Protactile Theory CERTIFICATE
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Protactile Language Interpreting National Education Program (PLI) presents a self-directed course of study in Protactile Language Theory. This online certificate program consists of 16 hours of online content, assignments, and assessment, focused on co-navigation, Protactile language, co-presence, Protactile literature, and the Protactile numbering systems and alphabet.
Protactile (PT) is a language that cannot be learned through visual or auditory channels. To fully acquire PT, the speaker and the listener must be in physical contact with one another. Because of this, the PLI program of study primarily focuses on the theory of Protactile, and the certificate awarded at the completion of the program does not measure PT language proficiency. moodle.protactilelanguageinterpreting.org/ It is PLI’s strong recommendation that this program of study be paired with real-world experiences in the DeafBlind community, learning from and working with Protactile Language speakers. This certificate program does not replace the need for in-person language acquisition opportunities, but is meant to be a supplement and support in the language learning process. This program is available for enrollment on PLI Moodle; program deadlines are quarterly. → Login to PLI Moodle to join the current cohort today! |
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Program DetailS
This online, self-directed learning program consists of the following 13 modules of varying lengths. These modules are meant to be taken in order and require participants to pass an assessment at the end of each module before moving on to the next one:
The Protactile Movement
Presenters: Jelica Nuccio and aj granda
Description: This first module provides a historical and cultural understanding of the Protactile movement. Jelica Nuccio and aj granda share the four fundamental components of protactile: history, philosophy, attitude, and language. This video narrative combines anecdotal stories and personal experiences that highlight the importance of a DeafBlind person’s autonomy, especially in relation to working with interpreters. This content is meant to provide a basic foundation for future modules that will explore more about the linguistic evolution of this emerging language.
Learning Objectives:
Estimated time to complete: 1 hour
Description: This first module provides a historical and cultural understanding of the Protactile movement. Jelica Nuccio and aj granda share the four fundamental components of protactile: history, philosophy, attitude, and language. This video narrative combines anecdotal stories and personal experiences that highlight the importance of a DeafBlind person’s autonomy, especially in relation to working with interpreters. This content is meant to provide a basic foundation for future modules that will explore more about the linguistic evolution of this emerging language.
Learning Objectives:
- Participants will be able to compare and contrast three 3 linguistic and cultural values between protactile ASL and visual ASL.
- Participants will be able to list 3 differences between visual ASL and protactile ASL.
- Participants will be able to describe the 4 components of the protactile movement.
- Participants will be able to identify concrete examples of disability language vs. cultural language.
Estimated time to complete: 1 hour
THE SEVEN PRINCIPLES OF PROTACTILE LANGUAGE
Presenters: Jelica Nuccio and aj granda
Description: Through research, testing, and conversation within the community, Jelica Nuccio and aj granda have identified common issues with the use of visual ASL. This online module covers the principles of protactile language and builds upon the content from The Protactile Movement.
Learning Objectives:
Estimated time to complete: 1 hour
Description: Through research, testing, and conversation within the community, Jelica Nuccio and aj granda have identified common issues with the use of visual ASL. This online module covers the principles of protactile language and builds upon the content from The Protactile Movement.
Learning Objectives:
- Participants will be able to list the 7 principles of protactile language.
- Participants will be able to identify 3 differences between protactile language and TASL.
- Participants will be able to demonstrate or provide examples of each of the principles
Estimated time to complete: 1 hour
Communication Modalities and Accommodation
Presenters: Chris Woodfill, Tracy Gilbert-Dallow, Maricar Marquez, Bryan Ward, Scott Davert, Anindya “Bapin” Bhattacharyya
Description: This module addresses various communication modalities and accommodations that are used by DeafBlind individuals.
Learning Objectives:
Estimated time to complete: 1 hour
Description: This module addresses various communication modalities and accommodations that are used by DeafBlind individuals.
Learning Objectives:
- Explore various languages, modalities, and communication systems that are used in the DeafBlind community.
- Identify at least 3 differences between Protactile language and visual American Sign Language.
- Recognize the importance of taking the DeafBlind person’s lead related to language, modality, or communication system.
Estimated time to complete: 1 hour
Understanding Accessible Technologies
Presenters: Anindya “Bapin” Bhattacharyya and Mark Armstrong
Description: This module provides an introductory overview to different technologies that DeafBlind individuals may utilize. From iphones and apple products, to Braille displays, those working with DeafBlind individuals should possess a working familiarity with how these adaptive devices improve DeafBlind individuals’ lives and opportunity for employment.
Estimated time to complete: 1 hour
Description: This module provides an introductory overview to different technologies that DeafBlind individuals may utilize. From iphones and apple products, to Braille displays, those working with DeafBlind individuals should possess a working familiarity with how these adaptive devices improve DeafBlind individuals’ lives and opportunity for employment.
Estimated time to complete: 1 hour
Co-Presence
Presenter: Hayley Broadway
Description: This online module provides an introduction to the topic of co-presence. Co-presence can be demonstrated in different ways, but in the Protactile community, it is demonstrated through touch. In this series of videos, you will learn about how to engage in co-presence, and the impact that it has on language acquisition.
Learning Objectives:
Estimated time to complete: 1 hour
Description: This online module provides an introduction to the topic of co-presence. Co-presence can be demonstrated in different ways, but in the Protactile community, it is demonstrated through touch. In this series of videos, you will learn about how to engage in co-presence, and the impact that it has on language acquisition.
Learning Objectives:
- Define co-presence and give one example scenario.
- List at least 5 different activities that are considered co-presence.
- Describe at least 3 new elements of PT that you learned from the videos that you did not know before.
Estimated time to complete: 1 hour
Support Service Providers (SSP) and Co-Navigators (CN):
A Paradigm Shift
A Paradigm Shift
Presenter: Jason "Jaz" Herbers
Description: This module addresses the differences between the roles of Support Service Providers (SSPs) and Co-Navigators (CN).
Learning Objectives:
Estimated time to complete: 1.5 hours
Description: This module addresses the differences between the roles of Support Service Providers (SSPs) and Co-Navigators (CN).
Learning Objectives:
- Compare and contrast the role of the Support Service Provider and that of the Co-Navigator.
- Define the role of a Co-Navigator and practice guiding techniques in a teamed, collaborative approach.
- Articulate at least three differences in the shift from SSP to CN as it relates to autonomy and decision-making.
- Apply new skills in how to approach a door, car, elevator, and uneven surfaces with a DeafBlind travel partner.
Estimated time to complete: 1.5 hours
Co-Navigation: Applied Practice
Presenters: Cristina Hartmann, Jelica Nuccio, Maria Beccera
Description: Co-navigation is an important paradigm shift that prioritizes the autonomy of DeafBlind individuals. This module is designed to demonstrate application of co-navigation skills in a real world setting. It is not scripted or edited for mistakes. The purpose is to provide an example of how to use co-navigation and co-presence when working with DeafBlind consumers.
Learning Objectives:
· Define co-navigation and give one example scenario not included in the video
· Describe the importance of interpreter accountability when they make a mistake
· Identify three difference between the support service provider model and the co-navigator model
Estimated time to complete: 1 hour
Description: Co-navigation is an important paradigm shift that prioritizes the autonomy of DeafBlind individuals. This module is designed to demonstrate application of co-navigation skills in a real world setting. It is not scripted or edited for mistakes. The purpose is to provide an example of how to use co-navigation and co-presence when working with DeafBlind consumers.
Learning Objectives:
· Define co-navigation and give one example scenario not included in the video
· Describe the importance of interpreter accountability when they make a mistake
· Identify three difference between the support service provider model and the co-navigator model
Estimated time to complete: 1 hour
The Evolution of Protactile Language
Presenters: Roberto Cabrera, Jelica Nuccio, Lesley Silva-Kopec
Description: Over the past few years, Protactile language has grown exponentially. This module addresses the grammatical use of the four hands/articulators of Protactile language, the use of backchanneling, and offers a critical conversation about the possible impacts of this developing language on various marginalized communities. This unscripted conversation provides important information for interpreters to consider about the impacts of intersectionality when working with various consumers.
Learning Objectives:
· Compare and contrast air space vs. contact space.
· Describe 3 differences between Tactile ASL and Protactile language.
· Label and describe the four articulators (hands) of Protactile language.
Estimated time to complete: 1.5 hours
Description: Over the past few years, Protactile language has grown exponentially. This module addresses the grammatical use of the four hands/articulators of Protactile language, the use of backchanneling, and offers a critical conversation about the possible impacts of this developing language on various marginalized communities. This unscripted conversation provides important information for interpreters to consider about the impacts of intersectionality when working with various consumers.
Learning Objectives:
· Compare and contrast air space vs. contact space.
· Describe 3 differences between Tactile ASL and Protactile language.
· Label and describe the four articulators (hands) of Protactile language.
Estimated time to complete: 1.5 hours
Evolving Principles of Protactile Language
Presenters: Jelica Nuccio, Lesley Silva-Kopec, Roberto Cabrera
Description: The original module titled “The 7 Principles of Protactile language” was developed by the DeafBlind Interpreting National Training and Resource Center (DBI) in 2017. Like all languages, Protactile continues to evolve and grow, and this updated module captures shifts in the 7 Principles of Protactile, and provides demonstration of their application.
Learning Objectives:
· List all 7 principles and their associated sub-principles
· Demonstrate appropriate ergonomics when sitting and standing
· Provide at least three examples of differences between ASL and Protactile
Estimated time to complete: 2.5 hours
Description: The original module titled “The 7 Principles of Protactile language” was developed by the DeafBlind Interpreting National Training and Resource Center (DBI) in 2017. Like all languages, Protactile continues to evolve and grow, and this updated module captures shifts in the 7 Principles of Protactile, and provides demonstration of their application.
Learning Objectives:
· List all 7 principles and their associated sub-principles
· Demonstrate appropriate ergonomics when sitting and standing
· Provide at least three examples of differences between ASL and Protactile
Estimated time to complete: 2.5 hours
Protactile Linguistics: Discussing Recent Findings
Presenters: Jelica Nuccio and John Lee Clark
Description: This online module addresses recent research findings about the emerging structure of protactile language, funded by the National Science Foundation (BCS-165110) from Feeling Phonology: The conventionalization of phonology in protactile communities in the United States, written by Dr. Terra Edwards and Dr. Diane Brentari.
Learning Objectives:
Estimated time to complete: 1 hour
Description: This online module addresses recent research findings about the emerging structure of protactile language, funded by the National Science Foundation (BCS-165110) from Feeling Phonology: The conventionalization of phonology in protactile communities in the United States, written by Dr. Terra Edwards and Dr. Diane Brentari.
Learning Objectives:
- Participants will be able to name the four types of units in spatial constructions in Protactile.
- Participants will be able to identify which of the four articulators usually produces each type of unit.
- Participants will be able to discuss the relationship between the four-handed articulatory system of Protactile and the move from air space to contact space.
Estimated time to complete: 1 hour
Prompt, Adopt, Touch (PAT)
Presenters: Jelica Nuccio, Jaz Herbers, Hayley Broadway
Description: Similar to all languages, Protactile language has rules and grammar one must follow for language production. In addition to these rules, there are certain expectations related to bodily autonomy that one must follow. While Protactile is a touch-based language, it is not appropriate to grab or pull someone’s hand or arm when communicating. The process used to request the receiver’s hand for use in conversation, is called PAT – Prompt, Adopt, Touch. In this module, there is an explanation of the PAT process and examples of its use.
Learning Objectives:
· Explain the purpose of the PAT technique
· Describe 5 objects using PAT
· Label the 4 hands of Protactile language and explain each of their roles as they relate
to PAT
Estimated time to complete: 1 hour
Description: Similar to all languages, Protactile language has rules and grammar one must follow for language production. In addition to these rules, there are certain expectations related to bodily autonomy that one must follow. While Protactile is a touch-based language, it is not appropriate to grab or pull someone’s hand or arm when communicating. The process used to request the receiver’s hand for use in conversation, is called PAT – Prompt, Adopt, Touch. In this module, there is an explanation of the PAT process and examples of its use.
Learning Objectives:
· Explain the purpose of the PAT technique
· Describe 5 objects using PAT
· Label the 4 hands of Protactile language and explain each of their roles as they relate
to PAT
Estimated time to complete: 1 hour
Protactile Alphabet and Numbering Systems
Presenters: Hayley Broadway and Jelica Nuccio
Description: As Protactile language continues to diverge from American Sign Language, a new Protactile alphabet and number system is being developed. This system replaces the manual ASL alphabet which is often unclear and leads to miscommunication. In Protactile, letters and numbers follow the 6 dot system of Braille and are articulated in contact space. This is still an emerging practice, so not all letters and numbers have been standardized. Like all languages, there is language variation that exists between speakers of the language, and this is also true for Protactile. In this module, you will be exposed to the basic PT alphabet and number system that is currently being used by the Protactile community.
Learning Objectives:
Estimated time to complete: 1 hour
Description: As Protactile language continues to diverge from American Sign Language, a new Protactile alphabet and number system is being developed. This system replaces the manual ASL alphabet which is often unclear and leads to miscommunication. In Protactile, letters and numbers follow the 6 dot system of Braille and are articulated in contact space. This is still an emerging practice, so not all letters and numbers have been standardized. Like all languages, there is language variation that exists between speakers of the language, and this is also true for Protactile. In this module, you will be exposed to the basic PT alphabet and number system that is currently being used by the Protactile community.
Learning Objectives:
- Identify all 26 letters of the Protactile alphabet
- Identify numbers 0-9 of the Protactile alphabet
- Produce at least 5 words and 5 numbers using the Protactile alphabet
Estimated time to complete: 1 hour
Protactile Literature
Presenters: Roberto Cabrera, John Lee Clark, Jaz Herbers, Jelica Nuccio
Description: This module provides examples of PT literature. The corpus of Protactile language literature that has been recorded on video remains small. As Protactile is a tactile language, it is impossible to capture its intricacies in a visual format. Protactile makes use of presses, taps, pressure, slides, and other tactile features to convey meaning. These elements are not easily observed on video. To fully understand the content, each piece must be experienced through touch.
Learning Objectives:
· Identify at least three ways contact space is used across all PT literature samples
· Describe at least 3 differences between visual ASL storytelling and PT storytelling
· Develop a 1 minute PT story and share it with at least one person
Estimated time to complete: 1.5 hours
Description: This module provides examples of PT literature. The corpus of Protactile language literature that has been recorded on video remains small. As Protactile is a tactile language, it is impossible to capture its intricacies in a visual format. Protactile makes use of presses, taps, pressure, slides, and other tactile features to convey meaning. These elements are not easily observed on video. To fully understand the content, each piece must be experienced through touch.
Learning Objectives:
· Identify at least three ways contact space is used across all PT literature samples
· Describe at least 3 differences between visual ASL storytelling and PT storytelling
· Develop a 1 minute PT story and share it with at least one person
Estimated time to complete: 1.5 hours
