DHHE 0608: English for Academic & Workplace Access 8
Effective date
September 2022
Department
Deaf & Hard of Hearing
Description
English for Academic & Workplace Access focuses on effective communication in ASL and English in personal, academic, and workplace contexts with mostly moderate complexity. Learners differentiate and produce a variety of genre types used in these contexts.
By the end of this course, learners will be able to meet the outcomes at CLB 8 in the “Profiles of Ability” columns of the competency outcomes and standards listed in the “Canadian Language Benchmarks.”
Prerequisites
DHHE 0607, or department placement interview indicating competency in CLB 7.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Receptive ASL
1) Identify stated and unspecified details, underlying meanings, and functional expressions in social exchanges.
2) Follow an extended set of multi-step instructions or directions on technical and non-technical tasks for familiar, moderately complex processes.
3) Identify the intent, main idea, factual details, opinions, implied meaning, key words, and functional expressions/techniques in face-to-face discourse video messages.
4) Identify and respond to requests for main ideas, details, key phrases, and examples in extended descriptive or narrative monologues or presentations.
- Expressive ASL
1) Open, maintain and close a lengthy formal conversation..
2) Manage a conversation by checking if a communication partner can follow, and by using a variety of strategies to sustain conversation and encourage others to participate.
3) Introduce a person formally to a large, unfamiliar audience.
4) Carry on a 4-5 minute video phone conversation in a professional manner on less familiar and some non-routine matters.
5) Give directions/instructions about established familiar process or procedure.
6) Identify and propose solutions or changes to problems in a familiar area.
7) Interact one-on-one to discuss options, as well as request and provide detailed information related to personal needs, varied daily activities, and routine work requirements.
8) Participate in a group debate, discussion, or meeting on an abstract familiar topic or issue.
9) Give an up-to-20-minute structured presentation to describe and explain a complex structure, system or process based on research, or to tell a story.
- Receptive English
1) Identify factual details and underlying meanings in moderately complex personal and public social messages.
2) Follow an extended set of coherent multi-step instructions and directions for an established process.
3) Locate and integrate 3-4 pieces of information contained in moderately complex formatted texts.
4) Identify the purpose, topic, key information, factual and inferred meanings in written proposed solutions, proposals, recommendations, statements of regulations, laws, and norms.
5) Identify main and supporting details in moderately complex extended descriptions, feature articles, reports, and narrations, and present them in an alternate form such as a chart or visual display.
6) Evaluate ideas in text, to draw conclusions and compare with own opinion.
7) Demonstrate understanding of moderately complex charts, graphs, diagrams, pictures, or website navigation menus and present them in an alternate form.
8) Access, locate, compare, and integrate several pieces of information in reference sources, using effective online search strategies.
- Expressive English (Writing, typing, texting)
1) Convey a personal message of up to 3 paragraphs in a formal short letter, note, or email expressing or responding to a broad range of circumstances.
2) Write an outline or summary of a 1-2 page text, reducing information to main points, with accurate supporting details and no major omissions.
3) Take accurate, organized notes in point form from a captioned video presentation or transcript.
4) Take notes and write accurate instructions about an established process or procedure given in a live demonstration, on videoconferencing, or from previously recorded captioned video material.
5) Fill out a range of forms with over 40 items and text responses that are up to 1 paragraph.
6) Convey messages as written notes, memos, letters, work record log entries or reports to indicate a problem, to request a change or to request information.
7) Write 3-4 paragraphs to relate a historical event, express or analyze opinions, provide a detailed description and explanation of a phenomenon or process.
8) Write paragraphs to relate/explain information in a table, graph, flow chart, photo, or diagram.
Prior Learning Assessment & Recognition (PLAR)
None
Hours
Lecture, Online, Seminar, Tutorial: 204
Clinical, Lab, Rehearsal, Shop, Kitchen, Simulation, Studio: 51
Total Hours: 255
Instructional Strategies
Modelling, coaching, focused reading, thematic instruction, journalling, project-based learning.
The course may be offered online or in a hybrid format (blend of face-to-face and online instruction).
Grading System
Satisfactory/Unsatisfactory
Evaluation Plan
Type
|
Percentage
|
Assessment activity
|
Portfolio
|
100%
|
A range of tasks including self- and peer-assessment, writing tasks, reflective journals, writing samples, checklists, presentations, simulations, quizzes, demonstrations.
|
Course topics
- Circles: Self, Family, Community
Academics & Trades
Digital Media
Workplace
Entrepreneurial Activities
Canadian Society
Notes:
- Course contents and descriptions, offerings and schedules are subject to change without notice.
- Students are required to follow all College policies including ones that govern their educational experience at VCC. Policies are available on the VCC website at:
https://www.vcc.ca/about/governance--policies/policies/.
- To find out if there are existing transfer agreements for this course, visit the BC Transfer Guide at https://www.bctransferguide.ca.