of competence between Level 2 and 3 of comparable National Awarding Bodies for BSL [Signature].

This module aims at providing students with:

• the ability to communicate in BSL in broader social and work-related situations about matters of relevance encountered in work, education, legal, media, mental health, etc.
• the competence in BSL grammar and vocabulary required to communicate at a more independent level and aspects of Deaf culture in the UK
• a basic understanding of the relationship between the Deaf community and the British community and how they interact with each other.

Our small, interactive classes are designed to equip students with communicative language skills in an engaging way.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Sustain a straightforward conversation reasonably fluently in a range of complex topics presenting it as a visual sequence of points.
2. Demonstrate an understanding of the main points of clear standard sign language on familiar matters regularly encountered in work, school and leisure, including short narratives in addition to a limited range of highly-complex subjects related to their field of research
3. Recognise and apply increasingly more complex BSL grammar and structures with increased confidence when signing and receiving about subjects within his/her field of interest
4. Possess and control an increasingly wider selection of BSL vocabulary in order to follow signers and communicate about subjects within their field of interest.

Module content

The module will consolidate and develop the language and communicative situations of selected areas relevant to interacting and working within Deaf communities. Topics will include work and study in Deaf organisations, schools, youth culture, news and media, plans for the future, etc. A solid linguistic foundation will continue to be ensured by the study of grammar and vocabulary, always presented in context in an accessible and engaging way.

At the end of the course students will also have:

• developed their ability to work in a team and to a deadline
• strengthened their communication skills
• identified further aspects of society and every-day life within the signing Deaf communities
• identified real world issuesrelated to the Deaf and the BSL user community
• deepened their intercultural awareness and sensitivity for a different culture
• developed their independent learning skills
• increased their ability to research a topic independently and to evaluate sources of information
• increased their ability to complete a project according to a brief
• stimulated their creativity

Structure

Teaching and learning methods

Teaching methods are based on interactive language development tasks, such as group work and role playing. Deaf culture is taught through lectures and discussions.  

Language focus sessions and guided independent learning activities play also an important part. Learning activities are supported by a variety of digital and printed media such as video clips and, where appropriate, computer software. The module is taught as far as possible in the target language. 

Students will identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non- routine. In language learning this means:

1. acquiring knowledge of grammar and vocabulary 
2. developing strategies for receptive skills
3. understanding and using the language in order to communicate within defined situations and developing tools to enable students to respond to unexpected occurrences.

Students will exercise autonomy and judgement by developing independent learning skills. They will gain understanding of different perspectives and cultural differences in approaching a variety of situations.

Support is given and adjustments are made for students with disabilities.

Study hours

At least 60 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

In order to consolidate and develop their language learning, students are encouraged to complete regular tasks – in class and outside – on which ongoing feedback is provided.

Reassessment

Additional costs