Jami Fisher
Title: Lecturer in Foreign Languages in ASL
Department of East Asian Languages and Civilizations
850 Williams Hall
Courses Developed:
- New Courses
- ING 078, Topics in Deaf Culture
- LING 075 Advanced American Sign Language, part I.
- LING 079 Linguistics of American Sign Language
- Redesigned courses:
- Medical American Sign Language (to be a parallel track to Intermediate ASL, part II), ASL 3 and 4 (curriculum split between the two courses and new materials added)
Courses Taught:
- LING 071 (formerly LING 145)—Beginning ASL, part I
- LING 072—Beginning ASL, part II
- LING 073 (formerly LING 305)—Intermediate ASL, part I
- LING 078—Topics in Deaf Culture
- LING 075—Advanced ASL, part I
Personal Information
Jami Fisher has a family comprised of both deaf and hearing members; she is a coda (Child of Deaf Adults) and has one deaf and one hearing brother. She is a native speaker of both ASL and English. She is the Program Coordinator of the ASL program at Penn. She also teaches courses throughout the ASL program continuum.
Research Interests
My current research interests entail investigating the interface between ASL linguistics and ASL pedagogy. There is much research in each respective field, but very little in how ASL pedagogy and practice are influenced by the concepts in ASL linguistics. I am looking for specific ways in which I can incorporate my knowledge of ASL linguistics into my teaching and into the general ASL curriculum so that students are better equipped in understanding the reasons for and mechanisms behind their ASL production.
In addition, I am examining the effects of exposure to and collaborative discussion of model peer and instructor video has on ASL production for the second language learner. In these activities, students “preview” model clips before the new concepts are presented and learned in the unit of study. They also review these clips after the unit is presented as well as after completing their own similar assignment. Analysis of students’ self-assessments as well as their commentary on the peer/instructor videos shows that these videos enhance students’ awareness of new concepts and help them internalize important production and presentation points for improved language mastery. In addition, the peer clips allow for students to see that attaining higher levels of mastery are attainable, thereby improving motivation in second language learning.
In addition, I am currently collaborating with the Siena School in Siena, Italy, to create interuniversity connections on ways to compare, explore, and interact with American, Italian, and other Deaf cultures. The expansion of Deaf cultural exploration to the international Deaf realm increases student access to and awareness of the global Deaf community and its interface with the local Deaf experience.
Presentations:
- April 2006 Northeast Association for Language Learning and Teaching conference--ASL Digital Recording Booth
Presentation on a collaboration between the ASL Program/Penn Language Center and Multi-Media Services to enable both instructors and students in creating more meaningful assessments and projects in ASL. The presentation incorporated a demonstration of equipment use and procedures as well as discussion of the pedagogical implications of the availability of such technology. - May 2006: PA-American Sign Language Teachers Association Workshop— “PSE HABIT, FINISH,” Approaches to eliminating first language (English) interference in (L2) ASL production.
Presentation was for teachers and interpreters of ASL. Incorporated ASL grammar, pedagogy, and linguistics into the presentation to help participants gain perspectives on the specifics of ASL production and how best to instruct students so that they focus on ASL structure and form in context of but not necessarily in direct translation from their native language—English. - February 2006: PLC Grants Showcase Participant
Presented the details, results, and pedagogical implications of my grant work for the ASL BlackBoard Course grant. - June 2007: University of Pennsylvania: Deaf Culture/ASL Awareness presentation to Pediatric Oncology/Critical Care Nurse Practitioners.
Presentation covered issues to be aware of when working with Deaf patients (or patients with Deaf family members). Included facts on culture, law, and Medical ASL.
Tufts University, IALLT. “The Shift in Learning Paradigms: The Intersection of Virtual, Collaborative, Authentic, and Online Learning Environments.” Co-presenter. Recent developments in technology have created greater opportunities for incorporating virtual, collaborative, authentic and online learning into the curriculum. Our examples from ASL, French and German courses show how technologies such as Chats, Wimba, Elluminate, Podcasts, and video recording can be used to both complement traditional classroom activities and extend them to newer levels of reflection and interaction beyond the classroom. Furthermore, we present an overview of the theoretical and pedagogical implications of online learning environments and computer-mediated communication with regards to teacher and learner roles, learner autonomy, collaborative learning and co-construction, data-driven learning, and authenticity. - September 2007: University of Pennsylvania, New Student Orientation Proseminar on ASL and Deaf Culture: Presented an introduction to American Sign Language as well as some foundational ideologies, issues, and controversies related to deafness and Deaf culture.
- November 2007: University of Pennsylvania, Preceptorial on ASL and Deaf Culture: Will present a two-session long workshop on American Sign Language and topics of interest pertinent to American Deaf Culture. Facilitated discussions based on previously-assigned readings and topics and issues presented during the lectures.
- March 2008: New York City, NECTFL. “The Shift in Learning Paradigms: The Intersection of Virtual, Collaborative, Authentic, and Online Learning Environments.” Co-presenter. Recent developments in technology have created greater opportunities for incorporating virtual, collaborative, authentic and online learning into the curriculum. Our examples from ASL, French and German courses show how technologies such as Chats, Wimba, Elluminate, Podcasts, and video recording can be used to both complement traditional classroom activities and extend them to newer levels of reflection and interaction beyond the classroom. Furthermore, we present an overview of the theoretical and pedagogical implications of online learning environments and computer-mediated communication with regards to teacher and learner roles, learner autonomy, collaborative learning and co-construction, data-driven learning, and authenticity.
- March-April 2008: University of Pennsylvania, Preceptorial on ASL and Deaf Culture: Expanded on the previous two-session preceptorial to a 3-session workshop on American Sign Language and topics of interest pertinent to American Deaf Culture and Deaf education. Facilitated discussions based on previously-assigned readings and topics and issues presented during the lectures.
PROFESSIONAL AFFILIATIONS:
- Fall 2005-present: University of Pennsylviania, Member of the Language Advisory Committee.
- December 2007: Served on the Grants Committee for the PLC Language Teaching Innovation Grants.
- August 2005-Present: Member of the national American Sign Language Teachers’ Association— ASLTA Certified ASL Instructor
- January 2006-Present: Serve on the board of the PA-ASLTA (ASL Teachers Association) as the Professional Development Chair. Responsible for recruiting presenters and organizing professional development events and conferences for ASL teachers in Pennsylvania. Also advise on K-12 educational issues related to ASL.
OTHER ASL-RELATED ACCOMPLISHMENTS AND RESPONSIBILITIES
Pennsylvania State Department of Education consultant for ASL teaching in K-12 settings. Currently working on behalf of PA-ASLTA to create and implement certification criteria for potential ASL teachers in K-12 settings.
Serve on the advisory committee for the American Sign Language program at Community College of Allegheny County (Pittsburgh).