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Centre for Deaf Studies

School of Linguistic, Speech and Communication Sciences

Trinity College Dublin

Bachelor in Deaf StudiesCourse Code: TR503

Main Student Handbook2011-2012

First Floor7-9 Leinster Street South

Dublin 2Phone: +353 1 8964370

Mobile: +353 87 9930370Email: [email protected]

www.tcd.ie/slscs/cdsFacebook: Cds Tcd

mailto:[email protected]

http://www.tcd.ie/slscs/cds

MISSION STATEMENT

The Centre for Deaf Studies, University of Dublin, is committed to excellence

in both innovative research and teaching in the area of Deaf Studies, to the

enhancement of the learning of each of its students and to an inclusive

college community with equality of access for all in an ISL/English bilingual

and multicultural environment. The Centre will continue to disseminate its

knowledge and expertise for the benefit of the Deaf community and wider

society

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About this handbook:

This Handbook has been designed specifically for Bachelor in Deaf Studies students of the University of Dublin, Trinity College as a supplement to the University of Dublin, Trinity College Calendar 2011/12.

The Handbook is intended as a guide to various aspects of the Bachelor in Deaf Studies programme offered by the Centre for Deaf Studies at the School of Linguistic, Speech and Communication Sciences. Please retain it for future reference.

Students should note that the while this Handbook is as accurate as it can be at the time of production it will not reflect changes to the programme which might be made at a later stage. Any necessary revisions will be notified to students via their Trinity College email address. Students should also be aware that in the event of any conflict or inconsistency between the general regulations as formulated in the University of Dublin, Trinity College Calendar and the Bachelor in Deaf Studies Handbook, the provisions of the general regulations will prevail(Calendar 2011/12).

This Handbook is available from the School of Linguistic, Speech and Communication Studies website. A hard copy of this document is available from the M.Ed. office on request.

Please note that all course information outlined in this handbook is relevant to the academic year 2011-2012 only.

We strongly encourage you to keep this booklet carefully and refer to it during the year. The information contained in this booklet is also available at the Centre for Deaf Studies website at www.tcd.ie/slscs/cds.

Queries:

If you have a query about your JF degree course, you should contact Ms. Carmel Grehan, JF Coordinator of the Bachelor in Deaf Studies at [email protected]

If you have a query about your SF degree course, you should contact Mr. Patrick A. Matthews, SF Coordinator of the Bachelor in Deaf Studies at [email protected]

If you have a query about your JS degree course, you should contact Dr. John Bosco Conama, JS Coordinator and Coordinator of the Bachelor in Deaf Studies at [email protected]

If you want to talk to someone about your progress in College generally, contact your College Tutor (as assigned by College on registration). College tutor contact details are also provided in the Junior and Senior Freshman and Junior Sophister handbooks.

If you want to query support provisions such as interpreting, note-taking, reading support, etc. contact Declan Reilly, Disability Support Service at [email protected].

If you have a query or concern about a particular module (course) you should contact your lecturer directly. Lecturers contact details are provided in the Junior and Senior Freshman and Junior Sophister handbooks.

To contact the Centre’s Secretariat, email [email protected].





Table of ContentsMISSION STATEMENT.................................................................................................................................................. 2

1. The School of Linguistic, Speech and Communication Sciences (SLSCS)...71.1. About the Centre for Deaf Studies (CDS)................................................................................................71.2. Some Background to the Centre...................................................................................................................7

2. Bachelor in Deaf Studies........................................................................................82.1. Course Aims:........................................................................................................................................................... 8

2.2. European Credit Transfer and Accumulation System (ECTS)......................82.5. Course Structure & Content: Overview of Programme..................................................................10Core, elective and optional elements....................................................................................................................103. Bachelor in Deaf Studies Regulations:........................................................................................................143.1. Parking Facilities.................................................................................................................................................173.2. Classrooms............................................................................................................................................................173.3. Dress Code............................................................................................................................................................173.4.1. Photocopying facilities.................................................................................................................................183.4.3. Buying Books....................................................................................................................................................183.4.4. MAC Equipment at CDS.............................................................................................................................183.4.5. MOODLE.............................................................................................................................................................193.4.6. ELAN..................................................................................................................................................................... 193.4.7. The Signs of Ireland (SOI) Corpus........................................................................................................203.4.8. Assistive Technology Information Centre (A.T.I.C)......................................................................213.4.9. Mature Students..............................................................................................................................................213.4.10. Access to Other College Facilities and Services........................................................................21

4. CDS as an ISL Domain..........................................................................................214.1. Signing zone..........................................................................................................................................................214.2. Learning languages by using them...........................................................................................................224.3. Communication does not mean perfection!..........................................................................................224.4. Recording ISL work...........................................................................................................................................224.5. Presenting ISL Work for marking or review..........................................................................................224.6. Copying of Recorded Materials...................................................................................................................22

5. ISL Courses............................................................................................................235.1. What we expect of Students attending ISL Classes........................................................................23

6. What is expected of you as a student................................................................256.1. Regular attendance...........................................................................................................................................256.2. Doctor’s Certification.........................................................................................................................................266.3. Student Health Services.................................................................................................................................266.4. Punctuality..............................................................................................................................................................266.5. Background and Clothing...............................................................................................................................266.6. Supporting and consolidating your learning through private study..........................................276.7. The Golden Rule: A little learning often..................................................................................................276.8. Staying in Touch:................................................................................................................................................276.8.1. Check your email regularly........................................................................................................................276.8.2. Contacting Lecturers.....................................................................................................................................276.8.3. Check the CDS Website.............................................................................................................................286.8.4. Check the CDS Programme Studies notice-board.......................................................................28

7. Assessment Procedures.......................................................................................287.1. Continuous Assessment.................................................................................................................................28

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7.2. Formal Assessment...........................................................................................................................................287.3. Other notes regarding assessment:.........................................................................................................287.4. The Language of the Assessment/ Test................................................................................................297.5. Examination Marking Protocols at Trinity College Dublin.............................................................297.6. Exam Results........................................................................................................................................................307.7. Regulations for Assessment Material submitted................................................................................307.7.1. For assessment material submitted in written English:..............................................................307.7.2. Presentation Skills for Assignments Submitted in ISL................................................................307.7.3. College Regulations for Assignments..................................................................................................317.7.3.1. A cover page.................................................................................................................................................317.7.3.2. A full reference list.....................................................................................................................................317.7.3.3. Reference Lists............................................................................................................................................317.7.3.4. Evidence of Plagiarism............................................................................................................................387.7.3.5. Assignment Writing/ Signing................................................................................................................397.8. Assignments submitted on DVD or CD-ROM......................................................................................427.9. Developing Deaf Studies Together or “Your Success is Our Success”!...............................427.10. Marking Conventions.....................................................................................................................................437.11. Grade Guidelines for Assignments.........................................................................................................447.12. Sample Marking Grid for Assignments.................................................................................................457.13. Grade Descriptors for Language Tests:...............................................................................................457.14. Sample Marking Sheets for ISL and Interpreting Tests..............................................................467.15. Sample Interpreting Test Marking Sheet.............................................................................................48

8. Services to Support Students..............................................................................498.1. Working with an interpreter...........................................................................................................................498.2. Student Counselling Services......................................................................................................................508.3. Confidential Professional Counselling:...................................................................................................508.4. Emergency Consultations:.............................................................................................................................508.5. Confidential Helpline - Niteline....................................................................................................................509.1. Safeguarding against hazards.....................................................................................................................519.2. Responsibility for safety..................................................................................................................................519.3. Fire safety............................................................................................................................................................... 51

Appendix 1.....................................................................................................................52

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1. The School of Linguistic, Speech and Communication Sciences (SLSCS)

The Centre for Deaf Studies is a constituent part of the School of Linguistic, Speech and Communication Sciences (SLSCS) and was originally established under the auspices of the Centre for Language and Communication Studies (CLCS). The School engages in teaching and research in relation to a broad range of theoretical and applied issues in language, speech and communication. It comprises of the following academic units:

Centre for Language and Communication Studies (CLCS) Department of Clinical Speech and Language Studies (CSLS) Centre for Deaf Studies (CDS)

The Centre for Language and Communication Studies (CLCS), is located on the 4th Floor of the Arts Building and the Department of Speech and Language studies is located on the same floor as the Centre for Deaf Studies at 7-9 South Leinster Street.

The Head of School is Professor John I. Saeed. The Director of Undergraduate Teaching and Learning is Dr. Pauline Sloane. The email address for the school is [email protected] and the School’s website can be viewed at http://www.tcd.ie/slscs/

1.1.About the Centre for Deaf Studies (CDS)The Centre is open each weekday between 9:00am-5:00pm during term time. Outside term time you will need to consult the student notice board of office hours. Classes held at CDS may take place at times outside these opening hours.

1.2.Some Background to the CentreThe Centre for Deaf Studies was established in 2001. Before this time, Deaf Studies was already represented in the work of the Centre for Language and Communication Studies: since the late 1980’s, CLCS ran the extra mural ISL classes (the first ISL evening classes in the country), and, in 1992, CLCS ran the first professional ISL/English Interpreter and ISL teacher training programmes in Ireland, in partnership with the Centre for Deaf Studies at the University of Bristol and the Irish Deaf Society.

Following from this, CLCS ran the first extra-mural course in Deaf Studies in Ireland in 1994, and offered academic supervision to a number of postgraduate students in the field of sign linguistics. Dr. Patrick McDonnell was the first Irish person to complete a descriptive linguistic analysis of ISL, with supervision for Prof. John I. Saeed at CLCS. Prof. Saeed also supervised Dr. Lorraine Leeson’s doctoral work, and he continues to be involved in work relating to ISL today, with a co-authored book on the linguistics of Irish Sign Language due in late 2011. A number of other current and past CDS staff have completed masters degrees at CLCS in the area of theoretical and applied linguistics including Dr. Lorraine Leeson, Mr. Patrick A. Matthews, Ms. Dawn Duffin, Mr. Joe Mc Donnell, Ms. Dee Byrne-Dunne, Ms. Gudny Thorvaldsdottir, the late Ms. Laura Sadlier (RIP) and

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http://www.tcd.ie/slscs/


Ms. Carmel Grehan. Their studies looked at a range of theoretical and applied linguistics topics with relevance to the Irish Deaf community.

All dissertations are stored in the College’s library and can be accessed by students.

The purpose of the Bachelor in Deaf Studies is to train professionals who will work with and in the Deaf community in a general capacity, or more specifically, as Irish Sign Language (ISL)/ English interpreters and teachers of ISL. A primary emphasis is placed on the development of Irish Sign Language skills.

In all ISL courses, communication in ISL will be the main goal, and ISL serves as the principle means of teaching and learning. From this, we see ISL as the working language of CDS, with English as the second language in use.

We aim to foster respect for the use of ISL in a wide range of environments – from formal academic lectures to casual interaction. To achieve this aim, we strongly encourage you to use ISL in all interactions within the Centre insofar as possible.

2. Bachelor in Deaf Studies

2.1.Course Aims: The Bachelor in Deaf Studies programme aims to do the following:

Deliver skill competency in Irish Sign Language to level C1 (receptive/comprehension) and B2 (productive/expression) as outlined by the Council of Europe’s Common European Framework of Reference for Languages (CEFR). The Common European Framework of Reference for Languages (CEFR) maps language competence across six broad categories ranging from A1 (beginners) to C2 (highly proficient across a range of high-level domains). The CEFR serves two major functions: (1) Reporting: it adds information about a learner’s experience and concrete evidence of achievements in their language/s. This coincides with the EU’s interest in facilitating individual mobility and relating regional and national qualifications to internationally agreed standards; (2) Pedagogical: it makes learning languages more transparent to learners and helps develop their capacity for self-reflection and self-assessment and assume greater responsibility for learning (i.e. learner autonomy).

Develop knowledge about the socio-cultural issues that impact on Deaf people in society through a broad range of programmes that reflect the thematic issues of relevance to the Deaf community in Ireland and internationally.

Offer appropriate scope for professional development within the specific domains of working with the Deaf community, and, depending on specific path choice, competence as an Irish Sign Language/English interpreter or as an Irish Sign Language Teacher.

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2.2.European Credit Transfer and Accumulation System (ECTS) The European Credit Transfer and Accumulation System (ECTS) is a student-centred system based on the student workload required to achieve the objectives of a programme of study. The system has been implemented in all Irish higher education institutes as part of the European Union’s ‘Bologna Process’. ECTS allow for transparency across higher institutes in the European Union with respect to student work completed in the attainment of an undergraduate or postgraduate award. The following principles are applied:

The ECTS works on a yearly norm of 60 credits for a full-time course over one academic year where one credit represents 20-25 hours estimated student input. The measure of one academic year is 40 weeks from the start of Michaelmas Term to the end of the annual examination period.

The duration of a programme leading to a particular award is also expressed in terms of ‘credit volume’, for example the TCD four-year honors Bachelor degree is 240 ECTS, while the ordinary Bachelor degree is 180 ECTS. The Diploma courses offered by CDS are 120 ECTS.

ECTS credits are assigned to course components or modules incorporating their associated assessment exercises and examinations, and also to other forms of structured student input, such as major projects, dissertations, practice placements, etc. where these do not form part of the assessment for a taught component which is itself assigned ECTS credits.

The ECTS credit is a measure of student input, and does not necessarily correlate to the number of contact hours, notably for example in the case of major projects or research dissertations. The calculation of student input is based on such factors as the number of contact hours, the number and length of written or verbally presented assessment exercises, the amount of class preparation required for lecture, tutorials, laboratory classes, private study time, writing examinations, clinical attendance, professional training placements, and so on.

ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component courses. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed.

2.3.Diploma/Degree SupplementThe Diploma Supplement is a document which students will receive on graduation from their diploma/degree programme. The Diploma Supplement is designed to provide supplementary information on the degree or diploma awarded, and will only be issued following the commencements or conferring ceremony. The Supplement will contain the following information: title of degree in English, main subject area(s), language of instruction, credit volume of award (eg. 240 ECTS for honors Bachelor degree), level of award relative to National

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Framework of Qualifications (e.g. Level 8: in the case of the honors Bachelor degree, Level 7: in the case of CDS Diplomas), general entry requirements e.g. Leaving Certificate or equivalent), institutional marking scale, professional status of degree, and access to further study. Information on the national education system is also included.

The Supplement also contains information on the study programme followed by the degree/diploma holder, in the form of the modules taken, the ECTS credit value and level of individual modules, and the overall mark obtained by the student for each module, as well as overall grade. Only credit-bearing modules will be included.

2.4.Re-admission to the degree programmeFrom 2011, graduates who have already completed a Diploma in Deaf Studies, a Diploma in ISL/English Interpreting or a Diploma in ISL Teaching and have achieved at least an overall grade of II.2 may apply for admission to the Bachelor in Deaf Studies, entering at the Junior Sophister year (year 3). The application process is as follows:

Applicants must complete the form for returning students on the Admissions Office website at: http://www.tcd.ie/Admissions/undergraduate/apply/re-admission/

The completed form must be returned to the Admissions Office by 1st February in year of entry.

Applicants may be invited for interview.

2.5.Course Structure & Content: Overview of Programme Core, elective and optional elements An overview of course structure and content is given in Table 1. As shown, there is a common curriculum in the Freshman years while three strands or ‘tracks’ allow a degree of specialisation in the Sophister years. Students wishing to follow the ISL teaching or ISL/English Interpreting strands must attain an overall grade of at least II.2 in the Senior Freshman year. Students may opt to graduate with a Diploma in Deaf Studies at this point or continue to year 3 of the Bachelor in Deaf Studies following the Deaf Studies strand. It should be noted that as per College mobility arrangements, students may avail of Erasmus opportunities in Year 3 of the degree programme. To date we have had Erasmus arrangements in place with Finnish, Dutch and Belgian universities.

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Table 1: Course structure and content: Overview of Programme

Year 1 ECTS Year 1

Year 2 ECTS Year 2

Year 3 ECTS Year 3

Year 4 ECTS Year 4

DF1004 ISL 1 10 DF2028 ISL 3 10 DF3001 ISL 5 10 DF4001 ISL 7 10DF1005 ISL 2 10 DF2029 ISL 4 10 DF3002 ISL 6 10 DF4002 ISL 8 10DF1008 Introduction to Sign Linguistics

10 DF2030 Interactive Discourse Analysis

10 DF3006 Placement 1 5 DF4007 Placement 3 10

DF1003 Perspectives on Deafness

10 DF2031 Working with the Deaf Community


DF1009 Language Acquisition and Deafness

10 DF2020 Deaf Education

5 DF3003 Ethics 2 5 DF4003 Creating Multimedia for the Deaf Community 2orDF4004 Research Methods

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DF1010 Language Processing

5 DF2032 Sociolinguistics and Signed Languages

5 DF3004 Creating Multimedia for the Deaf Community 1

10 DF4005 Equality Studies, Colonialism and the Deaf Community orDF4006 Dissertation

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Broad Curriculum 5 DF2033 Ethics 1 5 DF3005 Deaf People and the Media

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Broad Curriculum 5ECTS 60 60 60 60

Students can graduate at this point with a Diploma in Deaf Studies or continue to years 3 & 4 for the Bachelor in Deaf Studies.

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Table 2: Bachelor in Deaf Studies (Interpreting strand)

Year 1 ECTS Year 1

Year 2 ECTS Year 2

Year 3 ECTS Year 3

Year 4 ECTS Year 4

DF1004 ISL 1 10 DF2028 ISL 3 10 DF3001 ISL 5 10 DF4001 ISL 7 10DF1005 ISL 2 10 DF2029 ISL 4 10 DF3002 ISL 6 10 DF4002 ISL 8 10DF1008 Introduction to Sign Linguistics




10 DF2034 Translation & Interpreting, Philosophy & Practice



10 DF2020 Deaf Education

5 DF3003 Ethics 2 5 DF4008 Simultaneous Interpreting 1

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5 DF3007 Consecutive Interpreting

10 DF4009 Simultaneous Interpreting 2

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Broad Curriculum 5 DF2033 Ethics 1 5 DF3008 Liaison Interpreting

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Broad Curriculum 5

ECTS 60 60 60 60Students can graduate at this point with a Diploma in Deaf Studies or continue to years 3 & 4 for the Bachelor in Deaf Studies.

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Table 3: Bachelor in Deaf Studies (ISL Teaching strand)

Year 1 ECTS Year 1

Year 2 ECTS Year 2

Year 3 ECTS Year 3

Year 4 ECTS Year 4

DF1004 ISL 1 10 DF2028 ISL 3 10 DF3001 ISL 5 10 DF4007 Placement 3 10DF1005 ISL 2 10 DF2029 ISL 4 10 DF3002 ISL 6 10 DF4015 Placement 4 10DF1008 Introduction to Sign Linguistics


10 DF3006 Placement 1 5 Teaching ISL for the National Curriculum

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10 DF2031 Working with the Deaf Community OrDF2034 Translation & Interpreting, Philosophy & Practice

10 DF3011 Placement 2 10 DF4011 Teaching Methods 10


10 DF2020 Deaf Education 5 DF3003 Ethics 2 5 DF4012 Methods of Assessment

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5 DF3009 Curriculum Planning

10 DF4013 Teaching ISL as L1 5

Broad Curriculum 5 DF2033 Ethics 1 5 DF3010 Theories of Education

10 DF4014 Teaching ISL as L2 5

Broad Curriculum 5ECTS 60 60 60 60

Students can graduate at this point with a Diploma in Deaf Studies or continue to years 3 & 4 for the Bachelor in Deaf Studies.

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3. Bachelor in Deaf Studies Regulations:

1 The Bachelor in Deaf Studies involves an integrated programme of study which is designed to equip students with a broad spectrum of knowledge, skills and competencies related to the Deaf community, its history and culture, and for those following specific paths, the profession of Irish Sign Language (ISL)/English interpreting or Irish Sign Language Teaching. The course offered is a four-year course of honors standard leading to a degree of Bachelor of Arts in Deaf Studies.

2 Students who do not proceed to the Junior Sophister year may be awarded in a Diploma in Deaf Studies on the successful completion of their Senior Freshman year.

3 Years 3 and 4 of the Bachelor in Deaf Studies will include specialist training options in (i) Deaf Studies (ii) ISL/English interpreting or ISL Teaching, students must demonstrate a minimum grade of II.2 average in Year 2 of their studies.

4 Garda vettingAll students must satisfy College regulations on Garda vetting prior to registration.

5 Physical and mental healthThe School endeavours to be accessible to all students. There are however certain physical and mental conditions that may preclude the safe practice of a chosen profession. Students will work in areas requiring serious responsibilities and trust. Students with a chronic disability or psychiatric condition are advised to seek appropriate medical advice and advice from the Head of Discipline before registration.

6 Subjects of studyThe component courses in each year are grouped under two headings: (i) theory and (ii) practice. Throughout the course considerable emphasis is placed on the study of culture, language and linguistics, in addition to aspects of policy relating to the situation of Deaf people educationally, legally and linguistically. Practical placement is a feature of the JS and SS years of the course and may be scheduled both during and outside university teaching terms. This work takes place in the College itself, in organizations of/for the Deaf and hard of hearing, and in locations where Deaf/hard of hearing people access services in Dublin, elsewhere in Ireland, and abroad. Students may be assigned to any such placement location in order to fulfil their placement requirements.

7 Academic progress and examinations

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Attendance at lectures, tutorials (including problem-based learning tutorials), and on placements is compulsory in all years. Students who have not satisfied the departmental requirements for attendance will be returned to the Senior Lecturer as non-satisfactory, in keeping with the regulations of the University Council. Notwithstanding the provisions of any other regulation, exclusion from the course may be recommended to the University Council at any stage in respect of any student whose progress or performance is unsatisfactory or to the Board of Trinity College in respect of any student whose conduct is unsatisfactory.

8 Professional ethics and standards of conduct in relation to practice practice must be observed throughout the course. Students are given written instructions in regard to professional matters, including attendance at placements, and are required to observe these regulations at all times. A student may be required to defer practical placement, including any practical examination, if the Head of Discipline, on the recommendation of the student’s placement tutor, determines that such a deferral is necessary on professional grounds.

9 Marks are awarded to students for continuous assessment, project work, formal examination and practical placement. Students are required to perform satisfactorily in each type of activity. Compensation within a subject area may be permitted at the discretion of the court of examiners. Students who are unsuccessful in their annual examinations may be required to resubmit continuous assessment or project work, to sit a formal supplemental examination paper, or to be re-assessed in practical work, as appropriate.

10 All students must present themselves at examinations which are held during the Annual Examination period in Trinity Term. Students who are unsuccessful at the annual examinations may be permitted to present themselves at the beginning of Michaelmas Term.

11 Final examinations for the degree of Bachelor with honors are taken during Trinity term, in accordance with course regulations published by the school prior to the beginning of the academic year. Successful candidates at the examination are placed in three classes according to merit: first class honors, second class honors (with two divisions, first and second), and third class honors. Students may be required to sit a viva voce examination following the completion of the annual written examination, in accordance with the regulations of the School. Students who are unsuccessful at the annual examination may be permitted to present themselves at a supplemental examination at the beginning of Michaelmas Term. A maximum mark of 40 per cent may be awarded for any such supplemental examination. Students who are required to present themselves for more than one examination or assessment, however, will be eligible for a pass degree only.

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12 Students who are unsuccessful at the annual and supplemental examinations may be allowed to repeat the year only if a special recommendation to that effect is made to the Senior Lecturer by the court of examiners. Repetition requires full attendance at lectures and at other academic and practical instruction.

13 Students are admitted to the annual written examinations subject to satisfactory certification of practical placement.

The following are additional regulations:

1 Students are responsible for checking dates and times for any coursework due, and dates for exams and tests across the year, including during supplemental periods.

2 Students must hand in all coursework and assignments by the due dates. Late submissions (without permission for an extension) will attract a deduction of 10% per day.

3 If a student fails the year, they may be given permission to repeat exams and tests, and hand in coursework/assignments in the supplement period by the court of examiners.

4 If the student is not successful during the supplemental period, they may be given permission to repeat the year by the court of examiners. In such cases, the general principle applied is that students must have achieved a II.I (60% or above) grade in order to be exempted from repeating a module if they are required to repeat the year. Any exemptions granted are at the discretion of the Court of Examiners and are generally considered on a case-by-case basis.

5 Students are expected to use photocopying, library and computer access facilities available on the main campus.

6 Any equipment borrowed from the Centre must be both signed for and used in the Centre and returned to the Executive Officer immediately after use. Material must not be passed on to another student or brought home.

7 Students are liable for the cost of repair or replacement to equipment that is damaged by them. If you are in any doubt about the proper use of any of the equipment please contact the Executive Officer for guidance.

8 Food and drink may not be consumed in any of the Centre’s classrooms.

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9 Mobile phones may not be used in the Centre at anytime. They must be switched OFF during classes (not switched to silent, as this affects equipment reception and may otherwise disturb others).

10 Users must leave immediately when requested to do so by a member of CDS staff.

11 Late access to equipment at CDS is at the discretion of staff who may be working late. Students should note that this is not a regularised facility and should not expect it as a matter of course: students can access the College’s computer services 24/7 on campus.

3.1.Parking FacilitiesParking facilities are NOT available at the Centre. Public parking is available in the vicinity.

3.2.ClassroomsThere are seven seminar rooms and three language labs. All are on the first floor of 7-9 South Leinster Street premises and are part of the suite of teaching rooms and administrative offices that form the Centre’s premises.

We have built space into the timetable for student self-study making use of the MAC labs in the selected language labs. Notification of times when each room is available for self-study is listed on the notice board.

Class timetables indicate where classes will take place and the timeframe for each class. Some classes take place on campus. Your timetable will specify buildings and rooms for such classes. Please make sure you have received your particular class timetable.

3.3.Dress CodeThe Centre for Deaf Studies offers professional training programmes in interpreting and teaching, as well as a generic programme in Deaf Studies. Given this framework, part of the process of training as a professional involves the requirement to dress and act professionally. Given this, it is the policy of the Centre for Deaf Studies that each student’s dress, grooming and personal hygiene should reflect a professional image.

For signed language and interpreting classes, students should wear plain, un-patterned clothing that contrasts the skin tone in all signing environments; as patterned clothing can infringe upon visual communication. Tattoos and body piercings (other than earrings) should not be visible. This also applies to any jewellery that may distract the process of communication; i.e. bangles, long dangling jewellery.

3.4.Facilities/Materais

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3.4.1. Photocopying facilities On the main College campus, students can use photocopiers in the Lecky library, the Berkeley library, the Ussher library and at other locations around campus. Photocopying cards cost approximately €3.00 each. Reids of Nassau Street also offers competitively priced photocopying services. Students are advised to familiarise themselves with copyright law as it relates to the photocopying of published materials.

3.4.2. LibraryAll Deaf Studies books are held as part of the Trinity College library holdings system. Many books are available for reference and borrowing in the Ussher Library. Others must be ordered from Stacks: such orders can take several hours to deliver and students may not borrow books held in Stacks. Instead, you may photocopy relevant sections in the library or read them in the library, bearing in mind copyright law limits. For rare texts (e.g. from books that are out of print or for journal articles that are not held by the College library), you can place an order via Inter-Library Loans. A fee applies for this service. Details are available in the library.

Students have full use of the libraries on campus and are encouraged to use inter-library loans and photocopying services to maximise access to Deaf Studies related topics. A full catalogue of Trinity College Libraries can be found online at http://www.tcd.ie. Photocopying facilities at CDS are for members of staff only.

3.4.3. Buying BooksStudents can purchase books from the Forest Bookshop, a UK based specialist in Deaf Studies literature. Current copies of the catalogue are available from the Centre’s Executive Officer. You can also order via the internet at: www.forestbooks.com/ We strongly recommend the Forest Books service as their service is extremely efficient. Students must order their own books directly from Forest Books.

3.4.4. MAC Equipment at CDSStudents can make use of the Centre's MAC language labs during self-access periods. Please take care with the Centre's equipment and report any damages to the Centre's Executive Officer immediately.

Students should also note that they can avail of introductory and more advanced computer courses run by College’s Information Systems Services. These courses are generally free of charge and are advertised on the College website: http://isservices.tcd.ie/

Students can also avail of 24-hour computer access at certain locations across the campus. Your TCD ID card is often required to gain access to these facilities. See the College website at www.tcd.ie for details of

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http://www.tcd.ie/

http://isservices.tcd.ie/

http://www.forestbooks.com/

locations for PC and Macintosh computer access.

3.4.5. MOODLECourse notes, assignment information, video content and other information is made available to registered CDS students on a learning platform called MOODLE. This learning enviroment is supported by our European projects partner, Interesource Group (Ireland) Limited as a means of maximising new technologies in teaching and learning Deaf Studies. Early in Michaelmas Term, students will be assigned a MOODLE username and password.

Students will have to register on the MOODLE website for each of their courses in order to be able to access content online. A tutorial to demonstrate how this works will be delivered in Michaelmas Term.

Using MOODLE, students can download course information, engage in on-line forums with fellow students and lecturers, submit homework and check for lecturer announcements about courses.

MOODLE will also be utilised by the Executive Officer’s office as they will have a page where students and staff can access up to date information. This site will be need to be checked regularly by students for timetabling changes, exam dates, etc.

See: http://moodle.interesourcegroup.com/

3.4.6. ELANOriginally developed for research on gesture, ELAN has become the standard tool for establishing and maintaining signed language corpora. ELAN (EUDICO Linguistic Annotator) is an annotation tool that allows one to create, edit, visualize and search annotations for video and audio data. ELAN was developed with the aim of providing a sound technological basis for the annotation and exploitation of multi-media recordings.

The Signs of Ireland (SOI) corpus is annotated in ELAN. To view the Signs of Ireland corpus data on CDS computers, you must click on the ELAN symbol:

You select the relevant EAF file (which stores the annotations) and then the associated movie file in order to view the annotated movie. The annotated movies look like this:

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ELAN allows you to search the individual files as well as allowing for searches across the entire corpus. Searches can look for specific signs, the frequency of sign occurrence, the collocational patterns that occur, non manual features, the point of view of the signer, mouthing patterns, and the use of dominant and non-dominant hand configurations among other things.

ELAN is compatible with both MAC and PC use. You can download the ELAN software free of charge at the following URL: http://www.lat-mpi.eu/tools/elan Make sure that you select either Mac or PC compatible versions! You can also download a detailed user manual on ELAN on the same page.

Workshops on ELAN are delivered at CDS in Michaelmas Term.

3.4.7. The Signs of Ireland (SOI) CorpusDr. Lorraine Leeson developed the Signs of Ireland corpus project as part of the Languages of Ireland corpus work at the School of Linguistics, Speech and Communication Sciences. Ms. Deirdre Byrne-Dunne collected data in the summer of 2004 from Dublin, Waterford, Wexford, Cork and Galway. The corpus currently consists of data from 40 signers aged between 18 and 65. It includes male and female signers, all of whom had been educated in a school for the Deaf in Dublin (St. Mary’s School for Deaf Girls or St. Joseph’s School for Deaf Boys). None were sign language teachers, as we wished to avoid the collection of data from signers who had a highly conceptualized notion of ‘correct’ or ‘pure’ ISL. All use ISL as their preferred language. While some of the signers are native signers insofar as they come from Deaf families, the majority are not. (This aims to reflect the fact that the

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majority of Deaf signers are not born to Deaf parents). Several of the corpus contributors have Deaf siblings. All signers included use ISL as their first or preferred language.

Annotation is a slow process: from 2004-2007, 3 annotators (Ms. Deirdre Byrne Dunne, Ms. Alison MacDuff and Mr. Cormac Leonard) worked to annotate 50 of the 120 movies collected. While it may appear a small corpus, the SOI corpus is actually one of the largest signed language corpora in the world, and is the most highly annotated (i.e. it contains a lot of detailed information not contained in other corpora which are used for linguistic analysis only). The other thing that makes the SOI corpus special is that it is not only used for research purposes – it is also widely used in the teaching at CDS.

Since 2008, the SOI corpus has been supplemented with annotated digital data created for the SIGNALL II project. Students will also get to draw on this data in their studies.

3.4.8. Assistive Technology Information Centre (A.T.I.C)Deaf students/disabled students are advised that they may avail of resources and support offered by the Assistive Technology Information Centre (A.T.I.C.). A.T.I.C. which is based in Room 2054, Ground Level, Arts Building. Further, there are two CDS MAC computers managed by ATIC in the Ussher Library. Students must register with ATIC to access these machines. These are available to all CDS students.

3.4.9. Mature Students Mature students (i.e. those over 23 years) are advised that they can seek the support of the Mature Students Officer. The Mature Student Officer’s telephone number is 01-608-1386, fax: 01-872-2853 or email [email protected].

3.4.10. Access to Other College Facilities and ServicesStudents are reminded that they can avail of all college facilities available to registered students (e.g. sports facilities, student’s union, student medical services, student counselling services, etc.). For full details of college services, see www.tcd.ie

4. CDS as an ISL Domain

4.1.Signing zoneThe Centre for Deaf Studies is a bilingual environment where Irish Sign Language and English are the daily working languages. However, CDS aims to be a predominantly signing environment. Therefore, we strongly encourage lecturers and students to use ISL whilst in the building except in classes where English is required, e.g. Interpreting modules, English for interpreters.

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4.2.Learning languages by using themISL courses at the CDS are run on the basis that we learn languages by using them. Classes will use ISL as the language of instruction and interaction. Communicating means participating. One of the main working methods during ISL and interpreting classes will be group work of one kind or another. This will require you to take an active part in the business of communicating in the target language, working collaboratively with peers on projects and tasks, and interacting with one another and with native ISL language assistants assigned as helpers to the groups. We also encourage students to use ISL as much as they can in their leisure time: this will maximise opportunities to use ISL and thus develop competence and confidence in the language.

4.3.Communication does not mean perfection!Remember that non-native language users will always be non-native language users. We are not aiming for perfection, but a realistic level of proficiency that will enable you to function effectively in the target language – and, for some, in the interpreting environment. We particularly encourage students of interpretation to remember that they are entering a profession where training is never “finished”: instead, we promote the ideal of constantly striving to become a better interpreter, and a more skilled language user – in all your languages. For student teachers, remember that you are linguistic and cultural role models for your fellow students!

4.4.Recording ISL workStudents may record their work onto DVD, CD-ROM, a memory stick or portable hard drive. Students are responsible for providing these for their own use.

4.5.Presenting ISL Work for marking or reviewBefore signing a piece of work to camera, please sign the following information:

1. Your name in full,2. Your name in ISL (i.e. your sign-name)3. Your student ID number4. Date of filming, 5. Module number and name 6. Lecturer’s name/s, 7. The title of your presentation or the question number/s and sign the

question/s, whether it is homework, coursework or examination.8. Save your recorded piece in .mov or .mp4 format. Other formats will

not be accepted.

4.6.Copying of Recorded MaterialsPlease note that copyright laws also cover the recording of DVD/CD materials. Do not copy copyrighted DVD stored in the Centre. You may make copies of class recorded lectures for your own study purposes only.

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This also applies to recorded materials prepared by the Centre for instructional purposes.

5. ISL Courses

5.1.What we expect of Students attending ISL ClassesGood time keeping is essential.Students should be present 5-10 minutes before class is due to start. Students who arrive late disrupt the class. The ISL teacher will not review information that a student has missed due to lateness: it is the student’s responsibility to find out what they have missed in their own time.

Talking is not accepted during ISL classes. This includes coffee breaks that occur between formal ISL sessions. Our aim is to immerse students in ISL insofar as possible. While we appreciate that this may be initially difficult, after a few weeks it does become easier. Many students say that they talk because they don’t know the sign for something: if you do not know a sign for a particular concept, then fingerspell the word instead.

Do not ask a fellow student to interpret for you – this gives you a false sense of security as the course progresses (you must sit the ISL test alone!). This also diminishes a fellow student’s participation in class and is disrespectful to the Deaf teacher. On no account should a student act as an ‘interpreter’ for other students in class – if a fellow student verbally asks you what has been said, please sign a response and/or direct them to the teacher for clarification.

Students are required to uphold the CDS dress code. This specifically makes reference to wearing plain coloured tops to ISL class.

Every student arrives at the Centre’s ISL classes with different experiences of learning the language: we ask students to be respectful of each other’s ability in class. Developing strong working relationships is vitally important. Classes are interactive in nature and students must join in to maximise their learning. While it can be tempting, students are strongly advised not to compare themselves to other students who seem more fluent: with languages, learning never stops, so even the person perceived to be extremely fluent will continue to develop their use of language over time!

ISL classes are taught in smaller groups to facilitate interactive learning. In these classes, chairs are arranged in semi-circles so that students can see each other’s contributions. It is the student’s responsibility to make sure that they have a comfortable space to sign (i.e. make sure you have adequate elbow space!) and that you can see everyone else in the group clearly. We ask that bags, coats, etc. be stored in one corner of the room to maximise comfort during ISL class.

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When learning ISL, you will find that, like any other language, there is often more than one way to express a concept. ISL has synonyms (more than one word to express the same concept), which are often associated with gender or regional variation (you’ll learn more on this in Sociolinguistics). We ask you to remember that if someone uses a sign that is different from yours, it does not necessarily mean that it is “wrong”. Remember, teamwork and sharing knowledge with your fellow students and tutors leads to a greater level of understanding of the language all round.

Students should gain each other’s attention using culturally appropriate behaviours: tap the person on the shoulder or knee or wave your hand in their line of vision until eye contact is achieved. Do not call the person in English.

It goes without saying that in order to learn, you must attend classes. We expect students to attend all classes.

Students are not permitted to chew gum in ISL class. These activities interfere with the production of non-manual markers. As in other classes throughout College, eating and drinking in class are strictly forbidden.

5.2.Learning in an ISL Environment: Some Advice and Helpful HintsTalking when there is a Deaf person present is considered rude. He/she is automatically excluded from your conversation and left wondering what you are talking about.

Signed Languages are visual languages and therefore do not require speech. Speaking while signing distracts from the grammar of ISL. Please do not try to talk and sign at the same time!

To become proficient in a language you need to be able to think in that language. In class, concentrate on what you see as opposed to what you hear.

Remember… ISL is a visual language that uses the upper body, face and hands to express meaning. When watching a signed message it is important not just to focus on the hands but on the signer’s whole frame. Talking will distract from this process. Facial expressions (Non Manual Features or NMFs) are important linguistic components of ISL.

It helps some learners of signed languages to think about how things they need to talk about in ISL ‘feel’ when they move – try and replicate the movement of a tired old man, of a leaf floating through the sky, of a car driving over cattle grids, etc. Success is linked to awareness that ISL makes use of the whole upper body.

Talking in sign class is a distraction both to your lecturer and your fellow

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students. People tend to look in the direction of the sound and you may miss the signed message. Above all, do not be tempted to interpret for a fellow student who is having difficulty following the class – students must remember that it IS difficult in the early days of learning a new language, but the only way to become more competent is to discuss ISL using ISL: if you don’t understand a sign or a concept, ask your teacher (or a fellow student) – but do it in ISL!

Working in pairs/groups helps to develop your ability to recognise and understand different signing styles. These are similar to accents in spoken languages. Imagine you are Deaf and you communicate solely through ISL. Work with your peers to gain understanding and appreciation of each other’s signed dialogue without resorting to English. This will aid you in your goal to reach fluency in ISL.

A spoken language environment surrounds hearing people. In comparison, the amount of time spent in ISL class is minimal. To develop a real ‘feel’ for ISL, hearing people need to separate themselves from their hearing experiences and focus instead on the visual and kinaesthetic. This is one of the many reasons why it is important to maintain a ‘spoken language’-free environment in class.

Your eyes must learn to adapt quickly to the fine movements in ISL. Reducing focus on audio input – another reason why we don’t allow talking in ISL class, enhances visual attention!

The arms and hands are fragile. Warm up exercises are essential to ensure that repetitive strain injury is avoided. Please practice the habit of warming up before you sign.

6. What is expected of you as a student

6.1.Regular attendanceRegular attendance is compulsory. Students who do not attend classes may be formally excluded from sitting examinations as per the College regulations listed below:

Students will be deemed ‘non-satisfactory’ if they fail to fulfil coursework and attendance requirements for the course that they are taking.

For attendance, this means that a student is ‘non-satisfactory’ if they miss more than one third (1/3) of a required course/ module in any term.

If a student misses more than 1/3 of classes for any course in a term, the head of department may report the student to the School’s Director of Undergraduate Teaching and Learning who will report them to the Senior Lecturer as being non-satisfactory for that term.

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In the first instance, the Head of Discipline (i.e. the Director of the Centre for Deaf Studies) will write a report to the student’s College Tutor who would normally interview the student and respond on the student’s behalf to the Head of Discipline, outlining any mitigating/ special circumstances.

We ask that you inform the Centre's Executive Officer if you will be unable to attend classes.

6.2.Doctor’s CertificationDoctor’s certification must be provided where: Students will be absent repeatedly due to illness, causing them to miss

a high percentage of classes; A student will require an extension to a closing date for an assignment

due to illness; A student will be absent from an examination due to illness.

Students must note the College regulations regarding the procedures to be followed and the consequences of being absent from examinations/ tests due to illness. All College regulations are listed in the College Calendar, which is on the College’s local home page at www.tcd.ie/local

6.3.Student Health ServicesStudents should note that they may avail of Student Health services on campus. This allows for subsidised rates for doctor’s visits. Details can be found at: www.tcd.ie/Student_Health/

6.4.PunctualityAll classes will start punctually and students are asked to arrive in plenty of time before class starts. Each class session runs for fifty minutes, with a ten-minute break between sessions. However for some classes, lecturers may negotiate longer class periods with a longer interim break (e.g. in interpreting sessions, break time may come after 1 1/2 hours in order to better mirror real world conditions or to ensure that class time is most appropriately used). In classes where interpretation and note-taking services are provided, there will always be a break after fifty minutes. We endeavour to begin and finish classes on time – but we can only do so with your cooperation.

6.5.Background and ClothingAs outlined earlier, CDS students are expected to wear clothes that are contrastive to your skin. i.e. usually darker plain colours are best, like medium or dark blue, black for fair skinned people or light pastels for dark skinned people, etc. Do not wear patterned clothes as these can make it hard to watch your signs. Make sure that you use a blue board or plain background when you record yourself signing in order to minimise ‘visual noise’ behind you. The plain background will also mean that your movie

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will save faster and take up less memory space.

6.6.Supporting and consolidating your learning through private study

The ISL courses offered at the Centre for Deaf Studies offer a concentrated exposure to the language. Your personal success in developing skill and appreciation for ISL will very much depend on how much effort you put in towards supporting and consolidating your learning through regular private study.

As mentioned earlier in this document, students can make use of the CDS self-access facilities and the self-access facilities at Centre for Language and Communication Studies (CLCS) for this purpose, while Deaf/disabled students can also avail of the services offered by A.T.I.C.

6.7.The Golden Rule: A little learning oftenThis need not mean trying to fit in a large block of time each day for extra language work. The golden rule is: A little learning often. The key to success is how you organise your time and your learning. A separate booklet is available from CLCS, which provides detailed guidelines on how to organise your language learning and make the best use of the self-access facilities and resources. The College’s Counselling Service runs regular courses regarding the organisation of study time, preparing for exams, managing stress, etc. and we encourage you to participate in these programmes.

We particularly encourage you to watch Deaf community programmes (e.g. IDN weekly in Youtube through ISL) and to attend public social events organised by members of the Deaf community (e.g. public meetings, theatre events, fund-raising events, etc.). You may also wish to join the TCD Sign Language Society. For more information or to become a member, email: [email protected]. Finally, join us on Facebook at: www.facebook.com/CDSTrinity

6.8.Staying in Touch: 6.8.1. Check your email regularlyWe use email as the main channel of communication for information, announcements and feedback. Each student is provided with an ‘@tcd.ie’ address. Students should get into the habit of regularly checking your email.

6.8.2. Contacting LecturersStudents should use email to contact their lecturers or approach the lecturer in person to make an appointment. Email addresses of all lecturers are provided in the Junior and Senior Freshman and Junior Sophister handbooks but students must NOT contact staff members on their private mobile phone/ other home numbers and social networking sites.

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Students must make appointments if they wish to see lecturers outside of class time. Lecturers will post information regarding their availability to meet students during term time.

6.8.3. Check the CDS WebsiteInformation about the CDS and the courses we run can be found at the CDS website. This information includes timetable information, exam schedules and style sheet for bibliographies. We also include interesting links to other websites of relevance. Visit www.tcd.ie/slscs/cds/

6.8.4. Check the CDS Programme Studies notice-boardImportant notices and information will also be posted on the CDS notice board.

7. Assessment Procedures

7.1.Continuous AssessmentA percentage of final marks for a given course may be awarded to course work completed during a course/module and details of the assessments for each module are outlined in the Junior/Senior Frehsman/ Junior Sophister student handbooks. Coursework is intended to give students a means of evaluating their own progress in relation to the overall demands of the programme of study. Coursework may include the completion of coursework assignments, reports or in-class presentations or placements or practical language tasks; work in the language laboratory or other forms of ongoing assessment. Where suitable, these will show evidence of reading and research at an appropriate level. Continuous assessment may also include reference to attendance, punctuality, in class performance and collegiality, all essential skills in professional formation. Continuous assessment also allows lecturers to offer feedback to students that can help shape better performance in end of term tests and assignments.

7.2.Formal AssessmentThis can include written examination, language performance tests, interpreting tests and the submission of written essays or minor dissertations. We also apply continuous assessment procedures for many courses to give students maximum opportunity for demonstrating what they have learned across the year. Instructions regarding the language/s of the exam or test will be given prior to the examination period. Generally, language tests will be held in the target language.

7.3.Other notes regarding assessment:All modules are subject to a process of end-of-course assessment. These assessments will be used to determine student progress throughout their course of study, in line with the provisions laid down by the Faculty of Arts,

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Humanities and Social Sciences, Trinity College Dublin. Module descriptors for all courses taught are included in the Junior and Senior Frehsman and Junior Sophister handbooks along with an indication of the methods of assessment used. Deadlines for assignments are also listed in these handbooks.

End-of-course assessments normally consist of either a formal unseen examination or an essay-type assignment. All written assignments or exams must be presented in English. Students have the option of presenting examination and assignment material in ISL, though a written bibliography must be attached using the format described below. Such assignments will normally be no more than 2500 words in duration or 25 minutes of ISL presentation on disc or digital tape.

7.4.The Language of the Assessment/ TestAssessments involving practical language skills will normally include an appropriate language test. Every assignment submitted must be typed in English or presented in ISL in accordance with the guidelines provided in this handbook.

7.5.Examination Marking Protocols at Trinity College DublinYour course lecturer typically marks assignments and language tests, and in some cases, a second marking is carried out by another lecturer. In addition to this, the College has a system of external assessment in place. External examiners moderate the Centre’s assessment procedures to ensure that the examination process is fair and that there is consistency in the manner in which examinations/assessments are marked.

All course results are finalised at the Centre’s court of examiners meeting in June. Following from this, results are returned to the College’s Exams Office and made available in two ways: (1) online and (2) posted on the CDS Student’s Board. Supplemental Court of Examiners meeting takes place in late September.

If a student is not successful during the supplemental period, they may be given permission to repeat the year. In such cases, the general principle applied is that students must have achieved a II.I (60% or above) grade in order to be exempted from repeating a module if they are required to repeat the year. Any exemptions for courses are at the discretion of the court of examiners and are generally considered on a case-by-case basis.

Students should note that the Faculty of Arts, Humanities and Social Sciences holds a bi-annual court of appeal. Please note that there are restrictions that apply regarding the grounds for appeal. Details are available from the Faculty of Arts, Humanities and Social Sciences and are posted throughout College during examination and supplemental examination review periods (June, September). Dates for submission of appeals will be made available by the Faculty of Arts, Humanities and

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Social Sciences office and posted in CDS during examination periods.

7.6.Exam ResultsAs noted above, exam results are posted on the CDS notice board and on the college website (http://www.tcd.ie). Official transcripts are sent out to students on successful completion of their year. Results are not given out over the phone.

7.7.Regulations for Assessment Material submitted

7.7.1. For assessment material submitted in written English: Assignments submitted in written English must be presented on A4 paper, with information typed on one side of the paper, 1½ spacing with 1 ½” margins on all edges. 12-point font must be used with unjustified margins. Text should be indented in a justified mode. The font must be Arial. Students must make sure that the cover page for each assignment includes the following information:

1. Your name in full2. Your student ID number3. Deadline date for submitting4. Module name5. Full name of lecturer6. The title of your presentation or the question numbers and the

question/s being answered.

This identification information does not form part of the question and is not included in the assignment word count.)

Students must also ensure that a complete reference list that follows the pattern outlined in Section 11.4.4 is attached to each assignment.

Students must submit two copies of each assignment. Students must keep an additional copy of submitted work for their own reference.

7.7.2. Presentation Skills for Assignments Submitted in ISLStudents must follow the following protocol when submitting assignments in ISL. A cover sheet must be attached with each ISL assignment submitted for assessment. This must include:

1. Your name in full2. Your sign name 3. Your student ID number4. Deadline date for submitting5. Module name6. Full name of lecturer7. The title of your presentation or the question numbers and the

question/s being answered.

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(This identification information does not form part of the question and is not included in the time count for the assessment.)

7.7.3. College Regulations for AssignmentsThese rules apply to all assignments: written and signed, including learning diaries/journals/portfolios in this description.

Every assignment (written or signed) must include:

7.7.3.1. A cover page A cover page, with your name, student number, course title and assignment question; full written text, with all quoted works included in the reference list.

In written assignments, references must be cited in full at the end of the paper before the appendices (if any), but in the text itself, students should cite the author and the date of publication, e.g. “Sutton-Spence and Woll (1999) report that....”. If the assignment is on DVD/CD, the author’s name/s should be finger spelled and a publication date given for all references. Note that reference to Wikipedia is not acceptable.

7.7.3.2. A full reference list A full reference list as outlined below. Only publications actually referred to in the text should appear on this list. It should be arranged alphabetically by authors’ surname, and within authors, by publication date. For video recorded assignments, written reference lists in the form outlined below must also be submitted with your assignment on DVD/CD-ROM.

7.7.3.3. Reference Lists1

The ability to write clearly is an essential component of your programme. Your writing will draw on the work of others as you learn about new areas of study, and, in part will be your original work, as you develop your own ideas. Most of your writing at this level is likely to be a blend of derived information and original thinking about the implications of what you have discovered. It is fundamental to good practice that you always acknowledge what you have derived from others. To use material that is not your own without acknowledging its source is called plagiarism and such practice is considered academically unacceptable. More positively, by identifying sources, you are in a position to develop your own thinking further by responding to what you have quoted. You can agree or

1 We have drawn from the College’s School of Education’s recommendations for referencing (2010/11).

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disagree or argue a position carefully, and this leads to a sensible and critical use of sources of information.

References and bibliographies: The Harvard system of referencingThere are various ways of presenting references and bibliographies. Different academic disciplines tend to have their own preferences. The Harvard referencing system (sometimes known as the ‘author-date system’) is common in the social and physical sciences, and is gaining acceptance in the humanities. The following version of the Harvard system is used at the Centre for Deaf Studies for all coursework and dissertations.

Using the Harvard system within the textThe author and year of publication are cited in the text.

Example 1One study has identified students' control of the program and the support provided by external sources, such as the peer group, as major motivational factors for students using computer based instruction (Brown, 1986).

Example 2In the early 80s the computer was seen as a revolutionary innovation and was expected to have a direct impact on student learning (Kulik et al., 1985; Kulik & Kulik, 1991; Kulik, 1994).

In the above examples the sources are cited chronologically. The full stop is placed after the closing bracket. If the author(s) surname is part of a sentence then only the date appears in brackets

Example 1According to Newman (1994) computer networks afford schools numerous benefits.

Example 2Pedersen (1999) and Jedeskog (1999) agree that ……

Example 3Wilson & Pederson (1995) used the case study method to evaluate the impact of technology on the school community

Example 4Shin et al. (1994) established the need for guidance, and

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identified some of the limitations of student control

If there are three authors or less, all names are included in the text. If there are more than three authors only the first author’s name followed by et al. is included in the text. Works published by the same author(s) in the same year are assigned letters of the alphabet in ascending order so as to distinguish between them.

Example 5Jonassen (1994a, 1994b) has suggested that…….

The same principle applies to different authors with the same surname and same year of publication.

Using direct quotationsDirect quotations should be reproduced exactly as they are in the original text. The author, year and page number must be included. In the case of electronic or web-based sources (which do not have page numbers) the type of source is included in square brackets instead of a page number e.g. [Internet], [CD-Rom] etc.

Short quotationsA short quotation is a sentence or part of a sentence quoted with the text. Short quotations are normally less that twenty-one words in length and are enclosed within quotation marks.

Example 1Dalin & Rust (1990, p.115) emphasise the role of the school stating that "schools must help young people to learn how to take advantage of information media and new communications technologies for their own learning".

Example 2According to one study computer use enabled learners to become "producers of knowledge as they analysed data and information and developed testable propositions" (McKinnon et al., 1996, p.465).

Block quotationsBlock quotations are quotations longer that twenty-one words. These quotations should be indended one tab from the left hand side of the page and formatted in single line spacing. Font size 11 should be used i.e. one size less than standard text in the body of the thesis/paper. The author, date and page number must be included. Quotation marks

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or italics are not used.

Example 1The contribution of the software was summarised as follows:

Multimedia technologies enable the creation of environments in which constructivist learning can take place. They make original materials available to students instead of pre-interpreted and diluted information. They provide tools for the exploration of that data so that students can investigate a topic and approach it with genuine questions (Heidmann et al., 1996, p. 301).

Example 2According to Merrill et al. (1996, p.6):

Instruction involves directing students to appropriate learning activities; guiding students to appropriate knowledge; helping students rehearse, encode, and process information; monitoring student performance; and providing feedback as to the appropriateness of the students' learning activities and practice performance.

Acknowledging secondary sourcesA primary source is defined as an original piece of work by an author. A secondary source refers to work cited by an author within the literature you are using.

Example 1Increased motivation has also been related to enhanced learner control (Cook, 1987 cited in Joiner, 1996).orCook (1987) as cited by Joiner (1996) related increased motivation to enhanced learner control.

The full reference for Joiner (1996) is included in the list of references at the end of thethesis/paper.

Creating a reference listA list containing the full details of all works cited in the text must be included at the end of the thesis/paper. This list must be arranged in alphabetical order using the surname of the author(s).

BooksThe details are arranged in the sequence:

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Author’s surname(s) plus initial(s).Year of publication (in brackets)Title, in italics, followed by a full stopPlace of publicationPublisher (in the format ‘Place: Publisher’)

ExamplesOne authorFullan, M.G. (1991) The New Meaning of Educational Change. London: Cassell.

Two authorsFrazier, G. and Frazier, D. (1994) Telecommunications and Education: Surfing and the Art of Change. National School Boards Association: VA, USA.

Three or more authorsGagne, R. M., Briggs L.J. and Wager W.W. (1988) Principles of Instructional Design. New York: Holt, Rinehart and Winston Inc.

Chapter in an edited bookThe details are arranged in the sequence:Author of chapter (surname plus initial(s)).Year of publication (in brackets) Chapter title In: Editor(s) of book, followed by (ed.) or (eds.) Title of book, in italics, followed by a full stop Place of publicationPublisher (in the format ‘Place: Publisher’)

Chapter page numbersExample 1Wilson, B.G. and Pedersen, K. (1995) Successful Technology Integration in an Elementary School: A Case Study. In: Lucas, C. and Larry, L. (eds.) Practitioners Write the Book: What Works in Educational Technology. Texas: The Texas Center for Educational Technology, pp. 201-267.

Journal ArticlesThe details are arranged in the sequence:AuthorYear of publicationArticle titleTitle of journalVolume of journalIssue number of journal

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Article pages

Example 1Harasim, L. (1987) Teaching and learning online: Issues in designing computer-mediated graduate course. Canadian Journal of Educational Communications, vol.16, no. 2, pp.117-135.

Conference ProceedingsThe details of the name of the conference, place and date held, editors of the proceedings, place and date of publication should be included if available.

Example 1Heidmann, W., Waldman, W.D. and Moretti, F.A. (1996) Using Multimedia in the Classroom. Proceedings of the Thirteenth International Conference on Technology and Education, New Orleans, Louisiana, March 17-20, pp.300-302.

Example 2Johnston, K. and Bruen, C. (2004) Practice What You Preach: Initial Teacher Education In ICT. In: Cantoni, L. and McLoughlin, C. (eds). Proceedings of the Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland, June 21-26. Norfolk, VA: Association for the Advancement for Computing in Education, pp.3095-3102.

ThesesFor unpublished works such as theses, referencing within the text is the same as for books. The reference list entry is as follows:

Mackey, J. (1996) Teaching Methodology in the New Junior Certificate. University of Limerick: Unpublished Master's Thesis.

Newspaper ArticlesThe details are arranged in the sequence:Author/writerDate of paper by yearTitle of articleTitle of newspaper (in italics)Date of publicationThe number of the first and last pages on which the article appears

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Example 1Hogan, T. (2006) Plan to put driving on school syllabus shot down. Irish Independent, 14th July,p.10.

Government reportsWhen referencing a publication published by a government agency or organisation, and no individual is named as the author, the convention is to name the agency/organisation as the author in both text and the reference list.

Example 1 – in textThe main issues identified include…...............(Department of Education, 1995)

Example 2 – reference listDepartment of Education (1995) Charting Our Education Future, The White Paper on Education. Dublin: Stationery Office.

Online sourcesDetails are arranged in the sequence:Author (if ascertainable)Year of publication (if ascertainable)Article/ Webpage title (if ascertainable)Type of medium e.g. [Internet]Place of publication (if ascertainable)Publisher (if ascertainable)‘Available at’ statement i.e. Available at: URL of articleDate accessed in square brackets

Example 1Aue, J. (1998) A Teacher's View on Student Motivation: Multimedia Teaching Strategies [Internet]. Available at: http://www.cs.mun.ca/k12media/skills.ped.tv_motivation.html [Accessed15 March 2000].

Example 2 - Web page no authorEducating America for the 21st century: Developing a strategic plan for educational leadership for Columbia University-1993-2000 (1994) [Internet]. Available at: http://www.ilt.columbia.edu/CONF/EdPlan.html [Accessed 19 May 1995].

Example 3 - Online Journal ArticleAlavi, M. (1994) Computer-Mediated Collaborative Learning: An Empirical Evaluation. MIS Quarterly, vol.18, no.2, pp.159-174 [Internet]. Available at:http://www.mbs.umd.edu/is/faculty/alavipub.htm [Accessed

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15 March 2000].

Example 4 - Online Conference Proceedings/PaperAlexander, S. (1996) Teaching and Learning on the World Wide Web. Paper presented to AusWeb 96, Gold Coast, Queensland, July 7-9 [Internet]. Available at: http://elmo.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/alexander [Accessed 15 March 2000].

Further Sources:Anderson, J. and Poole, M. (1994) Thesis and Assignment Writing. 2nd edition. Brisbane: John Wiley and Sons.

Bailey, S. (2003) Academic Writing: A Practical Guide for Students. London: Nelson Thomas.

Berry, R. (1994) The Research Project: How to Write it. 3rd edition. London: Routledge.

Bosworth, D.P. (1992) Citing Your References: A Guide for Authors of Journal Articles and Students Writing Theses or Dissertations. Thirsk: Underhill Press.

Cantor, J.A. (1993) A Guide to Academic Writing. Westport, CT: Praeger.Cooley, L. and Lewkowicz, J. (2003) Dissertation Writing in Practice: Turning Ideas into Text. Hong Kong: Hong Kong University Press.

Parsons, C.J. (1994) Theses and Project Work: A Guide to Research and Writing. 2nd edition. London: Allen and Unwin.

Murray, T.R. and Brubaker, D. L. (2001) Avoiding Thesis and Dissertation Pitfalls: 61 Cases of Problems and Solutions. Westport, CT: Bergin and Garvey.

Murray, R. (2006) How to write a thesis. 2nd edition. Maidenhead: Open University Press.

Rose, J. (2007) The Mature Student’s Guide to Writing. 2nd edition. London: PalgraveMacmillan.

7.7.3.4. Evidence of PlagiarismPlagiarism is the copying (intentional or unintentional) of another

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person’s work without appropriate reference to the original author. It may take the form of copying from another student or the copying of a published text from an article, book, CD, DVD or website without appropriately referencing the source. All forms of plagiarism are totally unacceptable.

Short quotations from published sources are acceptable but must be clearly marked and the source of the quotation must be indicated. See the guidelines in this handbook for referencing.

The University does not tolerate plagiarism. Any texts (written or signed) showing evidence of plagiarism will not be corrected and students will be penalised by loss of marks for the entire assignment. That is, you will receive a mark of 0% for the module and risk expulsion from the university.

A student caught plagiarising will be reported to the Coordinator of the Bachelor in Deaf Studies programme and to the Head of School. You may also be reported to Undergraduate Dean who has ultimate responsibility for undergraduate discipline at TCD.

7.7.3.5. Assignment Writing/ Signing

A helpful address on the TCD website for student essay writing is http://www.tcd.ie/Student_Counselling/student-learning/study-skills.php

We also present you with the following helpful information (from the School of Education, TCD) on planning and writing essays. Please note that these guidelines are intended to help you plan and write: they are not intended as a set of prescribed rules.

Preliminary stages1) Invest some time in defining a theme and clear focus for your paper. The theme may be pre-selected by your lecturer, or may arise out of some area included in the course lectures and should relate to your own professional and academic interests. Make sure that the topic/area selected is not too broad for the task in hand.

2) Identify a range of literature appropriate for the theme you have selected. Literature sources should include any combination of the following: theoretical and research literature (books and journal articles), official reports and other documents. Additional sources may also include original material in the form of reports developed in your organisation or institution for a specific purpose, data

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http://www.tcd.ie/Student_Counselling/student-learning/study-skills.php

http://www.tcd.ie/Student_Counselling/student-learning/study-skills.php

collected in your school/area,interview data, etc. Ensure that the literature selected is recent and that its range is not too broad, as otherwise you will not be able to do justice to the material within the time constraints and length of the exercise to be undertaken. A small number of well chosen sources which can be carefully analysed is preferable to a lengthy description of a broad range of literature. The title, aims and scope of your paper should dictate the range of literature required.

3) At this stage you should be ready to start drafting your paper. Typically, two to three drafts are required before an acceptable end-product is reached.

Structure of the paper1) Title Page. The title should be short and should indicate as clearly as possible the precise nature of the topic you have selected. The course for which the paper is being submitted and the date of submission should also be included on the title page.

2) A table of contents with some or all of the following: the main sections of the paper,appendices, references and bibliography.

3) The main text of the paper containing an introduction, the main sections and a conclusion.

4) Appendices

Typing and layoutThe main text should be word processed on A4 paper using one-and–a-half spacing and a sans serif 12 point font such as Arial, Verdana, Helvetica and Trebuchet MS; single spacing should be used for indented quotations of more than 3 lines long, and for appended material. Page numbers should be located at the bottom of the page, approximately 2.5 cms above the edge. Margins should be an inch (2.54cm) on all four sides, and the text should be left justified for ease of reading in an inclusive learning environment.

The title pageThe title page should contain the following:a) the title of the paper;b) the author's name in full and his/her student number;c) the course for which the paper is being submitted;d) the month and year of submission.

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Quotations and punctuationQuotations should correspond with the originals in wording, spelling, capitalisation and punctuation. Short quotations, not more than three lines long, should be incorporated into the text of the paper and enclosed in quotation marks. Longer quotations should be indented in the text on both sides, using single spacing, with no quotation marks. For further details see the referencing section of this handbook. Full stops and commas should always be placed outside quotation marks; likewise with semi-colons and colons. Question marks and exclamation marks should be placed outside the quotation marks.

Checklist for reviewing your paperIt may be helpful to address the following questions at the final draft stage of writing.

1) Does the title reflect the content of the paper? It is important to review the title when you have completed the paper.

2) Does the introduction clearly set out the context, aims and scope of the paper and provide a brief guide to the various sections which follow? The introduction should be drafted at the start of the exercise and revised for coherence and consistency when the main body of the work has been completed.

3) Is there evidence in the paper that you have identified a relevant and adequate range of literature which will support the main thrust and focus of the paper?

4) Has this literature been presented in a clear and concise manner, while at the same time keeping a balance between description, interpretation and analysis?

5) Has the evidence presented been related to and interpreted against your own professional and academic background? What conclusions have you reached?

6) Have all quotations and references been accurately and consistently recorded according to an agreed format?

7) Has the final draft been checked for logical consistency? Edit the text very carefully. Do not stray from the main thrust of your argument as this will interrupt the flow of ideas. In order to avoid going down side alleys, assign

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additional comments or material to appendices.

8) Is the language clear, concise and unambiguous? Avoid long sentences where the meaning is likely to get lost.

9) Has the text been checked for spelling, syntax, grammatical and typing errors? Remember to proof read the final draft. A critical friend can be a useful support at this stage of the process.

Things to avoid1) In the interests of objectivity, avoid excessive use of the first person in the text.

2) Do not quote excessively or include long quotations in the text. Instead of citing long quotations, it is better to summarise the author's words and reference the source accurately.

3) Avoid statements of unfounded assertion, value judgements, unsubstantiated opinion, prejudice, bias or unsupported statements such as "Research has shown…, It is a well known fact that …, Everyone agrees that ...".

4) Avoid long and protracted sentences where the reader is likely to get confused and lose the main argument of the passage.

5) Avoid excessive use of technical jargon.

6) Do not exceed the length specified. The problem of excessive length can be avoided through careful choice of topic. Note that the specification of length refers to the main text and does not include the title page, the table of contents, the appendices and the bibliography.

ReferencingThe referencing system used by the Centre for Deaf Studies is based on the ‘Harvard System’. Numerous versions of the Harvard System exist. However to ensure consistency the version outlined in this handbook should be used. The Harvard system is a simple method of acknowledging sources in which names and dates are included in the body of the text and a full reference is listed alphabetically at the end of the dissertation/paper. Footnotes are not used as they are not in keeping with the Harvard system. It is important that whenever you use the ideas of other writers, or quote directly from their works,

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that you acknowledge them in the text and in a list of references at the end. As others who read your work may wish to follow up on a particular author it is important that references are complete and accurate. Failure to acknowledge sources may be regarded as plagiarism. The University has established regulations in relation to plagiarism (section G of the UniversityCalendar). It is important to understand what constitutes plagiarism as itis the action and not the intention that constitutes this offence.

7.8.Assignments submitted on DVD or CD-ROMStudents must submit two copies of each disc assignment. Any copying of discs must be carried out before the final date of submission. It is not possible to make DVD or CD-ROM copies on the day/s of submission of assignments.

7.9.Developing Deaf Studies Together or “Your Success is Our Success”!

CDS makes every effort to ensure that candidates are supported throughout the duration of their studies. Above all else, we want students to succeed and we want to learn from students as they progress in their studies. This is why we suggest that study at the CDS is a joint learning experience that is cumulative: students and staff learn from each other through discussion and the sharing of ideas. Often issues for discussion with respect to the field of Deaf Studies are still in flux and no “definitive answers” can be provided. Instead, lecturers aim to work with students in developing skill and knowledge in this growing field of study.

We believe in a model of learning where students are responsible for their own progress. Lecturer support, College tutor support and other forms of academic and social support are integral to this, and we strongly urge students to make use of the systems that College has put in place for them during their time at TCD. Academic work is central to success on the CDS courses too, and we recognise that feedback from coursework and assignments, as well as from language tests is crucial in aiding students to develop their knowledge and skills. Students should expect to learn why assignments were marked at a particular level and should be told what is required to improve their subsequent performances.

Progression to the second and subsequent years.Students cannot register for a second year unless they pass all assessments, throughout the year.

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The Exams Office will publish supplemental test results in late September.

Students who are unsuccessful at the annual and supplemental examinations may be allowed to repeat the year only if a special recommendation to that effect is made to the Senior Lecturer by the court of examiners. Repetition requires full attendance at lectures and at other academic and practical instruction.

Where a student repeats the year, and seeks exemption from repeating courses they have already successfully passed, the general principle applied is that the student must have achieved a II.1 grade in order to be exempted from repeating a module. Any exemptions for courses are at the discretion of the court of examiners and are generally considered on a case-by-case basis.

Students are admitted to the annual written examinations subject to satisfactory certification of practical placement.

7.10. Marking Conventions In this section we outline the criteria by which assignments, language tests and exams are marked. These criteria apply to assignments and language tests presented in English and/or ISL.

Degree grading categories:The following breakdown of results apply:I (70-100%)II.1 (60-69%)II.2 (50-59%)III (40-49%)PASS (40%)F1 (30-39%)F2 (0-29%)

Incomplete - Permission to re-submit an assignment or to re-sit an exam/s. This is granted in a limited number of circumstances.

Deferred - Permission to re-sit an exam/s before the next academic year. This is only possible with written permission from the College’s Senior Lecturer, following a request from your College Tutor and with the support of the Centre.

7.11. Grade Guidelines for AssignmentsPercentage grades for assignments are awarded on the basis of the following general criteria:

DISTINCTIONI - 70-100% First Class

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Excellent knowledge of main issues coupled with attention to underlying principles and themes. There is critical use of secondary material, with evidence of use of material beyond the prescribed course material. There is evidence of independence of mind/ imagination, with a demonstration of the ability to analyse and synthesise information form a range of sources. There is a consistent performance in terms of argument and use of discourse throughout the essay. Structure and presentation is exemplary.

PASSPass grades incorporate a wide range of percentage categories. In this section, we outline the criteria that are a basis for the percentage grade category awarded.

II.1 - 60-69% Upper Second ClassThere is an awareness of the full implications of question raised and the response to the question/s is good. Underlying principles and themes are identified and discussed, indicating a thorough knowledge of the subject. There is evidence of analytical ability: material from secondary sources is carefully and critically selected, interpreted, compared and evaluated. Good structure and presentation in terms of accuracy, style and lexicon. Largely consistent performance in essay/examination.

II.2 - 50-59% - Lower Second ClassThe main issues and concepts raised by the question are understood and described in a coherent way. Major concepts are dealt with in a satisfactory way. Style, internal consistency and presentation are satisfactory. Some interpretation of themes and major concepts occurs, with comparison of major sources, but these are not pursued in depth, with the result that structure may be narrative or descriptive rather than analytical. Analysis of underlying themes and principles are only partially developed. III - 40-49% -Third ClassThere is some evidence of understanding of main issues and concepts. There is reasonable coverage of the topic, but insufficient attempt to provide a critical or theoretical perspective, resulting in minimal engagement with the question. Sources are summarised accurately, but not effectively compared, interpreted, evaluated or related to a central argument. There is acceptable performance in relation to most of the criteria relating to accuracy, style, and use of lexicon. The use of language should not produce difficulty in understanding the expression of ideas in the work nor the organisation of the materials.

FAILF1 – 30-39%F2 – 0-29% (indicates mark is non-compensatory)A student may fail because of serious misunderstanding of the question, resulting in little evidence of understanding of the main issues and

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concepts. There is serious weakness in coverage of content and sources, internal consistency and organisation of arguments and/ or style of presentation (i.e. punctuation, spelling, grammar, referencing, etc.). Use of sources may be inadequate, uncritical, irrelevant and/ or casually paraphrased or plagiarised. Material may be inaccurate, stylistically inappropriate or incoherent and with lexical and grammatical errors.

7.12. Sample Marking Grid for AssignmentsWhen marking assignments or essay style questions, the criteria listed above (Section 11.9) are used to guide overall marking. In addition, the marking structure below is applied.

Sample Marking GridStructure (10%) Content (35%) (answering basic question) Coherence of Argument (20%)Use of relevant literature (10%)Independence of thought (10%)Evidence of relating theory to practice (10%)Presentation (5%)Total (100%)

7.13. Grade Descriptors for Language Tests:The following are grade descriptors used in assessing modules including the use of Irish Sign Language or English (i.e. all ISL modules, English language modules and interpreting performance modules). Note that the descriptors here are cross-referenced with the criteria for each individual langauge or interpreting test.

DISTINCTIONI - 70%+ - First ClassLanguage production is correct, fluent, and idiomatically appropriate. Language is grammatically correct and clearly structured. Register is appropriate and consistently applied across the discourse. Interactive strategies are applied in a culturally appropriate manner. Comprehension is excellent.

PASSPass grades incorporate a wide range of percentage categories. In this section, we outline the criteria that are a basis for the percentage grade category awarded.

II.1 - 60-69% - Upper Second ClassThe student demonstrates a good level of accuracy, appropriate range of structures, idiom, and lexis. There may be occasional errors of grammar or syntax. Cohesion will be good, but there may be some deviations from typical native discourse structures. Interactive strategies are applied in a culturally appropriate manner, with some deviation from native-like behaviours. Comprehension is good.

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II.2 - 50-59% - Lower Second ClassThe student demonstrates a satisfactory level of accuracy, appropriate range of structures, idiom, and lexis. There may be errors of grammar or syntax. Cohesion is satisfactory, with many deviations from native-like behaviour. Interactive strategies are recognised and applied but deviate from native-like behaviours. Comprehension is satisfactory.

III - 40-49% -Third ClassThe student demonstrates a minimal level of accuracy, appropriate range of structures, idiom, and lexis. The performance is comprehensible, but very limited, and perhaps awkward. There may be many errors of grammar or syntax. Cohesion is limited. The student attempts to make use of culturally appropriate interactive strategies but these deviate significantly from native-like behaviours. Comprehension is quite limited. Length requirements for answers may not be met.

FAILF1 – 30-39%F2 – 0-29% (indicates mark is non-compensatory)A student may fail because of some (or all) of the following: Serious errors which impede comprehension and communication,

including grammatical, lexical and semantic errors. Comprehension is severely restricted. Failure to engage with the task set. Length requirements not fulfilled. Unsatisfactory structure and presentation.

7.14. Sample Marking Sheets for ISL and Interpreting TestsThe following is a sample of a marking sheet for an ISL test and outlines how marks are allocated for features that are specifically taught in an ISL module.

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ISL ASSESSMENT GUIDELINES

Expected maximum global level of attainmentCan sign at length with confidence and reasonable fluency on familiar or general topics, adapting appropriately to formal/informal contexts. Lacks facility in handing abstract or unfamiliar topics but can cope reasonably well. Difficulty with complex sentence and discourse structures.

Individual Student AssessmentCATEGORY Level 1 Level 2 Level 3 Level 4 Level 5Phonology: Almost

unintelligible Heavily influenced by English L1

Fair L2 ISL Good L2 ISL and intonation

Excellent L2 ISL and intonation

Fluency: Very slow and hesitant – frequent stops and starts

Stilted and somewhat hesitant but manages to keep going

Flows reasonably well despite occasional hesitations

Fluent, good expression

Very fluent and facial expression, normal flow

Grammatical Control:

Very little control – grammatical errors impede the message

Errors frequent, difficulty with complex structures, but message intelligible

Good control of basic structures, some errors in more complex structures and discourse patterns

Occasional errors, mostly in control of complex structures and discourse patterns

Very few noticeable errors, competent control of complex structures and discourse patterns

Vocabulary: Current vocabulary knowledge seriously impedes communication

Limited vocabulary knowledge; no attempt to use specialist terms appropriate to the task/topic

Good general vocabulary knowledge but limited knowledge of specialist terms appropriate to the task/topic

Demonstrates clear effort to use specialist terms and vocabulary appropriate to the task/topic

Excellent mastery of specialist terms and vocabulary appropriate to the task/topic.

Cultural Information/ Deaf Friendly

Poor structure showing little understanding of presenting information in a Deaf friendly way

Some evidence of presenting information in a Deaf friendly way, though many structural errors are evident

Good use of structure showing a Deaf friendly way of presenting information but some errors are evident

Very good use of structure showing a clear understanding of how to present information in a Deaf friendly manner, minor errors

Excellent structure showing a great degree of understanding of how to present information in a Deaf friendly way

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7.15. Sample Interpreting Test Marking SheetThe following is a sample of a marking sheet for a practical ISL/English interpreting test:

Global Marking Descriptors

I = Excellent performance in terms of target language production, interpreting issues, management of interaction and professionalism. There are rare instances across the target domains where further skill development is required.

II.1 = Very Good performance in terms of target language production, interpreting issues, management of interaction and professionalism. There are some instances across the target domains where further skill development is required.

II.2 = Good performance in terms of target language production, interpreting issues, management of interaction and professionalism. There are instances across the target domains where further skill development is required.

III = Adequate performance in terms of target language production, interpreting issues, management of interaction and professionalism. This performance meets the minimum standard required though work is needed to improve skill level across several of the target domains.

F1 = Inadequate performance, but, with further input, may reach target required. There are problems with some target domains such as TL production (e.g. grammatical structure is inappropriate with many instances of source language intrusion), interpreting issues (e.g. lack of accuracy in message transfer, very poor awareness of function, register, etc.), interaction (e.g. management of interaction may be flawed) and professionalism (e.g. inappropriate dress, behaviour, ethical judgment) Overall delivery is unsatisfactory.

F2 - Seriously Inadequate performance does not in any way meet the minimum requirements for performance. There are serious problems with TL production (e.g. grammatical structure is inappropriate or lacking with many instances of source language intrusion), interpreting issues (e.g. lack of accuracy in message transfer, very poor awareness of function, register, etc.), interaction (e.g. management of interaction is flawed) and professionalism (e.g. inappropriate dress, behaviour, ethical judgment) Overall delivery is unsatisfactory.

Target Domain Descriptors1 ISL as Target Language

The ISL production is natural and close to an original rendition. It is in line with what is required by the situation (and its function) and the audience.

2 English as Target LanguageThe English production is natural and close to an original rendition. It is in line with what is required by the situation (and its function) and the audience.

3 Functional & Textual AdequacyThe interpretation accurately accomplishes the goals, purpose (function, information content, expressive demands, persuasive content) set for the intended audience, at the appropriate level of formality.

4 Non-Specialised Content MeaningThe interpretation accurately reflects the content of the SL insofar as required without unwarranted alterations, omissions or additions. Slight nuances and shades of meaning are rendered accurately.

5 Specialised Content MeaningThe interpretation delivers an accurate and appropriate rendition of the specialized terminology used. It reflects a good command of terms and content specific to the subject.

6 Interactive AspectThe interpreter handles the interaction smoothly. There is no overt favouring of either party resulting in biased ratification.

7 Professional Conduct The interpreter’s conduct, appearance and demeanor are as expected (dress, manners, ethical judgment, etc.).

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Students are marked in each of the seven target domains using the global descriptors.

8. Services to Support Students

8.1.Working with an interpreterAs we aim to provide equal access to lectures for Deaf and non-deaf students, working with professional interpreters will be a regular occurrence while a student at the CDS. While interpreters aim to provide the highest degree of linguistic access possible, students and lecturers also have roles to play in ensuring smooth facilitation of lectures. We remind you of the following:

Interpreters can only work with one language at a time. Please ensure that you are not signing/speaking at the same time as someone else.

Please speak/sign at a reasonable pace: simultaneous interpreting is a complex task and the rate of sign/speech affects the quality of the interpreted target language.

Make sure that you can be seen/ heard clearly by the interpreter and other members of your class when you contribute to class discussions.

Bear in mind that simultaneous interpreters have “lag time”, that is, they begin to speak/ sign a few seconds behind a speaker/ signer. Please allow the interpreter time to complete one interpreted interaction before taking your turn. This is particularly important to bear in mind during question and answer sessions.

If you are making a presentation in class, always remember that you need to brief the interpreter before the session: lack of pre-session briefing to the interpreter will result in marks deducted from your coursework/ presentation because we believe that as professionals in training it is imperative that you develop good working habits during your time at CDS. Briefing your interpreter/s in advance is one instance of good working practice.

If the interpreter asks you to repeat something or to clarify a point (or to slow down!) this is in order to ensure that they can transfer meaning to the other language. Requests for clarification are not a criticism of your signing skill nor are they an attempt to embarrass you! Remember that an interpreter can only interpret what they understand: the fact that the interpreter is asking for clarification suggests that they are being professional – they want your message to be correctly understood.

Do not try to ‘help’ the interpreter by whispering your understanding of a message to him/her. The interpreter is a trained professional and will seek clarification should he/she deem this to be necessary.

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If you are making presentations in class in ISL, please make sure that you wear a shirt/ sweater that is plain and contrasts with your skin tone.

8.2.Student Counselling ServicesThe Student Counselling Service is here to help students manage any difficulties they are experiencing so they can enjoy and benefit from time in College. Some students may find the transition from school to college quite difficult to negotiate or you may experience personal or family problems that interfere with your academic and social life in College. The Counselling service is on the 3rd floor of 7-9 South Leinster Street and you can pop upstairs for information on their range of services. Alternatively you can phone the service at: 01 8961407 or seewww.tcd.ie/Student_Counselling/

8.3.Confidential Professional Counselling:Some of the problems students look for help with are often related to stress, lack of motivation, depression, parental separation, addiction, bereavement, eating problems, loneliness, relationship difficulties, sexual or personal identity, academic or study concerns. An appointment can be made in the following ways:

By calling in to the Student Counselling Service

By telephone – 896 1407/3748

By email [email protected]

By referral from tutors, GP, chaplains etc.

8.4.Emergency Consultations: Monday - Friday: 3.00 p.m. - 4.00 p.m. An emergency appointment may be arranged by contacting the Service at 8961407

8.5.Confidential Helpline - Niteline Niteline is a confidential telephone helpline for students. Niteline is a joint T.C.D./U.C.D. project that is organised and run by student volunteers with the support of counsellors from both T.C.D. and U.C.D. Freephone: 1800-793-793 (Thursday to Sunday, 9.00 pm - 2.30 am (Term time only)).

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http://www.tcd.ie/Student_Counselling/

9. Safety Issues

The First Aid Officer at CDS is Ms. Jenny O’ Reilly, Executive Officer. A First Aid Kit is available from the Executive Officer’s Office. The Fire Officers at CDS are Ms. Ellen Lennon-Bowman and Mr. Patrick A. Matthews.

9.1.Safeguarding against hazardsAll equipment is installed in CDS according to normal safety requirements. All equipment is regularly checked and maintained. Any piece of equipment that for any reason becomes unsafe is immediately withdrawn from service. If you notice that a piece of equipment is not working as it should, you should report it to the Executive Officer on duty.

9.2.Responsibility for safetyThere is a duty on all CDS staff and students to take care of their own safety while in CDS. Students should ensure that they fully understand how to operate all equipment before using it and should immediately report any faulty equipment or other hazards to a member of staff.

9.3.Fire safetyStudents should familiarise themselves with the evacuation procedures and assembly points for our building. The Centre for Deaf Studies, in consultation with the management of the building, endeavours to hold regular fire drills throughout the academic year. Students MUST follow instructions given to them by members of staff during such evacuations.

General rules that must be obeyed during evacuations include:

When a fire alarm rings/ flashes, leave the building immediately. Do not take time to pack your bag, get your coat, etc. Walk. Do not run or push others. Go to the assembly point indicated for your part of the building – at the

School of Dentistry just across the road from the main entrance to Sth. Leinster Street.

Do not re-enter the building until you are told that it is safe to do so.

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Centre for Deaf Studies Student Handbook 2010-11

Appendix 1

UNIVERSITY OF DUBLINTRINITY COLLEGE

Centre for Deaf Studies

Safety Statement

General policyTrinity College is committed to securing a workplace that is as safe and healthy as possible. This Statement, which has been drawn up according to guidelines issued by the Health and Safety Authority, should be read in conjunction with the College’s fire safety regulations, a copy of which is displayed in the Executive Officer’s office.

It should be noted that CDS’s Fire Safety Officers are Ms. Ellen Lennon Bowman and Mr. Patrick A. Matthews.

The Centre’s Health and Safety Officer is Ms. Ellen Lennon-Bowman.

Consultation and informationThe Director of CDS and CDS’ officers keep the issues covered in this safety statement under review. In addition there is formal consultation with all CDS staff on a yearly basis.

This safety statement has been circulated to all members of CDS staff. It is on permanent display in the Executive Officer’s office and the attention of all users of CDS facilities is drawn to it. It will be revised from time to time as circumstances dictate.

Staff and students should familiarize themselves with the College’s policy on health and safety. Full details are available at: http://www.tcd.ie/Buildings/healthandsafety/safety_statement.pdf

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Lorraine Leeson, 08/02/11,

Jenny – can you check with Noreen re: the CSLS safety statement – is theirs more detailed?

http://www.tcd.ie/Buildings/healthandsafety/safety_statement.pdf

trinity college dublin€¦ · web viewattendance at lectures, tutorials (including problem-based...

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