The teaching materials for the Tourism Focused Vocational Sign Language Learning Program at B1 Level
Needs analysis, target groups, innovation elements, transferability potential issues are the same as O3 idea output. However, the general structure of A2 level gains will differ from A1&A2 gain tables in terms of both ways of development and skill levels desired.
The teaching materials for the Tourism Focused Vocational Sign Language Learning Program at A2 level, which we will prepare in the O4 idea output, will be prepared within the scope of this idea. Teaching materials project partner is the sign languagesof four different countries; It will be prepared in Turkish Sign Language (TID), British Sign Language (BSL), German Sign Language (GSL) and Portuguese Sign Language (PSL). The training materials we will prepare will have the following effects on tourist guides with limited time and budgets for learning activities:
• Accessing teaching materials for the curriculum to be prepared at A2 level,
• Individualization and self-progress,
• Cascading education and active learning,
• Providing more than one study at the same time,
• Learning with fun,
• Intensifying the attention of the learner,
• Accessing a lot of information in less time,
• Saving time with fast and easy learning,
• Providing the learner with a sense of freedom and empowerment
• Providing the learner with the opportunity to work at his own pace and schedule,
• Providing equal opportunities in the training process,
• Ensuring that information is not lost, stored and used later,
With the curriculum we will prepare and the online teaching materials for this curriculum, tourist guides learning vocational sign language are expected to be ready for real communication and interaction situations with their hearing-impaired customers. This means that tourist guides develop their skills of understanding the signs, gestures and mimics they see and professionally expressing themselves in sign language. The online teaching materials we will prepare will be exactly to meet this need. Tourism guides who complete the curriculum will be able to respond to customers' questions, requests and complaints, express opinions on a topic, provide information, and make presentations about a service or historical work. Direct Instruction Method will be used while preparing teaching materials. This method emerged in response to the strict prescriptive Grammar-Translation Method based on cognitive basis and is the method used mostly in sign language education. Similarly, vocational teaching materials are not available in our country and in Europe and will be prepared for the first time within the scope of our project.
The teaching materials for the Tourism Focused Vocational Sign Language Learning Program at A2 level, which we will prepare in the O4 idea output, will be prepared within the scope of this idea. Teaching materials project partner is the sign languagesof four different countries; It will be prepared in Turkish Sign Language (TID), British Sign Language (BSL), German Sign Language (GSL) and Portuguese Sign Language (PSL). The training materials we will prepare will have the following effects on tourist guides with limited time and budgets for learning activities:
• Accessing teaching materials for the curriculum to be prepared at A2 level,
• Individualization and self-progress,
• Cascading education and active learning,
• Providing more than one study at the same time,
• Learning with fun,
• Intensifying the attention of the learner,
• Accessing a lot of information in less time,
• Saving time with fast and easy learning,
• Providing the learner with a sense of freedom and empowerment
• Providing the learner with the opportunity to work at his own pace and schedule,
• Providing equal opportunities in the training process,
• Ensuring that information is not lost, stored and used later,
With the curriculum we will prepare and the online teaching materials for this curriculum, tourist guides learning vocational sign language are expected to be ready for real communication and interaction situations with their hearing-impaired customers. This means that tourist guides develop their skills of understanding the signs, gestures and mimics they see and professionally expressing themselves in sign language. The online teaching materials we will prepare will be exactly to meet this need. Tourism guides who complete the curriculum will be able to respond to customers' questions, requests and complaints, express opinions on a topic, provide information, and make presentations about a service or historical work. Direct Instruction Method will be used while preparing teaching materials. This method emerged in response to the strict prescriptive Grammar-Translation Method based on cognitive basis and is the method used mostly in sign language education. Similarly, vocational teaching materials are not available in our country and in Europe and will be prepared for the first time within the scope of our project.
