Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE II | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The purpose of the course is to enable the students to make use of the structures acquired in TSL 1 course at a higher level. It is aimed at providing the students with the signs pertinent to certain subject areas, especially to their profession, so as to construct advance level effective communication. |
| Course Content | This course contains; The rehearsal of the learnt signs and the structures ,Job applications and work life ,Institutions ,Presentations on health,Human body organs,Countries and cities,The practice of the issues learnt in the Association of Persons Having Impaired Hearing ,Lectures on celebrations and congratulations ,1st midterm exam,Advanced level affirmative and negative sentence structures ,Conjunctions ,In-class implication ,Sports terminologies ,Revision and practice. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gain the skills of sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Can use sign language when establishing advanced positive and negative sentence structures. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Make use of knowledge acquired in TSL 1 at a higher level communication context. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Can explain the body and organs with sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D, E |
| Can use sign language in expressions about health. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Reach to a certain speed at using the signs. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Are capable of distinguishing the similar sings at different contexts. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Know how to use the special signs related to the profession. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The rehearsal of the learnt signs and the structures | No preparation |
| 2 | Job applications and work life | Preparation of the related subject from the recommended sources |
| 3 | Institutions | Preparation of the related subject from the recommended sources |
| 4 | Presentations on health | Preparation of the related subject from the recommended sources |
| 5 | Human body organs | Preparation of the related subject from the recommended sources |
| 6 | Countries and cities | Preparation of the related subject from the recommended sources |
| 7 | The practice of the issues learnt in the Association of Persons Having Impaired Hearing | Preparation of the related subject from the recommended sources |
| 8 | Lectures on celebrations and congratulations | Preparation of the related subject from the recommended sources |
| 9 | 1st midterm exam | Preparation of the related subject from the recommended sources |
| 10 | Advanced level affirmative and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Conjunctions | Preparation of the related subject from the recommended sources |
| 12 | In-class implication | Preparation of the related subject from the recommended sources |
| 13 | Sports terminologies | Preparation of the related subject from the recommended sources |
| 14 | Revision and practice | Preparation of the related subject from the recommended sources |
| Resources |
| Handnote will be given. |
| MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, ?Sign Language in Turkey: The story of a hidden language?. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | ||||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | ||||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | ||||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | ||||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | ||||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | ||||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | ||||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE II | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The purpose of the course is to enable the students to make use of the structures acquired in TSL 1 course at a higher level. It is aimed at providing the students with the signs pertinent to certain subject areas, especially to their profession, so as to construct advance level effective communication. |
| Course Content | This course contains; The rehearsal of the learnt signs and the structures ,Job applications and work life ,Institutions ,Presentations on health,Human body organs,Countries and cities,The practice of the issues learnt in the Association of Persons Having Impaired Hearing ,Lectures on celebrations and congratulations ,1st midterm exam,Advanced level affirmative and negative sentence structures ,Conjunctions ,In-class implication ,Sports terminologies ,Revision and practice. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gain the skills of sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Can use sign language when establishing advanced positive and negative sentence structures. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Make use of knowledge acquired in TSL 1 at a higher level communication context. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Can explain the body and organs with sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D, E |
| Can use sign language in expressions about health. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Reach to a certain speed at using the signs. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Are capable of distinguishing the similar sings at different contexts. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Know how to use the special signs related to the profession. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The rehearsal of the learnt signs and the structures | No preparation |
| 2 | Job applications and work life | Preparation of the related subject from the recommended sources |
| 3 | Institutions | Preparation of the related subject from the recommended sources |
| 4 | Presentations on health | Preparation of the related subject from the recommended sources |
| 5 | Human body organs | Preparation of the related subject from the recommended sources |
| 6 | Countries and cities | Preparation of the related subject from the recommended sources |
| 7 | The practice of the issues learnt in the Association of Persons Having Impaired Hearing | Preparation of the related subject from the recommended sources |
| 8 | Lectures on celebrations and congratulations | Preparation of the related subject from the recommended sources |
| 9 | 1st midterm exam | Preparation of the related subject from the recommended sources |
| 10 | Advanced level affirmative and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Conjunctions | Preparation of the related subject from the recommended sources |
| 12 | In-class implication | Preparation of the related subject from the recommended sources |
| 13 | Sports terminologies | Preparation of the related subject from the recommended sources |
| 14 | Revision and practice | Preparation of the related subject from the recommended sources |
| Resources |
| Handnote will be given. |
| MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, ?Sign Language in Turkey: The story of a hidden language?. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | ||||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | ||||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | ||||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | ||||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | ||||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | ||||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | ||||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |