CCOG for ITP 275 archive revision 201403
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- Effective Term:
- Summer 2014 through Winter 2015
- Course Number:
- ITP 275
- Course Title:
- Interpreting Process VI: Interpreting for Children
- Credit Hours:
- 4
- Lecture Hours:
- 40
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 0
Course Description
Intended Outcomes for the course
Apply knowledge of methods and materials used in teaching core subjects, awareness of the variety of out-of-class activities, and understanding of the implications of incidental learning and background knowledge to the practice of interpreting for deaf children in the mainstream.
Analyze classrooms for interpreting purposes including interpretability, environmental factors, and linguistic demands, using this information to guide the interpreting process, and to advocate for deaf children
Use English signing systems to express concepts in K-12 subjects.
Observe a deaf child’s language skills in a systematic fashion to inform interpreting decisions.
Use an understanding of the tutoring process and procedures to carry out teachers’ directions in working with deaf children.
Be prepared to take the Educational Interpreters Proficiency Assessment (EIPA) required for employment in Oregon schools.
Engage in continuing education in order to provide quality interpreting services to deaf children.
Course Activities and Design
Includes brief lectures, reading and discussion, consecutive and simultaneous interpretation of K-12 related materials and child signers, student presentations and other hands-on practice activities.
Outcome Assessment Strategies
Includes brief lectures, reading and discussion, consecutive and simultaneous interpretation of K-12 related materials and child signers, student presentations and other hands-on practice activities.
Course Content (Themes, Concepts, Issues and Skills)
Interpreting
• interpreting skills (ASL to English, English to ASL)
• transliteration skills (signed representation of English to spoken English and English to signed representation of English
• adapt interpretation/transliteration to children’s language skills, cognitive abilities, and auditory/visual needs
K-12 Content and Activities
• language arts, math, science, social studies
• state required outcomes by subject and grade level
• non-classroom activities: lunch/recess duty, extracurricular activities, sports teams, field trips or assemblies, and “transition planning” for high school deaf students that may need to be interpreted.
Meeting children’s language needs
• social and academic language
• communication and language
• semantic and syntactic abilities associated with math
• semantic and syntactic abilities associated with English vocabulary
Related skills
• English signing systems: MCE (SEE II), CASE
• assessing child language use for interpreting purposes
• conversation for enhancing language development
• tutoring
Classroom and logistics
• interpretability
• visual access
• environmental factors
• key terminology
• discourse
Professional development
• Educational Interpreters Proficiency Assessment (EIPA)
• professional development plan
• current issues in educational interpreting
Related Instruction
Computation
Hours: 30Outcomes:
Be prepared to take the Educational Interpreters Proficiency Assessment (EIPA) required for employment in Oregon schools.
Activities:
欧洲杯决赛竞猜app_欧洲杯足球网-投注|官网s interpretation skill development appropriate for educational settings K-12 and community college, and introduces transliteration, including the use of Signed English.
Class time will be devoted primarily to simultaneous interpretation of live speakers and signers giving presentations which focus on their own areas of expertise. In addition to practicing simultaneous interpretation skills, this will afford students the opportunity to practice preparing to interpret specific specialized topics, including math and science.
Communication
Hours: 180Outcomes:
-Analyze classrooms for interpreting purposes including interpretability, environmental factors, and linguistic demands, using this information to guide the interpreting process, and to advocate for deaf children
-Use English signing systems to express concepts in K-12 subjects.
-Observe a deaf child’s language skills in a systematic fashion to inform interpreting decisions.
Activities:
Class time will be devoted primarily to simultaneous interpretation of live speakers and signers giving presentations which focus on their own areas of expertise. In addition to practicing simultaneous interpretation skills, this will afford students the opportunity to practice preparing to interpret specific specialized topics, including math and science.
This course continues work on the skill of simultaneous interpretation of both English and ASL texts, including techniques for managing the process. It reinforces the following topics from previous process classes:
--Models of the interpreting process
--Achieving dynamic equivalence
--Separating meaning and formAnalysis of context, purpose and register of both English and ASL texts
--Analysis of content of a text to determine organization, and main and supporting points of both English and ASL texts
--Discourse mapping of both English and ASL texts.