SIGN LANGUAGE INTERPRETER
TRAINING PROGRAMMES
Draft
Updated March 2012
R1103 - version 3
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Table of contents
1. Introduction ...... 3 1. General data...... 5 2. Students’ requirements ...... 15 3. Subjects ...... 18 4.1 Sign language and expressive skills ...... 19 4.2 Two way interpreting (sign to spoken and spoken to sign language) and interpretation theory ...... 34 4.2.1 Interpreting sign to spoken language ...... 47 4.3 Specialised areas of interpreting ...... 51 4.3.1 Specific population ...... 51 4.3.2 Specific settings ...... 56 4.4 Deaf community and Deaf culture ...... 62 4.5 International settings ...... 70 4.6 Professional issues...... 75 4.7 Other subjects ...... 84 5. Training in the work place/internship/practical placement ...... 94 6. Trainers ...... 103 6.1 Requirements for hearing trainers in the educational programme ...... 106 6.2 Requirements for Deaf trainers in the educational programme ...... 114 7. Number of students ...... 121 8. Strongest points of the training programmes ...... 123 9. Training programme possible improvements ...... 129 10. Conclusions ...... 133 Appendix 1: Training programmes codes ...... 136 Appendix 2: Sign language interpreters training programmes survey ...... 139 Appendix 3: Utrecht working seminar. Outcomes from the workshops. Best practices in teaching sign language interpreting ...... 146
Report by Lourdes Calle, efsli project coordinator
Updated 4 March 2012
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1. Introduction
In October 2011 the efsli survey Sign language interpreters Training Programmes was send to all the efsli full members (27 NASLIS - National associations of sign language interpreters) and 31 sign language interpreters training programmes across Europe. The aim of this survey was to draw up an overview of the sign language interpreters training programmes across Europe and bring together the best practices. The survey was the basis for the efsli working seminar on sign language interpreters’ qualification systems in Europe to be held in Utrecht (the Netherlands) on 14th and 15th November 2011. The objective of the seminar was to develop a “standard” or model curriculum for sign language interpreter training. All participants received version 2 of this report prior to the seminar in order to ensure that all the participants were informed as much as possible. This enabled the participants to discuss the curriculum effectively during the seminar.
In total 75 participants from 23 different countries participated in the first working seminar in Utrecht. During the seminar there were 9 different workshops, of which three were repeated because of high demand, with the following topics:
• Sign to spoken language interpreting 1 • International settings • Training Deaf interpreters • Sign language • Professional issues • Training of Deaf and Hearing trainers • Spoken to sign language interpretation • Deaf people and Deaf culture • Areas of specialist interpreting
1 Often referred to as ‘voicing’. Seminar participants asked to no longer use the term voicing, but instead use the now more common notion of interpreting into spoken language.
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The outcomes of the workshops are gathered in this report in appendix 3
In total efsli received 27 completed responses from 15 different countries to the online survey held during 2011 and part of 2012.
The survey contained questions related to:
• Training programme general data : city, country, official degree name, educational level and ECTS/hours (theoretical and internship). • Students’ requirements : qualifications and sign language level. • Training programme subjects , organised by the following categories: o Sign language and expressive skills o Voice to sign interpreting o Sign to voice interpreting o Areas of specialty interpreting o Deaf community and Deaf culture o International settings o Professional issues o Other subjects Of each subject, it was asked in which semester of the training programme it was scheduled, the content and aims and ECTS/hours equivalence. • Internship/training in work places: institutions, aims and short description. • Trainers: number of the staff (full time/part time), hearing/Deaf, teaching subjects, qualifications required, working experience required and other requirements. • Number of students : enrolled in the training programmes and in each classroom. • Strongest points of the training programme • Main points that can be improved of the training programme
To view the complete questionnaire, please see appendix 1
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1. General data
The 27 surveys were submitted from 15 different countries. Below you will find a list by country with the training programmes that completed the survey. From each programme there are the following data in this order:
• Institution that holds the training programme • Name of the training programme (in English) • Name of the training programme (in the original language) • City • Code of the programme in this report
At the end of each programme there is a 2 letter code in blue, which corresponds to the country. In the case where there is more than one training programme per country, following the letters there is a number. From this point on the codes are used to refer to the training programmes.
• Austria: o Karl-Franzens-Universität Graz, Institut für Theoretische und Angewandte Translationswissenschaft (ITAT), BA Transcultural Communication, (BA Transkulturelle Kommunikation ), Graz. (AT01 )
o Karl-Franzens-Universität Graz, Institut für Theoretische und Angewandte Translationswissenschaft (ITAT), MA Interpreting (MA Dolmetschen ), Graz. (AT02 )
o GESDO, Specialist training in sign language interpreting (Fachausbildung Gebärdensprachdolmetschen ), Linz. (AT03 )
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• Belgium: o VSPW Ghent, Flemish Sign Language interpreter graduate (Graduaat Tolk Vlaamse Gebarentaal ), Ghent. (BE01 )
o CVO Crescendo , Flemish Sign Language Interpreter graduate (Graduaat Tolk Vlaamse Gebarentaal), Mechelen . (BE02 )
• Czech Republic: o Deaf Institute for Specialized Education , Comprehensive Education System for Czech Sign Language Interpreters (Komplexní vzdělávací systému pro tlumočníky českého znakového jazyka ), Prague . (CS )
• Denmark: o Professionshøjskolen UCC , The pilot course in sign language interpreting (Forsøgsuddannelse til tegnsprogstolk ), Copenhagen. (DK )
• Estonia: o University of Tartu, Estonian Sign Language interpreter (Eesti Viipekeele Tõlk ), Tallinn. (EE)
• Finland: o Diaconia University of Applied Sciences, Degree programme of sign language interpretation (Viittomakielentulkin koulutusohjelma ), Turku. (FI01 )
o HUMAK University of Applied Sciences, Degree programme of sign language interpreting (Viittomakielentulkki AMK ), Kuopio and Helsinki. (FI02 )
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• France: o Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation French/French Sign Language, French Sign Language/French (Master d'interprétation Français/LSF, LSF/Français ), Paris. (FR01 )
o University Paris 8, Professional Master in sign language interpretation (Master professionnel interprétariat en langue des signes ), Paris. (FR02 )
• Germany: o Westsächsische Hochschule Zwickau, University of Applied Sciences , Sign language interpreting diplom (Studiengang Gebaerdensprachdolmetschen ), Zwickau. (DE01 )
o Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, BA Sign language interpreting (BA Gebärdensprachdolmetschen) , Hamburg. (DE02 )
o Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, MA Sign language interpreting (MA Gebärdensprachdolmetschen ), Hamburg .(DE03 )
o Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, Academic education for Deaf sign language interpreters (akademische Weiterbildung für taube Gebärdensprachdolmetscher ), Hamburg. (DE04 )
• Ireland: o Trinity College Dublin, Centre for Deaf Studies, Bachelor in Deaf studies, Dublin. ( IE )
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• Lithuania: o Vilniaus kolegija/University of Applied Sciences, Sign language (Gest ų kalba), Vilnius (LT )
• Norway: o Sør-Trøndelag University College, Tegnspråk- og tolkeutdanningen , Bachelor sign language and interpreting (Bachelor i tegnspråk og tolking ), Trondheim.( NO01 )
o Oslo & Akershus University College , Bachelor's degree in sign language and interpreting (Bachelor i tegnspråk og tolking ), Oslo.( NO02 )
o Bergen University College., Bachelor in sign language and sign language interpreting (Bachelor i tegnspråk og tolking ),Bergen. (NO03 )
• Poland: o University of Warsaw, Faculty of Polish Studies, Polish Sign Language postgraduate studies, (Polska studia podyplomowe język migowy), Warsaw. ( PL)
• Slovenia: o Association of Slovene Sign language interpreters, The preparing programme for sign language interpreter on national professional qualification (Pripravljalni program za pridobitev poklica tolmač slovenskega znakovnega jezika) , Ljubljana. (SI )
• Spain: o Ministry of Education, Advanced vocational training for sign language interpreting (Ciclo formativo de grado superior en interpretación de lengua de signos ), several cities in Spain. ( ES01 )
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o Valladolid University, Master in sign languages teaching and interpreting (Master oficial en docencia e interpretación de lenguas de señas ), Valladolid.( ES02 )
o Pompeu Fabra University, Bachelor's degree in translation and interpretation (Grado en Traducción e Interpretación ), Barcelona. (ES03 )
• Sweden: o Södertörns folkhögskola - Gamla stan, Swedish Sign Language interpreter and interpreter for persons with Deafblindness (Teckenspråks och dövblindtolkutbildning vid Södertörns folkhögskola Gamla stan), Stockholm. (SV )
There is a variety of educational levels between the training programmes (figure 1):
Educational level training programmes
Other; 5; 19% Higher VET; 5; 18%
Master degree university; 5; 18%
Bachelor Bachelor degree degree college; university; 4; 8; 30% 15%
Figure 1: Educational level in relation to the qualification
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Higher VET BE01, CS, EE, ES 01 , SV*
Bachelor degree college DK* *, ES03, FI02, LT, NO01, NO02, NO03, SI
Bachelor degree university AT01, FI 01 , DE02 , IE
Master degree university AT02, FR 01 , FR02, DE03, ES 02
Others AT03, BE 02 , DE01, D E04, PL
*SV Post-secondary vocational training programme with 60 ECTS credits given in collaboration with Stockholm University
**DK is not yet recognized as BA but the person in charge of this training programme stated “ we are right now in a the review process that hopefully will end with an accreditation of the programme as the degree of BA college by the end of 2012”
Others:
• AT03: Adult education • BE02: Adult education • DE01 : Diploma (University of Applied Sciences): 240ECTS total, 4 years (more than BA but less than MA), Ph.D. possible in cooperation with University • DE04: State examination, same as hearing interpreters from interpreting programmes outside universities, in "real life" regarded as equal to University diplomas or BA • PL: The certificates obtained from the programme are complementary in relation to a master's degree. It means one have to possess a master's degree in order to participate in this programme.
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All these training programmes have both theoretical classes and training in a working place. The following table shows how many ECTS/hours are devoted to each part:
TRAINING THEORETICAL CLASSES TRAINING IN A WORKING PROGRAMME PLACE
AT 01 180 4 ECTS (100 hours)
AT02 120 4 ECTS (100 hours)
AT03 180 255 HOURS
BE01 1240 hours 80 hours
BE02 1240 hours 80 hours
CS 504 -792 hours * 66 hours
DE01 212 ECTS 28 ECTS
DE02 180 ECTS 5 ECTS
DE03 110 ECTS
DE04 280 hours of class and ap prox. 500 60 hours of self-study
DK 180 ECTS 30 ECTS
EE 147 ECTS 33 ECTS
ES01 1620 hours 380 hours
ES02 52 ECTS 8 ECTS
ES03 220 ECTS 20 ECTS
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FI 01 ** 26 ECTS
FI02 210 ECTS 30 ECTS
FR01 850 hours 8 weeks
FR02 996 hours 390 hours
IE 205 ECTS 35 ECTS
LT 142,5 ECTS(approx.) 37,5 ECTS
NO01 180 ECTS 500 hours
NO02 160 ECTS 20 ECTS
NO03 140 ECTS 40 ECTS
PL 350 hours ***
SI 100 hours 280 hours
SV 6000 hours 400 hours
*CS : the system has several accredited programs in it.
**FI01 : Very difficult to divide theoretical and practical classes, it is an integrated programme.
***PL: This programme does not provide for practice in the field. Some of the students have a possibility to practice within the Association of Polish Sign Language Interpreters, but only those who want it.
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Following are the comparative tables that show the duration of the training programmes, divided by ECTS and by hours. Those programmes that gave us their data in both hours and ECTS could not be included in the following figures.
250
200
150 Practical 100 Theoretical
50
0 LT EE IE DK FI02 ES02 ES03 AT01 AT02 DE01 DE02 DE03 NO02 NO03
Figure 2: Training programmes ECTS: theoretical and practical
7000
6000
5000
4000 Practical 3000 Theoretical
2000
1000
0 BE01 BE01 CS DE04 ES01 FR01 PL SI SV
Figure 3: Training programmes hours: theoretical and practical
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Comments to figure 3: In this figure it has to be pointed out that BE02 answered the total number of hours, not divided by theoretical and practical. FR01 indicated that they have a minimum of 8 weeks internship, but this information is not included in this table due to different units of measurement.
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2. Students’ requirements
Some of the training programmes have certain requirements in order to enter the training programme. Below the figures with these requirements are presented: Students' entree requirements
None; 1; 3% Others; 5; 13% To pass an Bachelor entry exam; 10; degree ; 4; 11% 27%
To pass an Secondary interview; 2; 5% education diploma; 15; 41%
Figure 4: Students’ requirements to enter the training programme
None DE02
Secondary educational diploma AT01, AT02, AT03, BE01, BE 02 , CS, DK, EE, ES01 FI 01 ,FI02, LT, NO01, NO02, NO03
To pass an entry exam AT03, BE 01 , DE01, EE, ES03, FI 01 ,FI02, FR02, SI , SV
To pass a prior interview AT03, FR02
Bachelor degree DE03, EE, ES02
Other DE04 , FR 01 , IE, PL
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Others:
• DE04: Either a university degree or an interview prior to the start of the programme • FR01: Three years at the university following a bachelor degree • IE: Competitive access on basis of quality of score in Leaving Certificate, with specific requirements in English and another language. • PL: The candidates to this training programme are required to possess a master degree and present communicative competence in Polish Sign Language. They also need to pass an interview. • SV: To pass an entry exam and have a three year upper secondary school education, and English at level B
Besides the qualifications required to enter the training programmes, in eight of the programmes (32%) a certain sign language level is also required:
Sign language level required
Advanced level; 3; 12% Medium level; 3; 12%
No level; 17; Basic level; 2; 68% 8%
Figure 5: Sign language level required to enter the training programme
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No level AT01, AT02, AT03, BE 01, BE02 , DK, DE02, EE, ES01 , FI 01 , FI02, IE, LT, NO01,NO02, NO03, SV
Basic level (A1 -A2) SI , ES03
Medium level (B1 -B2) CS, ES02, PL
Advanced level (C1 -C2) DE03, FR 01 , FR02
Other DE01, DE04
Others:
• DE01 : 40 hours of a sign language course • DE04: Advanced knowledge in a sign language other than German Sign Language, or International Sign or written German.
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3. Subjects
In this report the subjects are divided into 9 categories which are listed below: 1. Sign language and expressive skills 2. Two way interpreting (sign to spoken and spoken to sign) and interpreting theory 2.1 Sign to spoken interpreting 3. Areas of specialty interpreting 3.1 Specific groups 3.2 Specific settings 4. Deaf community and Deaf culture 5. International settings 6. Professional issues 7. Other subjects
Each training programme is very different from the others, as well as their subjects. The divisions between some categories are not always clear. For instance, some subjects included in the section “Sign language and expressive skills” have some content related to interpretation. In this report the subjects have been organised according to its main content.
In the tables not all the information can be found, due to the fact that not all fields in the questionnaire have been answered.
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4.1 Sign language and expressive skills
Almost all the training programmes have at least one subject related to this topic. Only AT02 , DE03 and DE04 do not have a subject in their curriculum with this content. Note that both AT02 and DE03 are a master degree at university and DE04 is university training programme for Deaf sign language interpreters.
Following are the tables with the training programmes and the subjects related to sign language and expressive skills included in their curriculum:
AT01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Language and Culture 2nd Acquisition of basic morphological, syntactic and 12 ECTS lexical structures Textual competence1+ 3rd Further development of text production and 9 ECTS Deepening 1 grammar skills, improvement of lexical and idiomatic range, adequacy of expression, enhancement of intercultural skills Textual competence 4th Further development of text production and 9 ECTS 2+ Deepening 2 grammar skills, improvement of lexical and idiomatic range, adequacy of expression, enhancement of intercultural skills Translational 5th and 6 th Students will be introduced to a variety text and 9 ECTS+ 9ECTS basic competence(1+2) discourse analytical approaches and produce texts for different audiences, purposes and text genres
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Austrian Sign 1st -5th All aspects of sign language: conversation skills, 33 ECTS Language vocabulary, constructed action,
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Sign language 1st -3rd Structure and grammar of sign language 9 ECTS linguistics
Video laboratory 1st -3rd Creating and analysing sign language videos 9 ECTS
Non -verbal 1st Visual skills, body language, non -verbal and non - 3 ECTS communication manual communication
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Flemish Sign 1st Basic level of vocabulary. Sign language grammar - 120 hours Language 1 Production of Flemish Sign Language. Reading and writing Flemish Sign Language with sign writing and ELAN. Flemish Sign 2nd Basic level of vocabulary. Sign language grammar - 120 hours Language2 Production of Flemish Sign Language. Reading and writing Flemish Sign Language with sign writing and ELAN. Non -verbal 2nd Non manual communication, expression, body posture, 40 hours Communication visual skills. Flemish Sign 3rd Regular level of vocabulary. Sign language grammar. 120 hours Language 3 Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN. Flemish Sign 4th Regular level of vocabulary. Sign language grammar. 120 hours Language 4 Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN. Flemish Sign 5th Nearly fluently level of Vocabulary - Sign Language 120 hours Language 5 Grammar. Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN.
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Flemish Sign 1st Vocabulary, grammar, sign writing, ELAN. 120 hours Language 1
Flemish Sign 2nd Vocabulary, grammar, sign writing, ELAN . 120 hours Language2
Non -verbal 2nd Non manual communication, expression, body 40 hours communication posture, visual skills.
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Flemish Sign 3rd Vocabulary, grammar, body shifts. 120 hours Language 3
Flemish Sign 4th Vocabulary, grammar, mastering signing space 120 hours Language 4
Flemish Sign 5th Vocabulary, grammar, body shift, consecutive 120 hours Language 5 interpreting, sight interpreting
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st Non -verbal communication, interpreting 30 hours process/service models, ethics/demand-control, Deaf history, culture and the dynamics of majority and minorities cultures . Czech Sign Language Each, or all The course focuses on improving current and 72 hours for Interpreters future interpreters in their language skills. The course enhances trainees’ ability to adequately interpret and understand their Deaf clients from different generations and from different regions.
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
German Sign 1st Distinguish between different modes of expressions of the 10 ECTS Language body (pantomime, gestures, sign language), understand their (DGS) meaning and be able to use them. Be able to identify linguistic basis of sign language (parameters, facial expressions, eye gaze, mouthing, etc.) Understand and be able to use known, familiar expressions and simple phrases. Be able to describe and understand descriptions of people and places. Be able to ask and answer questions about people and things in simple dialogues. Be able to explain the basic grammatical structure of sign language. German Sign 2nd Be able to understand common expressions pertaining to areas 14 ECTS Language of immediate importance. Be able to communicate in known (DGS) situations and adequately inquire about unknown terms. Be able to express own needs, feelings and preferences with simple means. Be able to understand and use various forms of dialogues. Be able to use basic grammatical forms correctly. Get to know various events and media for Deaf people. German Sign 3rd Be able to completely understand known subjects in the 10 ECTS Language regional dialect of DGS. Be able to use strategies for assuring
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(DGS) comprehension for unknown subjects or dialects. Be able to report on experiences, ideas, events and elaborate and explain plans and opinions. German Sign 4th Be able to understand main contents of complex signed texts 14 ECTS Language (concrete/abstract topics). Be able to spontaneously (DGS) communicate in conversations with Deaf sign language users. Be able to explain own opinion considering pros and cons. Be able to use communicative particulars of sign language in conversation. Get to know events where sign language is used as means of communication. German Sign 5th Be able to discuss topics from various fields adequately 6 ECTS Language regarding content and form. (DGS)
German Sign 6th Be able to understand specialized texts in DGS and paraphrase 6 ECTS Language them for a different target audience. Be able to give (DGS) presentations in German and DGS, using the respective linguistic and rhetorical means and technology. German Sign 7th Be able to produce and understand even slight nuances in 4 ECTS Language signed texts. Be able to identify and produce various registers (DGS) of sign language (frozen, formal, consultative, informal, and intimate). Be able to produce and evaluate texts for different situations/styles. Linguistics of 4th Be able to identify modality -dependent structures in German 4 ECTS space in sign Sign Language. Be able to analyse and differentiate between language tokens, surrogates, buoys, and classifiers. Be able to apply Mental Space Theory to German Sign Language. Be able to identify relationship between use of space and narrator perspective. Be able to understand and use annotation program ELAN
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
German Sign 1st – 2nd All aspects of sign language 6 ECTS Language 1
Finger Alphabet 1st -2nd Finger alphabet 1 ECTS
German Sign 1st – 2nd All aspects of sign language 6 ECTS Language 2
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German Sign 2nd -3rd All aspects of sign language 6 ECTS Language 3
German Sign 2nd -3rd All aspects of sign language 6 ECTS Language 4
Sign language 1st and 2 nd General linguistics, international sign languages 6 ECTS linguistics 1 linguistics, contrastive linguistics Sign language 1st and 2 nd Syntax, grammar, history, different linguistic 6 ECTS linguistics approaches,
DK : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Communication 1st to 6 th Be able to work with different genres and connect to 50 ECTS skills different communication situations and being able to interpret simultaneously in a variety of situations. The student should also develop skills in being able to reflect on and analyse his/her own (and also others)' communication skills in sign language. Theory of Sign 1st to 6 th Acquire knowledge about language norms, including 10 ECTS Language grammar, in Danish Sign Language, and being able to adapt the theoretical skills to the communication and the interpreting practices.
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Art of self - 1st To acquire the basics of the public speech (intonation, 3 ECTS expression voice, etc.). Develop creative ability (cognition and expression of art and music). Moving around on the stage. Practical exercises and improvising. Practical Estonian 1st -2nd 6 ECTS Sign Language for beginners
Practical Estonian 3rd -4th Deepen and broaden practical skills in Estonian Sign 6 ECTS Sign Language. Language up to the levels B1 Intermediate level
Advance practical 6th The aim of the course is to deepen and broaden 6 ECTS sign language practical skills in Estonian Sign Language up to the levels B2. Main effort is given to the development of conversational skills and learning new vocabulary from
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different topics as well as using these new signs in different contexts. Developing comprehensive skills in Estonian Sign Language and fingerspelling. Signing skills are practiced in group settings, several additional audio and video materials are used. Theoretical basic 2nd Introduce the development of sign language linguistics 3 ECTS principles of sign and sign language usage from linguistic point of view. language Give an overview about languages of Deaf people, development of the language, introduction to sign language linguistics, characteristics of sign language, sign language researches, status of sign languages and its formation. Comparison of national sign languages
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Spanish Sign 1st - 2nd Acquire sign language 290 hours Language
Body language 1st - 2nd Use corporal and facial expression and the use of space 130 hours (non-verbal required for sign language production communication)
Linguistics applied 3rd Become familiar with the basic concepts of general 190 hours to sign language linguistics, psycholinguistics, sociolinguistics and the history of language in order to analyse sign language.
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Spanish Sign 1st -2nd To reach C1 level in Spanish Sign Language 8 ECTS Language
Catalan Sign 2nd Improve the communication skills in Catalan Sign 2 ECTS Language Language
Sign language 1st - 2nd Apply the concepts and methods of general linguistics 8 ECTS linguistics into sign language
Psycholinguistics 2nd (elective Know the processes involved in acquiring and learning 3 ECTS
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and sign subject) sign language, learn the gestural origin of language, language understand the mental processes when coding and understanding sign language
ES03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS /HOURS
Catalan Sign Basic characteristics of the clause in the language: phonology of 4 ECTS Language I the enunciative, word order, verbal element and nominal (LSC) system. Lexical semantics in different areas of application and variants. Elements of text composition. Cultural, social and legal features affecting the Deaf community. Catalan Sign Basic characteristics of the clause in the language: phonology of 4 ECTS Language II the enunciative, word order, verbal element and nominal (LSC) system. Lexical semantics in different areas of application and variants. Elements of text composition. For LSC, cultural, social and legal features affecting the Deaf community. Catalan Sign Time and the aspectual value of clauses. Types of complex 4 ECTS Language III clauses. Anaphora and elements of discourse cohesion. Lexical (LSC) semantics in a variety of areas of application and variants. Techniques of signed composition. Catalan Sign Time and the aspectual value of clauses. Types of complex 4 ECTS Language IV clauses. Anaphora and elements of discourse cohesion. Lexical (LSC) semantics in a variety of areas of application and variants. Techniques of signed composition. Sign language Cultural immersion in the Deaf community. 16 ECTS immersion (LSC)
Catalan Sign Description and analysis of the semantic and morph syntactical 8 ECTS Language IV structures of sign language from a contrastive perspective. (LSC) Formal characteristics of discourses of different genres.
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Working 1st Basic grammar of sign language, the structure of a sign, basic 4 ECTS languages 1 syntactical types, semantic categories in sign language.
Working 2nd Variation in sign language, signed interaction . 4 ECTS languages 2
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Working 3rd Paraphrasing, style and register, signing space . 4 ECTS languages 3
Sign language 4th Role shift, text cohesion, vocabulary . 2ECTS grammar
FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS Finnish Sign 1st -8th Basic vocabulary, grammar, practical skills in Finnish Sign 50 ECTS Language in Language (to produce and understand sign language), theory and communicative skills practice
FR01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Improvement
Interpretative theory, Seleskovitch
Overview of other interpretative theories
Simultaneous note taking of a speech
Preparation
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign Language 1st -3rd 228 hours
Sign language linguistics 1st -3rd 126 hours
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IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Irish Sign 1st Use a series of phrases and sentences to describe in simple 10 ECTS Language I terms his/her family and other people, living environment, (ISL) his/her educational background and present or most recent job. Request and respond to requests for information on familiar topics and activities. Manage short social conversations. Demonstrate understanding of signed video/DVD clips of basic ISL signed at a moderate pace. Identify specific and main points of information on signed video/DVD clips and record it to gloss. Demonstrate understanding of announcements and short personal information. Demonstrate understanding of phrases and common vocabulary related to areas of general personal knowledge including information about him/her, family, occupation, shopping, and residential area. Comprehend the main point/s in short, simple communication and announcements.
Irish Sign 2nd Demonstrate understanding of individual sentences, including 10 ECT S Language II sentences where one or more words are finger spelled. (ISL) Demonstrate understanding of commonly used expressions related to areas of interest and relevance i.e. basic personal and family information, shopping, local geography and employment. Request and respond in basic ISL about information relating to familiar situations or routine matters. Describe in basic ISL terms aspects of his/her background, present environment, and ability to express his/her needs. Request and respond about information on familiar topics and activities. Manage short social conversations. Demonstrate understanding of signed video/DVD clips of basic ISL signed at a moderate pace. Identify specific and main points of information on signed video/DVD clips and record it to gloss. Demonstrate understanding of announcements and short personal information. Demonstrate understanding of phrases and common vocabulary related to areas of general personal knowledge including information about his/her family, occupation, shopping, and residential area. Comprehend short, simple announcements and main point/s in communication Irish Sign 3rd Deal with most situations where ISL is used. Communicate 10 ECTS Language III comprehensibly in grammatical and lexical terms. Use (ISL) sufficient vocabulary through ISL to express one’s opinion. Deal with most situations where ISL is used. Communicate
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comprehensibly in grammatical and lexical terms. Use sufficient vocabulary through ISL to express one’s opinion. Demonstrate comprehension of video/DVD footage pertaining to everyday situations, work or contemporary problems, in which signers adopt particular attitudes or viewpoints. Convey and explain in ISL, information from an unseen signed video or DVD clip of familiar topics or information of personal interest. Demonstrate understanding of a short theatrical or poetic performance in ISL and understand the details of events and the expression of feelings and wishes of another signer’s communication
Irish Sign 4th Describe experiences and events, dreams, hopes and 10 ECTS Language IV ambitions and briefly give reasons and explanations for (ISL) his/her opinions and plans. Request and respond in intermediate level ISL about information relating to familiar situations or routine matters Reproduce a scene from material containing only visual information into ISL, incorporating productive signing. Interact with a moderate degree of fluency and spontaneity in ISL that facilitates natural and on-going conversation with proficient signers. Demonstrate understanding of extended lectures and discourse, which may follow complex lines of argument on topics of reasonable familiarity.
Irish Sign 5th Explain a viewpoint on an issue, giving the pros and cons or 10 ECTS Language V various options on a topic. Present clear, well-structured (ISL) detailed descriptions on a wide range of topics. Produce a clear, well-structured presentation, expressing points of view at some length. Communicate with a moderate degree of fluency and spontaneity in ISL that facilitates natural and on- going interaction with proficient signers. Manage most situations in which ISL is being used. Understand complex lines of argument provided the topic is reasonably familiar Understand most Deaf programming and understand signed DVD clips and real life situations with most situations arising from ISL variation (including style, gender, and age)
Irish Sign 6th Reproduce a scene from material containing only visual 10 ECTS Language VI information into ISL, incorporating productive signing. Select (ISL) the most appropriate register for presentation skills. Sign information, highlighting the personal significance of events and experiences; convey and explain in ISL information from an unseen signed video or DVD clip of familiar topics or
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information of personal interest. Sign information, highlighting the personal significance of events and experiences; convey and explain in ISL information from an unseen signed video or DVD clip of familiar topics or information of personal interest. Demonstrate understanding of a wide range of complex, extended signed discourses (direct or recorded), and recognise implicit meaning
Irish Sign 7th Present clear, elaborate narratives. Use non -manual features 10 ECTS Language VII to convey finer shades of meaning in a precise manner and handle interjections well, responding spontaneously and without effort. Produce a clear, well-structured presentation, expressing points of view at some length. Express oneself fluently and spontaneously almost effortlessly. Use language flexibly and effectively for social and professional purposes. Follow extended signing even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Follow presentations, discussions and debates with relative ease. Follow complex interactions between third parties in-group discussion and debate, even on abstract, complex and unfamiliar topics.
Irish Sig n 8th Express him/herself fluently and spontaneously in specific 10 ECTS Language VIII domains. Use language flexibly and effectively for social, academic and professional purposes. Express oneself on complex subjects in a message, video or CD, underlining what is considered to be the salient issues. Select signing style appropriate to the recipient in mind, e.g. age specific and continue to transfer information from an English essay or report into ISL, and give reasons in support of, or against, a particular point of view. Formulate ideas and opinions with precision and contribute skilfully to a signed conversation in a group setting. Understand so as to follow signing on abstract or complex topics beyond in one’s own field and comprehend television programmes and signed video clips in ISL without too much effort. Understand long and complex discourse, appreciating distinctions of style and decipher complex technical information
Sign linguistics 1st -2nd Use ELAN to search the Signs of Ireland digital corpus. 10 ECTS Describe the role of iconicity in ISL, the phonetic features, the 5 phonological parameters that make up a sign, the way in which new signs are created (borrowing, the productive lexicon, compounding, etc.), the use of signing space in a
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signed language, the major categories of verbs, the major NMFs that occur in ISL, the function of role-shifting, how NMFs co-occur with other manual elements in ISL, how temporal reference is marked, how aspect function. Demonstrate ability to gloss ISL texts accurately. Describe the use of signing space in a signed language, with particular reference to verb agreement and role-shifting strategies. Demonstrate a basic understanding of semantic role assignment in ISL. Describe the preferred word-order expressed, how reflexives and reciprocals are marked, how passives are marked, the role of topic-marking, how questions are marked, the functions of eye-gaze and features that are evident in narrative structure..
So ciolinguistics 3rd Explain the various possible relationships that exist between 5 ECTS and signed language and society. Discuss the relationship between languages* language and identity. Discover the factors that influence attitudes to language use. Explain the process of evolution of pidgin and Creole languages. Discuss how signed languages originate and how they change over time Describe the forms of language contact that can occur between language communities, and within language communities (e.g. how majority and minority languages influence each other) Describe the varied forms of language planning that are possible and the potential consequences of these *From 2013 this will have to be replaced with a generic sociolinguistics module due to funding constraints here LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Lithuanian Sign 1st -4th Acquire LGK (level B2 or higher) 598 hours Language (LGK)
Sign Language 2nd Understand basic principles of LGK structure and 28 hours linguistics (basic sociolinguistic issues level)
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NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Norwegian Sign 1st - 2nd Basic vocabulary, grammar, genre, communicative 40 ECTS Language - strategies communicative skills
Sign Language 1st - 2nd Creating meaning in visual languages, grammar, 10 ECTS Theory iconicity, transcription, minority and majority perspectives on language Norwegian Sign 3rd - 4th Coherence and cohesion, genre, style and register 10 ECTS Language in Theory and Practice 1
Norwegian Sign 5th 6th Complex utterances, language devices, language 10 ECTS Language in Theory variation, discourse and context and Practice 2
NO02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language in 1st - 2nd 30ECTS theory and practice
Introduction to the 3rd - 4th 60 ECTS profession of interpreting
NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Skill and consciousness 1st - 2nd Basic communication with sign language users 3 ECTS about visual communication Skill and consciousness 1st -2nd Basic communications with sign language users 3 ECTS about verbal and nonverbal communication
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Basic sign language skills 1st -2nd Basic sign language communication 3 ECTS
Vocabulary 1st -4th Basic communication 10 ECTS
Body shifts 2nd -6th Communication and interpreting 4 ECTS
Sign language structure 1st -4th Communication and interpreting 15 ECTS
Signing space 1st -6th Communication and interpreting 15 ECTS
Sign language genre 2nd 1 ECTS
Sign language levels 2nd -3rd Communication and interpreting 1 ECTS
Classifiers 2nd -4th Communication and interpreting 5 ECTS
PL: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign Language 1st -3rd Develop practical interpreting skills such as 70 hours Interpreter workshop memory, split attention, the use of various interpreting techniques; knowledge of a variety of interpreting setting, different genres and modes of interpreting. Grammar and lexis of 1st -2nd Analysing and practising various grammatical 40 hours Polish Sign Language aspects of Polish Sign Language with special attention to managing the signing space, using classifiers, recognising homonyms and synonyms etc. Complementary course 1st -3rd Increasing students' competence in Polish Sign of Polish Sign Language Language
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Expressing in 1st - 2nd Adapt the content in order to be understood by the Deaf 2 hours sign language consumer.
General 1st - 2nd Know the most important linguistic characteristics of sign 2 hours characteristics language.
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of sign language
Slovene Sign 1st - 2nd Know the definition of Slovene Sign Language, and be able 2 hours Language to express him/herself in sign language and also understand sign language. Slovene 1st - 2nd Know specifics of Slovene language and Slovene Sign 2 hours language in Language. signs
Non -verbal 1st - 2nd Get used to the use of non -verbal communication . 2 hours communication
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language 1st -2nd Vocabulary e.g . every day signs, greeting signs. Grammar: lexical and syntactic structure, non-manual signals, body shift, signing space, morphology. Communication: comprehension and expression. Paraphrasing, style and register. Annotation and awareness of transcription. Sign language 3rd -4th Further development of the contents taught during semesters 1st and 2nd. Sign language 5th -6th Further development of the contents taught during semester 3rd and 4th . Themed vocabulary e.g. economy, education, medical, legal, religious, sport, culture. Sign language 7th -8th Further development of the contents taught during semesters 5th and 6th.
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4.2 Two way interpreting (sign to spoken and spoken to sign language) and interpretation theory
Almost all the training programmes have at least one subject related to this topic. Only DE03 has not in their curriculum a subject with this content. Most of the subjects related to interpretation are focused both on sign to spoken and spoken to sign interpretation (two way interpreting). But some of the programmes also have some specific sign to voice subjects. For those there is a subcategory, 4.2.1 Sign to spoken language, following this section.
Following are the tables with the training programmes and the subjects related to two way interpreting and interpretation theory included in their curricula:
AT01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Language and 2nd Introduction to a variety of practice -relevant situations and 12 ECTS culture settings (medical interpreting, psychotherapy, police, asylum authorities, public service institutions, institutions providing counselling and guidance, etc.). The professional practice of community interpreters (expectations and requirements, role and role conflicts, professionalism and professional ethics). Critical assessment of other students’ performance and self- assessment. Critical assessment of different translation theories and their application. Development of suitable interpreting strategies for community interpreting settings (rapid turn- taking, interpreting for different group sizes, interpreting in emotionally charged or conflict-laden settings, etc.). Strategies for professional behaviour in community interpreting settings; interpreting quality. Communication with customers. Deepening Introduction to a variety of practice -relevant situations and 18 ECTS 1+2 settings (medical interpreting, psychotherapy, police, asylum authorities, public service institutions, institutions providing counselling and guidance, etc.). The professional practice of community interpreters (expectations and requirements, role and role conflicts, professionalism and professional ethics). Critical assessment of other students’ performance and self-
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assessment critical assessment of different translation theories and their application. Development of suitable interpreting strategies for community interpreting settings (rapid turn- taking, interpreting for different group sizes, interpreting in emotionally charged or conflict-laden settings, etc.). Strategies for professional behaviour in community interpreting settings. Interpreting quality. Communication with customers.
AT02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Analysis and 1st -2nd Introduction to appropriate discourse strategies for different 12 ECTS interpreting interpreting settings. Discussion in groups of the different (1+2) requirements of interpreting settings (dialogue interpreting, legal and community interpreting, conference interpreting) and assessment of text production criteria (cohesion, coherence, audience design) Community 2nd -4th Introduction to a variety of practice -relevant situations and 8 ECTS interpreting (depending on settings (medical interpreting, psychotherapy, police, asylum the student) authorities, public service institutions, institutions providing counselling and guidance, etc.). The professional practice of community interpreters (expectations and requirements, role and role conflicts, professionalism and professional ethics). Critical assessment of other students’ performance and self- assessment; critical assessment of different translation theories and their application. Development of suitable interpreting strategies for community interpreting settings (rapid turn-taking, interpreting for different group sizes, interpreting in emotionally charged or conflict-laden settings, etc.). Strategies for professional behaviour in community interpreting settings interpreting quality communication with customers.
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Introduction to sign 3rd Text transcriptions, introduction to interpreting, 5 ECTS language interpreting exercises in paraphrasing, shadowing, (voice to sign /sign to summarizing voice)
Interpreting (voice to 4th Simultaneous and consecutive interpretation 6 ECTS sign /sign to voice)
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Voice to sign 5th -6th Simultaneous interpreting, sight translation, team 12 ECTS interpreting and interpreting, different genres and modes of translation interpreting reflect and analyse interpreting skills
Video exercises 4th Exercises to broaden practical skills 3 ECTS (voice to sign/ sign to voice)
Introduction to 3rd Introduction and development of translation 4 ECTS translation studies studies, overview of methods, theories and research in the field of translation Interpreting studies 4th Development of interpreting studies, models of 4 ECTS interpreting (Effort model, ...), psycholinguistic theories and studies of the interpreting processes
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice to sign 6th Voice to sign interpreting at basic level (all skills of 40 hours interpreting interpreting) (basic level) Voice to sign 7th or 8th Voice to sign interpreting at advanced level (all skills of 60 hours interpreting interpreting) (advanced level) Synthesizing 4th or 5 th 40 hours information
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Synthesizing 5th , 40 hours information Interpreting 6th Interpreting at basic level (all skills of interpreting) 40 hours (basic level)
Interpreting 7th and 8 th Interpreting at advanced level (all skills) 60 hours (advanced level)
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Practical 7th and 8 th Interpreting at advanced level in real situations (all 40 hours experience and skills) supervision
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 2nd Consecutive voice to sign interpreting. 50 hours
Interpreting 4th This course focuses on the skills of simultaneous 25 hours interpreting .
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice to sign 5th Know and be able to use note -taking techniques 4 ECTS relevant for interpreting. Be able to give and receive feedback. Know and be able to explain the different kinds of interpreting. Be able to analyse translations with regard to their language use. Know the difference between a target text translation according to contents or form. Be able to perform consecutive interpretation of thoroughly prepared texts with and without notes Voice to sign 6th Be able to interpret simultaneously with thorough 4 ECTS preparation with or without notes. Know and be able to use methods of team working. Be able to reliably use note-taking techniques relevant for interpreting. Be able to research subjects relevant to interpreting Voice to sign 7th Be able to understand current texts from various 4 ECTS disciplines (medicine, technology, business, politics, education, administration). Document search for contents and technical terms. Be able to interpret real-life situations that are thoroughly prepared with regard to language and contents. Be able to use team interpreting techniques in real life. Be able to use the basics of repair strategies. Be able to use the basics of speaker identification and interpreter turns in conversations with a high frequency of turn taking Voice to sign 8th Know and be able to reliably use strategies for 4 ECTS speaker identification and interpreter turns in conversations with a high frequency of turn taking.
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Adequately translate texts from German in German Sign Language and vice versa. Be able to interpret uni- and bilaterally spontaneously or with brief preparation Applied translation 6th Get to know and be able to use methods of 4 ECTS studies translation critique. Be able to appropriately transcribe texts according to a research question and find adequate representation of results. Be able to present results of translation critique in an appropriate style in the group
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Note taking 1st Preparation class for consecutive interpreting 2 ECTS
Introduction into 1st 2nd Interpreting models, general translation studies 3ECTS translation science
Interpreting written 2nd Prepare and translate from written texts 2 ECTS texts Interpretation 3rd Methods to analyse interpretations 3ECTS analysis
Consecutive 3rd and 4 th Practise consecutive interpreting 3 ECTS interpreting 2 seminars 4th -6th Practise simultaneous interpreting 3 ECTS each simultaneous interpreting
DE04: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Simultaneous At some point Interpreting from and into another sign language 28 hours interpreting during the two year or International Sign training Interpreting from At some point Interpreting web content , for instance 28 hours written texts during the two year training
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Interpreting from At some point Interpreting for television 28hours autocue during the two year training Translation science At some point Introduction into relevant issues of translation 28 hours during the two year studies training Memory training At some point Memory training with visual materials 28 hours during the two year training
DK : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 3rd -6th Acquire theoretical knowledge and practical skills in 35 ECTS for Deaf simultaneous interpreting. Acquire knowledge about adults interpreting as such, interpreting process and the interpreter’s role and in that context. Convey the speaker's overall message in a fluent and varied Danish Sign Language, so appearance, ideas, attitudes and style is consistent with the speaker's intentions. The student should also develop skills in being able to reflect on and analyse own and others' interpreting skills
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Basics of 3rd Form a proficiency to anal yse the interpreting process in all its 3 ECTS interpreting phases. To give an overview about the forms and kinds of techniques interpreting and different techniques of interpreting. General description of the interpreting process. Perception of the message, analyses, understanding the meaning, production of the message in the target language. Communication setting and the participants influencing the interpreting process. Forms and kinds of interpreting (simultaneous interpreting, consecutive interpreting, relay interpreting, written translation and oral interpreting, literal and free interpreting). Teamwork and working in pairs. Preparing for the interpreting assignment, working during the assignment. Rules of interpreting. Analysis of the interpreting process. Consecutive 4th To form a proficiency of consecutive interpreting from 6 ECTS Interpreting: Estonian Sign Language to Estonian and vice versa. Theoretical Theory and knowledge and practical skills for consecutive interpreting of different texts (monologues, dialogues etc.). Techniques for Practice consecutive interpreting. Note-taking. Semantic meaning and the idea of the utterance. Using different languages and signing systems (Estonian Sign Language, Estonian, Signed Estonian,
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Tactile Sign Language). Interpreting exercises using simple texts of different kinds. Simultaneous 5th To form a proficiency of simultaneous interpreting from 3 ECTS interpreting: Estonian Sign Language to Estonian and vice versa. Techniques theory and of simultaneous interpreting. Possibilities and limitations of the consecutive and simultaneous interpreting techniques. practice Simultaneous interpreting of texts (dialogues, monologues, etc.). Using different languages and signing systems (ESL, Estonian, Signed Estonian, and Tactile Sign Language). Interpreting exercises using simple texts of different kinds
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st and 2 nd Plan, prepare and apply the various techniques 290 hours techniques required in each interpreting service within the context of the code of ethics and carry out an evaluation of the relevant aspects.
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language 1st and 2 nd Improve the interpretation skills 4 ECTS interpretation techniques
ES03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Translation and Introduction to working methods in the exercise of 4 ECTS interpreting I translation: the prior stage (commissioning and work tools), execution stage (understanding, transfer, expression) and post-translation stage (proof-reading and editing) Translation and Lexical, morphological and grammatical strata from the 4 ECTS interpreting II point of view of translation. Introduction to the personalities of the languages in question, translation and contrastive analysis. Tra nslation and Introduction to working methods in the exercise of 4 ECTS interpreting III translation: the prior stage (commissioning and work tools), execution stage (understanding, transfer, expression) and post-translation stage. Presentation of the linguistic personalities of the language combinations.
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Tra nslation and Lexical, morphological and grammatical strata from the 4 ECTS interpreting IV point of view of translation. Introduction to the personalities of the languages in question and contrastive analysis. Technical procedures of execution. Tra nslation and Thematic progression, text coherence and cohesion from 4 ECTS interpreting V the translation point of view.
Tra nslation and Rhetoric and stylistics from the translation point of view: 4 ECTS interpreting VI problem solving.
Catalan Sign Bases for the practice of simultaneous LSC -Catalan/Spanish 4 ECTS Language interpreting. Interpreting of a variety of text types in sign interpreting 1 language. Interpreting with visual support.
Catalan Sign Bases for the practice of inverse CSL -Catalan/Spanish 4 ECTS Language interpreting. Interpreting of a variety of text types in oral interpreting 1I language at advanced level. Interpreting with visual support
Catalan Sign Development of skills for mid -level simultaneous 4 ECTS Language conferences. Direct and inverse interpreting practice. interpreting 1II Interpreting practice based on specific subjects in conference format, speaker, interpreters, public. Shadowing Catalan Sign Development of skills for advanced -level simultaneous 4 ECTS Language conferences. Direct and inverse interpreting practice at interpreting 1V advanced level. Oral reformulation. Real simultaneous interpreting
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive 3rd A student can interpret easy source texts 2ECTS interpreting 1 consecutively.
Consecutive 4th A student can interpret a varied subjects and 1ECTS interpreting 2 situations consecutively.
Simultaneous 4th A student can interpret easy source texts 3ECTS interpreting simultaneously.
Two -way interpreting 4th A student can interpret two -ways easy source texts 1ECTS
Optional studies: 5th and 6 th A student can perform as speech to text interpreter 10 ECTS Speech to text interpreting
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FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice to sign 4th -8th Voice to sign interpreting 11 ECTS interpreting
Theory, tech niques 4th -8th Knowledge of essential theories needed to understand 6 ECTS and different settings the process of sing language interpreting in context of of voice to sign voice to sign interpreting interpreting
FR01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive interpretation 2nd 18 hours
Written translation 2nd 18 hours
Conference interpretation 3rd 36 hours from French to sign
Interviews interpretation 3rd 24 hours
Meeting interpretation 3rd 9 hours
Theory of translation and 1st 36 hours interpretation
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IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive 5th Analyse utterances for meaning, identifying core and 10 ECTS interpreting supporting themes in the sign language data. Reformulate messages (in L1 and L2 respectively) Analyse own performance using Cokely’s Miscue Analysis Framework. Analyse own performance using Gile’s Effort Model of Consecutive Interpreting Framework.
Liaison 6th Prepare for consecutive interpretation in a bilateral setting. 10 ECTS interpreting Interpret consecutively from ISL to English in a bilateral setting. Interpret consecutively from English to ISL in a bilateral setting. Perform a bilateral simultaneous interpretation (English to ISL) Interpret event. Apply interpreting strategies in practice (e.g. Discourse mapping, cohesion, managing turn-taking, etc.) Manage the social factors that influence an interpreter’s activities (e.g. Turn- taking, overlapping turns, power relations, etc.) in a non- dominating manner. Evaluate the impact that cultural difference plays in interpreted events (e.g. through appropriate interpretation of culturally-biased components/ use of culturally appropriate interaction within the interpreted environment such as gaining attention, etc.).
Simultaneous 7th Prepare for a simultaneous interpretation from ISL - English 10 ECTS interpreting 1 and vice versa. Apply interpreting strategies in practice (e.g. Discourse mapping, cohesion, managing lag-time, etc.) Evaluate the impact that cultural difference plays in interpreted events (e.g. through appropriate interpretation of culturally-based components/ use of culturally appropriate interaction within the interpreted environment such as gaining attention, etc.) Critically analyse performance. Critique the literature in the field of interpreting and translation studies with specific reference to own performance.
Simultaneous 8th Prepare for simultaneous interpretation from ISL - English and 10 ECTS interpreting 2 vice versa. Interpret an extended piece of prepared or unprepared text simultaneously from English to ISL and vice versa. Apply interpreting strategies in practice (e.g. cohesion, managing lag-time, pace, flow, intonation, etc.) Critically analyse performance. Critique the literature in the field of interpreting and translation studies and apply to own
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performance Translation 3rd and 4th Describe the notion of equivalence at word level, clause level, 10 ESCTS and sentence level, grammatical level and discourse level. Outline interpreting, the impediments to attaining absolute equivalence between theory and language pairs and be able to give examples thereof. Describe practice the strategies that are used by interpreters and translators in dealing with incongruence between language pairs. Describe how cohesion operates in ISL and in English. Analyse and evaluate social factors that influence an interpreter’s activities (e.g. turn-taking, overlapping turns, power relations, etc.) Appraise the impact that cultural difference plays in interpreted events. Carry out an analysis of an interpreting performance focusing on interpreter strategies to minimise source text interference. Prepare an English language text for translation to ISL and vice versa.
LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st -5th Voice to sign and sign to voice interpreting, consecutive and 308 hours simultaneous, in different settings and situations
NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 3rd Can interpret when content, language use and tempo 10 ECTS between Norwegian are adapted to the students' level. Strategies for Sign Language and stopping. Practical exercises, reflection, observation and communication in workplaces. Nuanced, well-formed Norwegian 1 voice interpretation when content is prepared, can identify what is not being interpreted. Strategies for clarification. Interpreting 6th Can prepare and carry out an interpreting assignment 10 ECTS between Norwegian both alone and in cooperation with other interpreters. Sign Language and Student training under professional guidance Norwegian 2
Language, 3rd and 4 th Basic communication theory, bi - and multilingualism, 10 ECTS communication and interpreting processes interpreting theory
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Language, 5th and 6 th Theory of meaning -making, how interpreting affects 10 ECTS communication and communication and meaning-making, cognitive aspects interpreting theory of interpreting and information processing 2
NO02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting from 5th and 6 th 20 ECTS Norwegian to Norwegian Sign Language
NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language grammar and 2nd -5th Interpreting 40 ECTS in total theory Analysis of sign language 3rd -6th Interpreting texts Knowle dge and skills in 2nd -6th Sign language and interpreting idiomatic expression in sign language (sign with fixed oral components)
Practical exercises 3rd -6th Interpreting
Creative signing 3rd -6th Interpreting
Interpret meaning, not 3rd -6th Interpreting words
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PL: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Sign Language 2nd -3rd Comprehension of a diversity of signed texts, No particular amount of interpreter workshop various signing styles, using correct grammatical time devoted within the structures of the target language, teaching programme, the trainers students to maintain appropriate lag time in decide how much order to avoid word for word translation etc. training is needed in this respect
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Listening 1st and 2 nd To observe and listen to the talking person 15 hours
Memory 1st and 2 nd To memorise the spoken speech 15 hours
Interpretation 1st and 2 nd To know several interpretation techniques 100 hours techniques
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Pre -skill 1st -2nd Paraphrasing, practicing translation, memory interpreting exercises/techniques, contrastive perspectives
Pre -skill 3rd -4th Further development based on semester 1 and 2 interpreting Interpretation 5th -6th Awareness of the interpretation in a context rather than on a lexical level. Preparation process, skills and know how regarding analysis of interpretations, both one’s own and others, interpreting process, coping strategies, consecutive interpreting, interpreting monologues and prepared dialogue and introduction to simultaneous interpreting. Interpretation 7th -8th Further development of the contents during semester 5-6 with emphasis on simultaneous interpreting, less adjusted interpreting situations. More reality based and live interpreting. Graduation paper.
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4.2.1 Interpreting sign to spoken language
Some of the training programmes have specific subjects focused on voice control and sign to voice interpretation. These programmes and the subjects are the following:
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice 5th -6th Simultaneous interpreting, translation, team interpreting, 13 ECTS interpreting different genres and modes of interpreting, reflect and analyse interpreting skills Speech and 2nd Phonation, intonation, articulation, fluency, resonance , 2 ECTS language voice and respiration.
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to v oi ce 6th Sign to voice interpreting at basic level (all skills 40 hours interpreting (basic level) of interpreting) Sign to voice 7th or 8th Sign to voice interpreting at advanced level (all 60 hours interpreting (advanced skills of interpreting) level)
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice interpreting 1 6th Voic ing at basic level (all skills) 40 hours
Voice interpreting 2 7th -8th Voicing at advanced level (all skills) 60 hours
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 3rd This course teaches the skills of consecutive sign to 60 hours voice interpreting .
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DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice 5th Be able to theoretically analyse the product and voice 4 ECTS thoroughly prepared texts. Know simultaneous interpretation and be able to use it with short, thoroughly prepared texts Sign to voice 6th Be able to (mostly) speak the standard variant of German 4 ECTS while interpreting. Understand regional variation in German Sign Language Sign to voice 7th Be able to use technical terms or know alternative 4 ECTS strategies. Acquire didactic methodological competencies to develop own exercise sequences. Develop exercises for various topics, try them in class and reflect them Sign to voice 8th Confidently switch between different registers/styles. Use 4 ECTS technical terms or alternative strategies confidently. Be able to critically reflect own or others’ translations. Be able to confidently use repair strategies
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice training and 1st and 2 nd How to use/train the voice 2 ECTS rhetoric
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Diction and voice 3rd Perception of speech and voice timbre in the 3 ECTS control current design. Language and speech. Estonian phonetics. Activation and exercises to achieve a clear diction. Call the self- expression. Emotional speech. The public voice (types, structure, style, language). Voice health.
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice control 3rd Know basics to good voice control. 1 ECTS
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FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice 4th -8th General sign to voice skills (e.g. how to use the 10 ECTS interpreting voice, speech technique, grammatical correctness, fluency and intelligibility) Theory, tech niques 4th -8th Knowledge of essential theories needed to 6 ECTS and different settings understand the process of sign language interpreting of sign to voice in context of sign to voice interpreting interpreting
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive interpretation 2nd 18 hours
Written translation 2nd 18 hours
Conference interpretation from sign 3rd 36 hours language to French
Interviews interpretation 3rd 24 hours
Meeting interpretation 3rd 9 hours
NO03: SUBJECT SEMEST AIMS AND CONTENTS ECTS/HOURS ER Skills in how to use your voice correctly 4th Sign to voice interpreting 6 hours
Sign language expression into 4th -5th Sign to voice interpreting 16 hours
Norwegian
Practical sign to voice interpreting 4th -6th Sign to voice interpreting 24 hours
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PL: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Sign The end of 1 st -3rd Increasing students' competence in providing Similar to the case Language renditions in a natural way, avoiding word for voice to sign interpreter word translation, also adopting the appropriate lag workshop time, the appropriate use of space and sign language register
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Observing the person 1st and 2 nd Understand the signs 10 hours who sign Memorizing signed 1st and 2 nd Compose the meaning in voice 20 hours meaning Expressing signs in 1st and 2 nd 85 hours voice Rhetoric 1st and 2 nd Use proper and fluently language to express the 5 hours meaning of the signs Non -verbal 1st and 2 nd Similar to non -verbal communication but just 5 hours observation observing
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4.3 Specialised areas of interpreting
This section is for those subjects which aim is to improve the interpreting skills in any of the specialised areas. This section is divided in two: • Specific population • Specific settings
4.3.1 Specific population
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Specialized 3rd Interpreting for Deafblind persons , interpreting for 3 ECTS interpreting consumers with minimal language competence, sign techniques supported German, introduction to relay interpreting ...
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 6th or 7 th Le arn how to deal with interpreting situations where 40hours specific target there are special groups involved groups
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 6th or 7 th Interpreting for specific target groups and specific settings 40hours specific target groups
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DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Signed German 5th Know Signed German as a communicative form of German 4 ECTS in its different manifestations and be able to use it for thoroughly prepared texts Signed German 6th Be able to use signed German (and/or other forms of codes 4 ECTS for German) spontaneously or with brief preparation
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Signed German 3rd Interpret for CI -clients and hard of hearing clients 2ECTS
DE04: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Guide interpreter for Additional Basic knowledge of communication methods for deaf blind clients 1 module Deaf blind people, guiding techniques Guide interpreter for Additional Basic knowledge of communication methods for deaf blind clients 2 module Deaf blind people, guiding techniques
DK: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 5th -6th Acquire knowledge about conditions of people with 9 ECTS Deafblind adults Deafblindness, including the causes of Deafblindness and communicative potentials for the different groups of people with acquired Deafblindness. Interpreting for 4th -6th Acquire skills being able to effectively apply knowledge 9 ECTS deafened adults of interpreting, interpreter process and interpreter’s role to the task of interpreting for deafened, hearing impaired, CI users and others who want a Danish-based interpretation in terms of sign supported communication. Obtain a qualification to reflect on and discuss the options of the interpreter in relation to interpretation for the various user groups as well as to analyse and reflect on their own and others' interpreting skills
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EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for Elective subject Make acquaintance with the reasons of Deafblindness 3 ECTS Deafblind people and with different kinds of Deafblindness. The course gives an overview of the status and education of Deafblind persons in different cultures. Participants acquire practical skills on how to make contact with a Deafblind client, how to assist and interpret a Deafblind. Deafblindness Elective subject 3 ECTS Tactile signing Elective subject 3 ECTS
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deafblind 3rd Plan and use guiding techniques and communication 130 hours interpreter guide systems used by Deafblind individuals.
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deafblind 2nd (elective Learn the interpretation and guiding techniques to 2ECTS interpreting and subject) work with the Deafblind. guiding
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 6th A student can work as an interpreter for deafened or 5ECTS special groups Deafblind clients.
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FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting and 3rd -8th 2 ECTS communicating with Deafblind and late- deafened people
NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting and 3rd and 4 th Basic communication skills used by Deafblind persons . 10 ECTS guiding for the Braille. Mobility and description techniques. Deafblind 1
Interpreting and 5th Be able to communicate using tactile Norwegian Sign 5ECTS guiding for the Language. Be able to adapt signing space and language use Deafblind 2 to the needs of visually impaired people. Be able adapt and combine interpreting methods to meet the individual needs of Deafblind people Interpreting and 4th Sign supported speech. Be able to identify the essence of 10ECTS transliterating spoken language dialogue/monologue and convey it in for deafened writing. individuals 1
Interpreting and 6th Be able to adapt mouthing, non -manual markers, signs and 5 ECTS transliterating signing space to the interpreting needs of deafened for deafened individuals individuals 2
NO02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting/describing/guiding for 5th and 6 th 15 ECTS Deafblind Persons Sign -supported Norwegian and 5th and 6 th 15 ECTS interpreting from sound to text
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NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 4th -6th Interpreting for Deafblind 25 ECTS for all the interpreting for Deafblind Deafblind Signed Norwegian 3rd -6th Interpreting for deafened 20 ECTS for all the interpreting for deafened Haptic 4th -6th Interpreting for Deafblind communication Tactile interpreting 4th -6th Interpreting for Deafblind Voice to voice 4th -6th Interpreting for Deafblind interpreting Guiding of Deafblind 3rd -6th Interpreting for Deafblind people Description for 3rd -6th Interpreting for Deafblind Deafblind people Voice to written text 3rd -6th Interpreting for deafened
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for 1st -2nd Tactile communication, braille, guiding . persons with Deafblindness
Interpreting for 3rd -4th Tactile communication, rel y on Deafblindness, study persons with visits, guiding, interpreting the surroundings Deafblindness
Interpreting for 5th -6th Haptic signals, guiding, consecutive and simultaneous persons with interpreting, interpreting the surroundings. Deafblindness
Interpreting for 7th -8th Haptic signals, guiding, consecutive interpreting, persons with interpreting the surroundings. Deafblindness
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4.3.2 Specific settings
AT02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in 2nd -4th Theoretical introduction to issues associated with 8 ECTS educational settings (depending on interpreting in educational settings; interpreting of the student) longer monologues and dialogic interchanges (discussions, examinations); self and peer assessment using different theoretical criteria and video analysis; interpreting in teams, strategies for professional behaviour, preparation for professional practice.
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in 5th Preparation, interpreting in different educational 3 ECTS educational settings settings, multimedia and interpreting, and role conflicts
Conference 6th Preparation, technical terms, interpreting for large 4 ECTS interpreting groups
Community 5th -6th Interpreting in public services, media, healthcare, legal 7 ECTS interpreting and religious settings
Terminology 3rd Terminology and background knowledge for specific 4 ECTS interpreting settings: law, economics, medicine, social services,...(Austrian Sign Language and German)
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in 6th or 7 th Tips and tricks about interpreting in educational 40 hours educational settings settings
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BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in 6th Interpreting in educational settings 40 hours educational settings
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 4th The course will also focus on the multiple specialty 10 hours areas . Interp reting 5th The course focuses on practicum. Class lectures and 50 hours practicum hours will consist of multiple specialty areas and ethical demands.
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sight interpreting 7th Get to know and be able to use the basics of 4 ECTS interpreting from written texts Sight interpreting 8th Be able to translate written texts spontaneously. Be 4 ECTS able to quickly analyse German texts and use note- taking techniques
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Simultaneous 4th - 6th Fields vary, for example health issues, education, 3ECTS each interpreting in nature science, vocational training, music different fields
DE03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Legal interpreting 1st and 2 nd Civil court and police (two seminars) and 5ECTS (four seminars) criminal court (two seminars) Conference Prepare and deal with technical terms, learn the 5ECTS interpreting trade of conference interpreting
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(German) 1
Conference Prepare and deal with technical terms, learn the 5ECTS interpreting trade of conference interpreting (German) 2
DK : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Real time text 3rd and 4 th To be developed interpreting
Remote 6th To be developed interpreting/ video interpreting
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Legal terminology 4th Give an overview about legal acts the sign language 6 ECTS and introduction interpreter encounters interpreting in legal settings. The to law course gives an overview about legal system of the Estonian Republic, the structure and functions of different legal bodies. Legal acts regulating sign language interpreting services. Interpreting in 6th Practicing professional knowledge of sign language 3 ECTS special settings interpreting. How to cope in unusual settings, sign language interpreting in performing arts (interpreting songs, music, silence, poetry etc.), religious settings, and psychotherapy; interpreting for kids. The role and placement in the setting, preparation for the setting. Differences in sign language and spoken language interpreting.
Educational 6th To give knowledge and provide stud ents with practical interpreting skills for working as a sign language interpreter in the Estonian educational system. Educational interpreting in Estonian educational system: legal acts, interpreter’s role. Educational Interpreting : preparation, peculiarities of interpreting on different school levels (interpreting for kids, interpreting in elementary, basic, secondary and higher education, interpreting in vocational education,
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adult education and afterschool activities, interpreting in mainstream schools and special schools for the deaf). Terminology in the main areas of educational interpreting (science, linguistics, social sciences, education, psychology, information technology and art).
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 3rd Make use of the correct terminology specific to different 180 hours contexts interpreting contexts: educational, legal, medical, religious, etc.
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language in 1st Improve the communication skills in sign languages, be 5ECTS educational settings able to organise a sign language course, teach subjects using sign language Sign language in legal 1st Learn legal vocabulary in sign language 5ECTS settings
Introduction to law 1st Understand the legal system 2ECTS
Translation and 1st Apply the translation and interpretation techniques in 4ECTS interpretation legal and educational settings applied
Legal discourse 2nd (elective Understand complex texts and discourses related to 1ECTS analysis subject) legal settings
Educational discourse 2nd (elective The aim is to understand complex texts and 1ECTS analysis subject) discourses related to educational settings
ES03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Translation of Strategies for the translation of specialist texts in 4 ECTS Specialist Texts I the humanities field
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Translation of Strategies for the translation of specialised texts in 4 ECTS Specialist Texts II the legal and economic field
Translation of Strategies for the translation of specialised texts in 4 ECTS Specialist Texts III the scientific and legal field
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in 5th A student can interpret in educational settings: long 7 ECTS educational settings term and simultaneous.
Community 6th Deep meaning analysis, individual variation 10ECTS interpreting
Working life 8th Interpreting in work ing life settings: meetings, seminar. 5 ECTS interpreting
FR01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in educational settings
Translation (theatre...)
Interpreting at conferences and legal settings
Video relay interpreting
Community interpreting
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Remote interpretation 3rd 9 hours
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Interpreting in educational settings 3rd 6 hours
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Subjects of several 1st and 2 nd To use proper interpreting techniques , to know 50 hours areas of interpreting terms and signs from different areas
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Theme based 5th -8th Health, medical, education, religion, culture, sports, interpreting legal.
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4.4 Deaf community and Deaf culture
In this section all the subjects are mentioned which content focuses on the understanding and knowledge of the Deaf culture and Deaf community. Following are the tables with the data from the different training programmes:
AT01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Cultural emphases 3rd -4th Selected topics, including geography, history, 6 ECTS economics, politics, administration, institutions, art and culture.
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1st -2nd Deaf community, Deaf culture, psycho -sociological 6 ECTS aspects of Deafness, ,Deaf History, Deaf arts, Deaf education
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 2nd Get acquainted with the Deaf community and 40 hours their History Psychosocial aspects of 4th Get acquainted of psycho -social aspects of 40 hours Deafness, hard of deafness and know how to deal with this hearing and interpreting information as an interpreter
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf Culture 2nd Get acquainted with the Deaf community 40 hours
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Psychosocial aspects of 3rd -4th Psycho -sociological aspects of D eafness 40 hours Deafness, hard of hearing and interpreting
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st This course teaches the interpreting process/service 30 hours models, ethics/demand-control, Deaf history, culture and the dynamics of majority and minorities cultures.
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Social basics of 1st Know sociological perspectives and theories of health and 4 ECTS interpreting disability. Be able to name socialization phases and instances. Be able to transfer the theoretical knowledge to the particular situation of Deaf people in Germany. Be able to explain the socialization and living conditions of Deaf people. Be able to explain in detail the term “Deaf Community”. Know basic terms of sign language interpreting Psychology and 2nd Know basic terms from psychology. Gain insight into the 4 ECTS social situation connection between development of language and identity. of Deaf people Be able to reflect on phenomena of social interaction. Be able to recognize some aspects of the psychosocial situation of Deaf people. Be able to use terms from psychology and sociology to describe Deaf life. Develop research competency. Be able to give feedback. Be able to present information
Professional 3rd Be able to name and place different perspectives on the 2 ECTS (of 4) ethics, culture Deaf community. Understand the medical and pedagogical and community models of Deafness. Be able to use the terms ‘culture’ and ‘linguistic minority’ with regard to the Deaf community. Be able to research and analyse current debates within the Deaf community. Develop and argue own opinion. Broaden research competency
Project: culture 4th Transfer knowledge of Deaf culture and psychosocial 4 ECTS situation of the Deaf to an empirical project. Evaluate
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and community certain aspects of Deaf culture. Develop project ideas. Plan and execute empirical data collection. Analyse results. Gather and present results
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1 1st -2nd History, culture, poetry and literature, etc . 4ECTS
Deaf culture 2 1st -2nd Human rights, everyday life , associations, etc . 3ECTS
DK : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf 1st -6th Acquire knowledge of different user groups and their conditions 10 ECTS community in order to be able to choose adequate options depending on and Deaf the user group and the interpreting situations. The student must acquire knowledge about different groups of people with hearing culture loss and the combination of hearing and vision losses, their linguistic, communicative and social conditions, and thereby develop an understanding of the cultures that characterise the different user groups.
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deafness 1st Theoretical overview of the causes of deafness, the classification 3 ECTS of different types of hearing loss, the diagnosis of deafness and the consequences of impaired hearing. It approaches people with a hearing loss from a sociocultural and medical viewpoint, analyses the different family models, means of communication and educational opportunities for people with loss of hearing. An overview is given of the activities of the Deaf community and of different hearing aids, possibilities for compensating deafness and of public services available for the Deaf. The Deaf 4th 3 ECTS community in Estonia
Deaf 4th The course will introduce Deaf people‘s own cultural traditions, 3 ECTS Folklore heritage and cultural identity by the sign language folklore. Deaf folklore in context of folkloristic. Terminology of Deaf folklore.
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History of the Deaf folklore research in Estonia and abroad. Genres of Deaf folklore (text examples). Deaf folklore in Internet. Topic of Deafness in hearing people‘s folklore. Deaf culture 3rd The course will examine historic relations between the hearing 3 ECTS and Deaf World, and will compare Deaf Culture with mainstream culture of the hearing world. Overview about some definitions of culture. Definition of Deaf Community. This course will characterize in greater detail Estonian Deaf culture and discuss follows aspects. The paradigm shift in perspectives about Deafness and Deaf people. The definition of Deaf culture and the distinction between Estonian Deaf Culture and mainstream culture. The role of Estonian Sign Language in Deaf Culture. Social norms, cultural beliefs and values unique to the Deaf Community. Patterns of social interaction and group norms. Deaf identity and diversity. Assistive and alerting gadgets for the Deaf. Deaf Folklore and Literature. Deaf and art. Deaf and sports. Deaf, theatre and cinema. Deaf and music. Organizations of the Deaf in Estonia. Important events in world Deaf history and in Estonian Deaf history. Deaf animals. Some comparative examples from other Deaf Communities.
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Psycho -Sociology of 1st and 2 nd Understand the implications of the different types 90 hours Deaf and Deafblind of deafness and Deafblindness for the development people of Deaf and Deafblind individuals (physical, medical, family, historical, educational, social and cultural factors)
ES02 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Psycho -Sociology of 1st Understand the global development of the Deaf 2 ECTS the Deaf
Artistic 2nd (elective Learn about the artistic manifestations in Sign 1ECTS manifestations in sign subject) Language language
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ES03 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf communi ty and Deafness and sociolinguistics 8 hours Deaf culture
FI01 : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Identity and cultural 1st Professional development, ethics, identity, minority 5 ECTS knowledge and majority cultures
Clients and 2nd Client groups: communication, legal rights, 10 ECTS communication organizations and special needs.
Finnish society and 2nd Different services provided by the society to clients. 5 ECTS legislation
Cultural knowledge 3rd Attitudes and values in professional work, Deaf and 10 ECTS hearing culture, Deaf history and art, customs in Deaf and hearing culture
FI02 : SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf community, 1st -4th To get acquainted with deaf community, 4 ECTS Deaf culture culture and history and history
FR01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Socio cultural point of view
Legal dispositions 70 hours
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FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture and history 2nd -3rd 24 hours
IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Perspectives on 1st and 2 nd Describe the historical context that notions of Deafness are 10 ECTS Deafness grounded within. Describe the major milestones in Deaf history (including establishment of Deaf education, formation of communities, the ‘Golden era’ of manualism, the rise of oralism, the Congress of Milan 1880, the introduction of oral education in Ireland and consequences thereof. Describe the major philosophical influences on responses to deafness (including legal, religious, educational, rehabilitation, normalisation, eugenics, human rights, socio- cultural views, medical responses to deafness) Describe the medical model of deafness, the social model of deafness, the human rights agenda as it relates to the Deaf community. Reflect on various definitions of the Deaf Community. Define Deafhood. Situate Irish Deaf community experiences in a broader EU and global context. Outline contemporary responses to deafness and Deafhood. Identify the main organisations for Deaf and hard of hearing people in Ireland. Describe the minority communities within the Deaf community (including Deaf Travellers, Deaf people with disabilities, Deaf-blind people, Deaf gay/lesbians, Deaf people of race, and Deaf people who are members of minority religious communities in Ireland) Describe how educational context influences policy that impacts on the Deaf community Deaf Education 3rd Assess the structure of Irish education system for the Deaf. 5 ECTS Appraise bilingual education as it pertains to the situation of Deaf and hard of hearing children. Describe the context for poor literacy outcomes for Deaf children internationally since the introduction of oral education policies. Define oralism. Synthesize the main policies and practices applied to Deaf education in Ireland from 1880-present day. Critique the approaches to Deaf education in Scandinavia and Europe
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Deaf People & 3rd and 4 th Appraise pol icy regarding the use of ISL on Irish and British 10 ECTS the Media TV. and the provision of subtitling on Irish and British TV. Describe the guidelines for subtitling for the Deaf and hard of hearing developed by the BBC. Evaluate how State policy impacts on Deaf and hard of hearing viewers in Ireland. Debate how the media frames views on deafness and the impact of this for the Deaf community.
LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Introduction to 1st Medical, psychological, sociological and technical aspects of 64 hours Deafness Deafness, Deaf identity
Deaf culture 3rd Deaf culture issues (also compared to hearing culture), 24 hours and history Deaf community and organizations, history of Deaf education.
NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture and 1st and 2 nd National and international Deaf history, models of 10ECTS history Deafness (cultural, medical, etc.), cultural similarities and differences, applying theory to practice
NO02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf history, 1st and 2 nd 30 ECTS language and culture
NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Knowledge of Deaf 1st Cultural competence 20 ECTS in total for all culture and history Deaf community and Deaf culture
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Knowledge of sign 1st Cultural competence languages history and status Knowledge of Deaf as 1st Cultural competence a linguistic and cultural minority
PL: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Deaf 1st Acquainting students with the culture of their own 5 hours community minority, presenting its specifics with relation to other linguistic minorities, social mechanisms, diversity. History of the Deaf The end of the Acquainting students with position of Deaf people 5 hours community 1st -2nd through centuries.
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Approach to the Deaf 1st and 2 nd Use proper approach to the Deaf, to be aware of 5 hours reality the need of having interpreter, to spread into the hearing community the reality of Deafness The history, culture 1st and 2 nd Get some information about history, culture and 5 hours and education of the education of the Deaf in Slovenia Deaf in Slovenia
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1st -2nd Understanding and knowledge of the Deaf culture. History, culture, awareness, education, interpretation, technical aids, sign language
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4.5 International settings
In this section the subjects are presented which aim is to teach the students how to work in international settings, using International Sign and English as working languages.
BE 02 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreters for 8th Get to know the international setting, basic 8 out of the 40 hours specific target groups skills in interpreting in IS
DE01 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1st Efficient communication (B.2 or higher) in 4 ECTS( of 6) communicative settings (education, work, business) of sign language interpreting. Comprehension and production of typical oral and written texts in various domains • Ability to independently evaluate English technical texts. Development of strategies for independently broadening foreign language skills English 2nd Efficient communication (B.2 or higher) in 2 ECTS (of 6) communicative settings (education, work, business) of sign language interpreting • Comprehension and production of typical oral and written texts in various domains • Ability to independently evaluate English technical texts • Development of strategies for independently broadening foreign language skills
DE02 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Team interpreting 4th Cooperation in teams in general, not just at 2ECTS international level.
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DE03 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Conference interpreting 1st and 2 nd Team work with Deaf interpreters, 5 ECTS in international settings 1 preparation methods, English
Conference interpreting 1st and 2 nd Team work with Deaf interpreters, 5ECTS in international settings 2 preparation methods, English
DE04: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
International Sign At some point during It is not about teaching international signs, but 28 hours the two years how to effectively use concepts and strategies of training IS for interpreting Team work At some point during Team working with hearing interpreters, 28 hours the two years "feeding" training
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
International Sign 5th Introduce communication with Deaf people from 3 ECTS different countries. Learn International Sign. Practical signing course. Overview over universality in sign languages, essence of International Sign. Vocabulary, grammar. English (or any other 1st Develop of all four language skills - reading, writing, 3 ECTS language) intermediate listening, speaking - through a wide variety of tasks: level, A2.2, B1.1 reading and listening to texts, doing lexical exercises, practicing grammar, making presentations English (or any other 2nd Develop of all four language skills - reading, writing, 3 ECTS language)intermediate listening, speaking - through a wide variety of tasks: level, B1.1-B1.2 reading and listening to texts, doing lexical exercises, practicing grammar, making presentations Intercultural 3rd Introduce the main principles of communication, 3 ECTS communication proceeding from the most recent theories of language, and analyse the links between interpersonal communication and cultural differences. The course facilitates the development of communicative competence, especially intercultural communicative competence, and the
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more nuanced and context -sensitive understanding of texts in one’s native language and foreign languages. Basic information about different cultures (values, temporal and spatial orientation, styles of verbal and non-verbal communication), develops the skill of analysing reasons of intercultural miscommunication and helps to find means for overcoming such difficulties.
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1st and 2 nd Acquire basic working knowledge of English (both 160 hours written and spoken), equivalent to B1. International Sign 3rd Understand and produce IS and apply the relevant 95 hours interpreting interpreting techniques to a basic level
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English I 2nd (elective Improve the communication skills in English 2 ECTS subject) English II 2nd (elective Improve the communication skills in English 2 ECTS subject) International Sign 2nd (elective Improve the communication and interpreting skills 2 ECTS subject) in International Sign
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1 4th Rea d, write, understand and speak basic English. 2 ECTS
English 2 5th Read, write, understand and speak about sign language 3 ECTS interpreting.
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FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 4th Achieving academic reading and communicating and writing 3 ECTS skills (field of sign language interpreting) International 3rd -8th 1 ECTS signing and other sign languages Swedish 2nd semester Achieving academic reading and communicating and writing 3 ECTS skills (field of sign language interpreting)
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1st 30 hours
IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Simultaneous 8th Interpreting 2
LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Foreign language (English, 1st B1 level 64 contact hours German or French)
NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
International sign 6th 8 hours
ASL and BSL 6th 8 hours
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Team work with other 5th and 6 th 24 hours interpreters
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
International activities of 1st and 2 nd Get some information about the 2,5 hours Slovene Sign Language international activities of Slovene Sign interpreters and associations Language interpreters and associations Team interpreting 1st and 2 nd Get the practical skills from that field 2,5 hours
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Integrated in other At some point Knowledge about international organizations for subjects during the Deaf people, sociocultural perspective on Deaf programme persons around the world, awareness of international sign and other sign languages in the world
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4.6 Professional issues
This section provides an overview of all the subjects related to sign language interpreters professional issues, such as code of ethics, interpreters associations, professional issues, etc.
AT01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Translation as a 3rd -4th Discussion of different translation and interpreting 3 ECTS profession from a (depending on traditions focusing on actors and their role in the sociological the student) translation process, translation policies, social perspective framework and its impact on translation, interpreting and related activities, translation sociology, introduction to academic writing.
AT02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional 1st Discussion of labour market expectations and demands on 2 ECTS ethics for translators, ethical issues, relating to freelance work. interpreters Discussion of the practical relevance of standards, norms and specialist information, including information about professional associations, copyright issues, legal and social insurance aspects, etc.
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional issues 2nd and 6 th Code of ethics, information about interpreter 3 ECTS associations, labour market, legal and insurance aspects for freelance interpreters Stress reduction 5th Develop strategies to cope with stress, RSI, prevention 1 ECTS techniques of professional diseases
Physical and mental 6th Prevention of professional diseases, exercises, 2 ECTS hygiene ergonomics, application of the demand/control schema
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BE01 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Study of voice, 3th To learn about voice, speech and hearing possibilities 40 hours speech and hearing among the Deaf and hard of hearing people. Learn about professional diseases and prevention for their own voices Elements in 4th or 5 th To learn about diseases and prevention of RSS 40 hours interpreting techniques Code of ethics and 6th or 7 th Code of ethics, interpreter associations, history of 40 hours professional issues interpreting, accountancy, case study
BE02 SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Elements in 6th Code of ethics, interpreter associations, history of 40 hours interpreting interpreting, interpreter agency, accountancy, case techniques study Course on use of 3rd and 4 th New technologies, anatomy, speech training, 40 hours voice to speak and to hear Technical voice 5th Professional diseases and prevention 40 hours interpreting elements
CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st This course teaches the interpreting process/service models, 12 hours ethics/Demand-Control, Deaf history, culture and the dynamics of majority and minorities cultures
Interpreting 2nd This course delves deeper into the professional decision - 22 hours making process for interpreters, including ethics, laws and professionalism.
Interpreting 3rd This course continues the discussion of decision - making for 12 hours interpreters.
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Interpreting 4th This course continues the discussion of decision - making for 12 hours interpreters
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional ethics, 3rd Be able to place terms “profession”, “self - 2 ECTS(of 4) culture and employment” and “professionalization processes”. community Know and be able to explain different models of professionalization. Be able to critically analyse ethical policies (code of conduct) of sign language interpreting Internship I 3rd Be able to independently analyse issues arising in 4 ECTS (of 14) practice and be able to generate and judge solutions • Know and be able to use methods of participant observation Internship II 7th Use acquired interpreting skills. Reflect on goal 4 ECTS (of 14) setting, practice and experience in observed working conditions. Transfer and use new problem solving strategies. Reflect on own competencies
DE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Code of ethics 5th Ethical questions, role play, etc . 3 ECTS
Translation science 5th Various topics, like demand control schema, 4 ECTS associations, history, role models, and other current issues
DE04: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Ethics At some point Ethics for Deaf interpreters, considering the special 28 hours during the two role and responsibilities they have within the Deaf years training Community
DK: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Ethics 1st -5th Gain knowledge of a theoretical frame of 10 ECTS reference, ethical theories and reflection models
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that enables them to reflect on the dilemmas in practice. Gain knowledge of systematic reflection to analyse the complex interactions between users, users interests and values, own role and behaviour as an interpreter, and to discuss various options and arguments for choosing between them, from a theoretical frame of reference. Theory 1st -5th Give students the knowledge and insight for 10 ECTS understanding the interpreter's work and to contribute to the development of the professional interpreter profession. Through the use of theories, concepts and methods from the profession itself and related disciplines to develop the student's knowledge of the interpreter's linguistic and communicative strategies and options in various interpreting settings. Developing skills to reflect critically on the interpretation process and the interpreter's functions applying theory and practice of understanding and thus being able to identify, analyse and evaluate a concrete issue
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language 6th Give knowledge about professional ethics and 3 ECTS interpreter's responsibility of sign language interpreters and the skills ethics to solve ethical problems in interpreting situations. They will know the sign language interpreters ethical code; be able to analyse the ethical dilemmas as well as being aware of the ethical problems in the field of interpreting. The course introduces students to the main problems and terms in ethics. Introduction to 2nd Give an overview about evolvement of the profession of 3 ECTS the profession sign language interpreter and working arrangements of sign language nowadays. Sign language interpreter´s role from cultural perspectives of Deaf and hearing people in Estonia. interpreter Documents regulating the work of sign language interpreters, organisations for sign language interpreters, working arrangements. Sign language interpreting services in Estonia. Factors influencing interpreter´s everyday job (clients, language usage, interpreting settings). Professional behaviour and ethics (ergonomic conditions, team work, professional competence, clothing). Role of the 3rd Give an overview about the role of the interpreter in 3 ECTS interpreter, different interpreting settings and analyse the interpreting interpreting process. Interpreter's role in the interpreting process. Role expectation from Deaf and hearing clients,
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settings cooperation in the interpreting sett ings. Interpreting in different settings (community interpreting, educational interpreting, interpreting in legal settings, conference interpreting etc.) Main mistakes implicated by the setting. Interpreter's rights and obligations in the interpreting setting. Analyses of different interpreting situations and interpreters actions in it. Professional vocabulary is in focus.
ES01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Orientation on the 3rd Acquire knowledge and skills required to enter the job 65 hours labour market market, understand the socioeconomic context and be aware of professional health issues.
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Organizations of sign 2nd (elective Know associations of sign language interpreters and 1 ECTS language interpreters subject) the different working organizations Creating resources 2nd Create and develop materials that will be useful for 2 ECTS for interpreters the interpreters in their work
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Finnish educational 1st History of interpreter training, different professions in 5 ECTS system the field (briefly history, education, tasks, responsibilities, ethics...) Professionals in the 2nd Different professionals: legislation, job description, 5 ECTS field of SL responsibilities and ethics. interpreting
Interpreters basic 3rd Ergonomics. 2 ECTS skills
Sign language 4th Profession growth: strengths and weaknesses. 2 ECTS Interpreting
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Professional work in 5th Working together with other professionals and clients, 2 ECTS educational settings informing others about one's work
Entrepreneurship 6th Working as a private enterprise 5 ECTS
Professional 8th Professional organizations, a student know how to plan 5 ECTS organization and his/her career, knows how to make a job application. career planning
Final exams and 8th A student makes a profession work portfolio. Can work 7 ECTS work portfolio as an interpreter independently throughout the whole interpreting assignment (preparation, performance, feedback)
FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professionalism and 2nd -3rd Developing professional skills for sustainable working 5 ECTS ethics career making
Professional growth 8th 5 ECTS and working life skills & entrepreneurship Career planning and 1st -8th Developing self -evaluation skills and recognizing 5 ECTS portfolio development needs, combine theory and practice in their own professionalism
FR01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional ethics
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Legislation 1st 12 hours
Code of ethics and 3rd 24 hours deontology
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Professional diseases 3rd 2 hours and its prevention Interpreter 3rd 2 hours associations
IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Ethics I 3rd Describe and appraise the purpose of a Code of Ethics. 5 ECTS Describe and evaluate the standards of professional responsibility, conduct and behaviours entailed within the Codes of ethics referred to (including the Irish Association of Translators and Interpreters (ITIA)) Ethics II 5th Describe and defend one’s own set of values. Evaluate 5 ECTS how these values may conflict with Codes of Ethics and Deaf community values. Critically evaluate the standards of professional responsibility, conduct and behaviours entailed within the Codes of ethics referred to (including the Irish Association of Translators and Interpreters (ITIA)) Demonstrate critical reflection and decision making skills relative to specific ethical dilemmas.
LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional ethics 3rd Interpreter ethics; interpreting methods . Situation 24 hours analysis; dealing with stress. Collaboration
Employment law and 6th 64 hours civil protection
NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional conduct and 3rd History of interpreting, ethics, the users of 10 ECTS ethics 1 interpreting services Professional conduct and 5th Interpreting in a social and societal perspective, 5 ECTS ethics 2 applying professional, contextual and ethical knowledge to a given interpreting situation
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NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
History of interpreting 1st and 3 rd To socialize into interpreter's role 8 hours
Ethics 3rd To socialize into interpreter's role 16 hours
Code of conduct and 3rd To socialize into interpreter's role 32 hours professional regulations
Interpreter associations 3rd To socialize into interpreter's 4 hours
PL:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Sign Language 1st -2nd Students acquaint themselves with theoretical interpreter workshop aspects of interpreting by means of various (theoretical part) interpreting models, they learn about theoretical foundations of communication, they are introduced to discourse analysis, professionalization and the development of interpreting philosophies (helper, machine etc.), and the ethical standards. They learn basic rules of interpreting assessment.
SI: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Social Welfare 1st and 2 nd Know the system of social care, social network of 30 hours users, code of ethics, the basics of State structure, and target groups care. Quality of work 1st and 2 nd Follow the development of sign language, 10 hours permanent education, public performance, to establish good working relationships The Act on use of 1st and 2 nd Know the law very well, to know the rights that 5 hours Slovene Sign can be derived from it Language Ethics and code of 1st and 2 nd Get the knowledge from that and use it in practise 5 hours ethics
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SV:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Introduction to 1st -4th Introduction to the field of interpreting and the interpreting conditions regarding language, ethics and working conditions. History of At some point interpreting during the programme
Ethics, code of At some point conduct and during the professional programme regulations
Interprete r At some point associations and during the companies in the field programme of interpreting
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4.7 Other subjects
This section presents a variety of subjects that did not match any of the previous categories. Most of them are related to linguistics, producing a thesis and some other knowledge areas.
AT03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Text competence – 1st -2nd Proficiency in oral and written texts, grammar skills, 6 ECTS advanced German text analysis discourse and register, text genres
Scientific working 1st Research methods, how to write a thesis, literature 1 ECTS methods research,...
Additional relevant 2nd -5th Guest speakers, excursions, additional relevant topics, 4 ECTS subjects exercises
Final Paper 6th Research in one subject related to interpreting or 4 ECTS translation.
BE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
General linguistics 3rd or 4th To learn about sign language linguistics 40 hours
BE02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
General linguistics 3rd -4th 40 hours
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CS: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 5th This course is a mixture of practicum hours and 82 hours comprehensive revision of previous semesters
DE01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
German I 1st Be able to identify written text types relevant in 4 ECTS translation. Be able to perform text analysis in preparation for translation. Know mechanisms of perception and production of written texts. Be able to evaluate own and others’ texts on the basis of criteria relevant to translation. Be able to modify written texts according to formal aspects without changing the contents
German II 2nd Know differences between oral and written text 4 ECTS production and reception. Be able to apply categories relevant for translational analysis to own and others’ texts. Analyse and optimize listening comprehension with regard to own listening strategies. Be able to give and receive feedback Communication 1st Know linguistic sub -fields. Know theories and models of 4 ECTS and linguistic communication. Be able to reproduce and explain basic signs terms of semiotic theories. Be able to explain phases of language acquisition. Be able to recognize and distinguish between notation systems for sign languages. Know and be able to use the basics of glossing Language 2nd Recognize structural differences between German and 4 ECTS structure German Sign Language. Be able to use technical terms (phonology, morphology, syntax). Be able to analyse German and German Sign Language with regard to their linguistic structure Sociolinguistic s 5th Be able to explain sub -fields of sociolinguistics. Be able to 4 ECTS describe variation (register/dialect). Be able to analyse texts with regard to linguistic variation. Know and be able to use methods of discourse analysis and apply these to signed texts. Understand and be able to analyse language contact. Be able to transcribe and analyse language data Basics of 1st Be able to effectively make use of the technology, 4 ECTS information and software and practice materials available to the media programme. Be able to develop new projects and
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technology for complete or add to on -going projects. Be able to interpreters effectively use standard software and use information technology to present and work with data Conversation 4th Know mechanisms of turn taking in German. Know and 4 ECTS analysis be able to use methods of conversation analysis. Be able to annotate and transcribe conversations Be able to adequately present results of analysis Memory 4th Understand and be able to explain structure and workings 4 ECTS techniques of memory. Be able to name sub-categories of memory and be able to explain respective role in interpreting. Broaden own memory capacity in preparation for interpreting (simultaneity of perception and production) Improve anticipatory abilities necessary for interpreting. Improve cognitive representations (visualization of contents). Develop adequate note-taking techniques. Acquire and present techniques and exercises for continuous, independent expansion of memory capacities Theories and 5th Know the basic (historic) developments of interpreting 4 ECTS models in and translation studies. Get to know dimensions and translation domains of interpreting. Know the leading researchers of studies a respective field and be able to reproduce their theories/models. Be able to match theories/models to exemplifying research questions Compulsory 5th Acquire knowledge and terminology relevant to sign 4 ECTS optional subject language interpreting Compulsory 6th Acquire knowledge and terminology relevant to sign 4 ECTS optional subject language interpreting II Thesis 8th Execution of a research study on a topic of own choosing. 16 ECTS Writing of thesis (approx. 70 pages). Presentation and defence of thesis in a colloquium setting
DE02:* SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Scientific working 1st and 2 nd Research methods, how to write a thes is, 3 ECTS methods literature research, etc.
Lip reading 2nd Learn how to lip -read 2ECTS
*DE02 (comments):It is written in the survey by the person in charge of this programme I could not fill in more than half of or seminars, because they did not fit under the given category, or because there was no more space left. Therefore the collection of seminars is by no way representing our study programme
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DE03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Research project 3rd and 4 th Learn about scientific research and carry out 10 ECTS research under supervision Linguistics 3rd and 4 th There are a variety of options to choose from 10 ECTS
Culture (Deaf culture 3rd and 4 th There are a variety of options to choose from 10 ECTS or others) Any subject of 3rd and 4 th Broaden student's horizon 20 ECTS interest offered by the University
DE04: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Introduction module 1st Introduction into the different subjects of 28 hours the training programme Linguistics At some point during Linguistics for interpreters 28 hours the two years training
EE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Elective subjects 1st -6th Give the student an opportunity to select subjects not 6 ECTS obligatory included into the curriculum for the Estonian sign language interpreters with the purpose of enlarging the student’s competence, broadening his/her general knowledge and offering possibilities for satisfying individual developmental needs and interests.
Estonian 1st Polish spelling and usage skills. Where to find and how 3 ECTS orthography and to use dictionaries and other reference materials. creative How to vary usage in different situations and composition functional styles. How to recognize the differences between standard language and professional usage, scientific language and scientific jargon. Language for specific purposes and practical language planning. Correct spelling of words, abbreviations, and numbers; correct spelling of names and appellations. One word
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or more? Changes in Estonian morphology. Proper usage. Punctuation. Stylistic value of words. Functional styles and their vocabulary. Lexical relations between words
Introduction to 1st Give an overview of main approaches, methods and 3 ECTS general linguistics terms of general linguistics and connections with other disciplines.
Diploma thesis 6th The student obtains primary skills for the work with 6 ECTS scientific specialised literature and carrying out research
ES02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
MA Thesis 2nd Research in one subject related to the content of 6 ECTS the Master. This research is directed by the Master teachers Cognitive Linguistics 2nd (elective Apply cognitive linguistics into sign language 2 ECTS subject)
Contrastive 2nd (elective Compare linguistic features in speaking and signed 2 ECTS Linguistics subject) languages
Semantics, universals, 2nd (elective Learn about the universal properties shared by sign 2 ECTS and sign languages subject) languages Sociolinguistics of 2nd (elective Learn about the relation between language and 2 ECTS sign languages subject) society, languages in contact Phraseology and 2nd (elective Study of fixed expressions and idioms in sign 2 ECTS cognition in sign subject) language, and the processes to create these languages expressions French I 2nd (elective Improve the communication skills in French 2 ECTS subject)
French II 2nd (elective Improve the communication skills in French 2ECTS subject) Legal status of sign 2nd (elective 1 ECTS language subject)
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ES03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language Natural language: meaning and structure. Formal and 4 ECTS linguistics cognitive bases for linguistic communication. Typological diversity. The social environment of language. Foundations of Introduction to the basic concepts of translation. A 6 ECTS Translation review of the main linguistic applications of use for translation, to the practice of translation and translation tools. Catalan Language I Description of the use of words and of 8 ECTS contemporary rules. Conflictive aspects of the rules. Comprehension and description of a variety of oral and written discourses. Oral and written expression in different contexts.
Spanish Language 1 Description of the use of words and of 8 ECTS contemporary rules. Conflictive aspects of the rules. Comprehension and description of a variety of oral and written discourses. Oral and written expression in different contexts
Translation between Translation of lexis, semantic relationships and 4 ECTS Catalan and Spanish clause structure. Problems in the translation of the informative structure of patterns of textual cohesion and rhetorical and stylistic issues
Terminology: Terminology: theoretical bases and application to 4 ECTS theoretical bases and specialised translation. Terminological problem application to solving specialised translation. Terminological problem solving
Translation Computer -assisted translation. Introduction to 4 ECTS technologies locating programmes. Treatment of monolingual and bilingual corpora. Automatic translation.
Final Dissertation: Producing a piece of work incorporating the 4 ECTS Coursework knowledge and skills acquired during the degree
(Other Subjects apply to translation and
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interpreting into/from Spoken English)
FI01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Research and 1st Basics to research: methods and strategies 5 ECTS development Swedish language 1 2nd A student can read, write, understand and speak 2 ECTS basic Swedish.
Swedish language 1 3rd A student can read, write, understand and speak 3 ECTS about sign language interpreting
Research and 5th , 7 th and 8 th A student will write a final thesis 15 ECTS development 2, 3 and 4
FI02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Introduction to 1st 9 ECTS professional field and Studying skills Research and 1st -8th Achieving essential skills for research making and 30 ECTS development developing (field of sign language interpreting) Translation 2nd -8th Basic theories, models and concepts of translation. 20 ECTS
Finnish 1st -5th General linguistics skills, written communication 20 ECTS skills and oral communication skills in context of sign language interpreting Elective studies 1st -8th Supportive studies for studying sing language 10 ECTS interpreting
FR02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
French 1st and 3 rd 48 hours
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IE: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interactive 3rd - 4th Discuss linguistic discourse as a phenomenon worthy of 10 ECTS discourse analysis systematic investigation. Discuss fundamental concepts from several major approaches to discourse analysis. Apply these concepts in analysing discourse. Identify features of discourse in clinical and non-clinical contexts. Explain how children develop discourse skills. Analyse and interpret discourse samples from a variety of contexts. Language 3rd -4th Describe the milestones in language acquisition for 10 ECTS acquisition and children – hearing and Deaf. Describe the five stages of Deafness sound production basic biological noises, cooing and laughing, babbling and melodic utterances. Describe phonological development in hearing and Deaf children with respect to spoken and signed languages. Describe the hallmarks of the nativist and behaviourist approaches to child language acquisition Describe the role of gesture in sign language acquisition. Describe the role of home sign for non-native signers Annotate and analyse a piece of child language signing with reference to the literature.
Language 2nd Describe the cognitive processes involved in perception, 5 ECTS processing attention (both visual and auditory). Define working memory and long term memory. Describe the cognitive processes that impact on simultaneous interpreting and on interpreting in a bi-modal context. Describe Cokely’s model for analysis of interpreting and Gile’s Effort Model for simultaneous interpreting.
Broad curriculu m 1st -4th Students get to select a range of modules from other 10 ECTS departments: Psychology, American History, Drama, Criminal Law, etc
LT: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Philosophy 6th Introduction to Philosophy, history of Philosophy 64 hours
Information 2nd MS Office and other computer applications; text 28 hours technologies editing and design
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Art of eloquence 3rd Understanding communication processes; dialogue 28 hours and its participants; text analysis; text creation and argumentation
Basics of applied 4th 28 hours research
Social psychology 5th 78 hours
General and 4th 56 hours personality psychology Lithuanian language 2nd -4th Norms of standard Lithuanian. Introduction to 336 hours and linguistics linguistics. Lexicology. Stylistics
NO01: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
BA thesis 5th Identify and present a research question. Critical use 15 ECTS of sources. Academic writing. Ethical guidelines in research.
NO02: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
BA thesis 5th and 6 th 15 ECTS
NO03: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Academic writing 3rd Structure, academic style, references 16 hours
BA thesis 5th and 6 th Research methods, references, academic 15 ECTS writing
SV: SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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Performance 1st The aim is to become aware of one’s own self and be able to talk in public. Prepared and improvised performances
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5. Training in the work place/internship/practical placement
Most of the training programmes have several hours/ECTS of training in the work place. This section provides an overview of the variety of internships offered by the different training programmes.
AT01:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Different institutions Language 4 ECTS (100 hours)
AT02:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Different institutions Language 4 ECTS (100 hours)
AT03:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Deaf Community Get to know the Deaf Community 6 ECTS institutions and Deaf Culture. Visit and work in different institutions. Practice communication skills with Deaf people
Internship I Observation of professional 5 ECTS interpreters in their workplace. See how interpreters prepare and work.
Internship II Interpret under supervision. Reflect 7 ECTS on their own interpreting work.
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BE01:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Deaf community Learn how to communicate The students are supervised 40 hours with different Deaf people by a teacher in order to achieve the objectives Deaf community in specific Learn how to interpret in Students observe interpreters 40 hours situations such as education different settings accompanied at work - Students can get a or work-related settings by a professional interpreter or mentor with whom they work on his/her own, with support of together in different a teacher assignments
BE02:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Schools, social and medical Get a clear idea of the job Students get a mentor with settings whom they work together in different assignments, they also observe interpreters at work
CS:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Schools, University, This is to create real world Our fifth and final semester 66 ho urs Doctor´s office and offices situations for practicum requires students to work at least students 66 hours in real settings interpreting for Deaf clients under the supervision of experienced Deaf professionals and interpreters
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DE01:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Freelance interpreters and Observe and analyse Duration: 8 weeks, 10 ECTS (of 14) interpreting agencies interpreting Semester: 3
Freelance interpreters and Practice and analyse Duration: 12 weeks, 10 ECTS (of 14) interpreting agencies interpreting skills Semester: 7
DE02:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Any kind of social Gain knowledge about the Deaf Work in these institutions 1 ECTS institutions working for community and to realise that as far as possible and to Deaf people, like services, interpreters are NOT social observe what they are Deaf associations, etc. workers doing
Qualified interpreters See how interpreters prepare Observation of 2 ECTS and work interpreters/interpreting teams
Qualified interpreters Learn how to interpret in "real Active interpreting under 2 ECTS life" supervision
DE04:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Interpreters Deaf/hearing Observe working interpreters/interpreting teams
Interpreters Deaf/hearing Interpret under supervision
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EE:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Different organizations Introduction to the system During the course an overview of 3 ECTS where sign language of sign language sign language interpretation interpreters work (schools, interpretation and the work service system in Estonia is given, sign language interpreter work interpreting centres) and tasks of a sign language and role in interpretation interpreter in different situation is observed and interpretation centres. analysed.
Institution s offering The general aim of the 9 ECTS community interpreting community interpreting practice is to see and practice sign language interpreting in the organisations providing interpreting services, get to know how the work is organised and practice sign language.
Institutions offering Get to know how the work educational interpreting is organised and practice sign language in the schools where Deaf students study.
Deaf community The aim is to practice During the communication 6 ECTS institutions knowledge and skills practice in the Deaf community acquired during the language the knowledge and skills acquired course at the courses are put into use and memorized. In the signing environment courage and readiness to communicate with hearing impaired people considering their language usage are developed
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ES01:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Schools, universities, Deaf To allow the student to apply The work place training 380 hours people´s associations, the knowledge gained during is carried out in the Deafblind people´s the theoretical part of the presence of a tutor who associations, public course in a real working must be a qualified sign institutions (town halls) environment. language interpreter
ES02:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Legal and educational Interpret in real legal and It is called Practicum in the 8 ECTS settings such as universities, educational settings Master programme schools, court, solicitor and notary offices
ES03:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Catalan Federation of the Undertaking translation, interpreting and Deaf linguistic management and mediation experiences in different companies and institutions
Catalan Association of Undertaking translation, interpreting and Deafblind People linguistic management and mediation experiences in different companies and institutions
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FI01:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Interpreter companies Signing in interaction Getting to know the field of sign 3 ECTS language interpreting in practise: what the work is all about
Other companies in the To see other Who other are working with Deaf/ 3 ECTS field professionals in the field Deafened/Deafblind
Interpreter companies A student can interpret Student will monitor the 5 ECTS in easy settings with a interpreters work and interpret also mentor herself/himself ( with a qualified interpreter)
Interpreter companies A student acts as a pair Student follows the interpreter in all 5 ECTS for a qualified her/his tasks working together when interpreter appropriate
FI02:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Associations and Deaf Get acquainted with 5 ECTS communities Deaf institutions Interpreting agencies Practising sign language 15 ECTS interpreting skills Schools and institutions Practising sign language 10 ECTS interpreting skills
FR02:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Observation 1st year 30 hours
Practice interpretation 2nd year 360 hours
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IE:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Range of organisations Appraise and evaluate placement 3rd year (5 th and 6 th 15 ECTS dealing with Deaf experiences. Demonstrate ethical semesters) community, interpreting behaviour relevant to their particular agencies, individual professional pathway. Utilise interpreters as mentors constructive feedback from mentors and service learning into their practice approach
Range of organisations Appraise and evaluate placement 4th year (7 th and 8 th 20 ECTS dealing with Deaf experiences. Demonstrate ethical semesters) community, interpreting behaviour relevant to their particular agencies, individual professional pathway. Utilise interpreters as mentors constructive feedback from mentors and service learning into their practice approach
LT:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Deaf associations and other Introduction to Deaf Meeting Deaf people and staff 48 hours Deaf institutions (schools community from institutions related to etc.) Deaf people
Schools for the Deaf Improving sign language Meeting Deaf pupils at school 96 hours communication skills
Interpreter centr es Observing Observing working 240 hours interpreters (III-IV semester); supervised interpreting (V-VI semester)
Interpreter cent re s Practicing Supervised interpreting (V -VI 216 hours semester)
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NO01:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
Workplaces, educational Observation and 2nd year, approximately 3 90 hours institutions, annual Deaf communication weeks culture festival, municipal and private institutions for Deaf elderly, Deaf handicapped, etc.
Realistic role playing Starting to interpret in an 2nd year, 3 weeks: 1 week 110 hours situations in or off the adapted situation interpreting between campus with authentic Norwegian Sign Language interpreter customers and and Norwegian, 1 week under the guidance of interpreting and guiding for professional interpreters the Deafblind, 1 week interpreting for deafened people
Eikholt National Resource Intensive guided training in 3rd year, 1 week 40 hours Centre for the Deafblind interpreting and in mobility for the Deafblind
Interpreting services all Intensive interpreter training 3rd year, 7 weeks 270 hours over the country under the guidance of professional interpreters
NO02:
INSTITUTIONS WHERE AIMS SHORT DESCRIPTION ECTS/HOURS IT CAN TAKE PLACE
College of Bergen 180 hours
College in Oslo & Akershus 180 hours
College in Trøndelag 180 hours
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NO02:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
College of Bergen 180 hours
College in Oslo & Akershus 180 hours
College in Trøndelag 180 hours
NO03:
INSTITUTIONS WHERE IT AIMS SHORT ECTS/HOURS CAN TAKE PLACE DESCRIPTION
Schools (elementary, Practise interpreting 360 hours in total in secondary and higher practical placement education), interpreting services, work places with a Deaf employee
Folk and training centre for Learn sign language 30 hours the Deaf
SV:
INSTITUTIONS WHERE AIMS SHORT ECTS/HOURS IT CAN TAKE PLACE DESCRIPTION
Companies and Practice interpreting in the Training in the government organizations work field and further develop workplace/internship in the field of interpreting interpreting skills
Deaf and Deafblind Socialize with Deaf persons and organizations persons with Deafblindness using sign language Cultural and national Such as the Deaf film events festival and the national "Deaf day" Educational institutions
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6. Trainers
This section provides an overview of the training staff that works in the different training programmes, separated by working time and also by Deaf & hearing staff
TRAINING WORKING TIME HEARING DEAF PROGRAMME STAFF STAFF
Part time 7 7
AT01 & AT02 Full time
Part time 3
AT03 Full time
Part time 9 3
BE01 Full time
Part time 8 2
BE02 Full time
Part time 3 8
CS Full time 3 3
Part time 4
DE01 Full time 1 2
Part time 1
DE02 Full time 3 6
Part time
DE03 Full time 4 6
Part time *
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DE04 Full time 2 1
Total: 20
DK
Part time
ES01** Full time
Part time 10 5
ES02 Full time
Part time 4 2
ES03 Full time 1
Part time 3 3
EE Full time
Part time
FI01 Full time 10 2
Part time
FI02 Full time 18 4
Part time 6 4
FR01 Full time 3
Part time 18 7
FR02 Full time
Part time 1 1
IE Full time 1 3
Part time 16
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LT Full time 2 2
Part time 3 2
NO01 Full time 4 3
Part time 4 1
NO03 Full time 1
Part time 7 5
PL Full time
Part time
SI Full time 5 2
Part time 1 2
SV Full time 3 3
*DE04: We have a lot of guest teachers, most of them Deaf professionals or Deaf Interpreters themselves, teaching International Sign, ethics or other relevant subjects .
**ES01: Because there are so many centres there is a great deal of variability in the implementation of the course from the point of view of teaching staff: there may be between 5 and 7 trainers with various combinations of full/part time. This also applies to the number of Deaf trainers: normally there is one Deaf trainer but there may be more or none .
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6.1 Requirements for hearing trainers in the educational programme
Depending on the training programme and the subject (theoretical/practical) the staff requirements are different. Following are the tables with the different requirements:
AT01 and AT02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Language MA Depends on different issues Pedagogical skills
Interpreting MA, member of the association Depends on different issues Pedagogical skills
Culture MA Depends on different issues Pedagogical skills
AT03:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
Language Depends on different issues
Interpreting Professional and experienced interpreter
Culture Depends on different issues
BE01:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
All the courses Bachelor or master or a degree as To be a native signer or a teacher for adults or a degree as to work as an
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sign language interpreter interpreter
BE02:
TEACHING SUBJECTS QUALIFICATION WORKING EXPERINCE OTHER REQUIRED REQUIRED REQUIREMENTS
Sign language BA Working as an interpreter
Voice to sign interpreting BA Working as an interpreter
All skills of simultaneous BA Working as an interpreter interpreting
Non manual communication BA Working as an interpreter
CS:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Modules 1,2 3, 4 and 5 University degree 5 years as interpreter or Fluency in Czech Sign (Interpreting) equivalent experience Language
Weekend workshops Work experience or University degree
DE01: Depending on the position, not the subject
DE02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Lip reading voice training rhetoric University degree Yes, but we have all started from scratch
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Interpreting, Ethics, special fields, University degree Yes, but we have all everything started from scratch
Interpreting, Ethics, special fields, University degree Yes, but we have all everything started from scratch
DE03:
TEACHING SUBJECTS QUALIFICATION WORKING EXPERINCE OTHER REQUIRED REQUIRED REQUIREMENTS
Interpreting in legal settings University degree We all started from scratch, Interpreting skills but now have 20 years of teaching experience
Conference interpreting University degree We all started from scratch, Interpreting skills but now have 20 years of teaching experience
Linguistics University degree in We all started from scratch, linguistics, PhD or but now have 20 years of equivalent teaching experience
DE04:
TEACHING SUBJE CTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
Simultaneous interpreting, Both hearing interpreters work in teamwork, memory training, the BA/MA study programme for interpreting written texts (both hearing interpreters hearing teachers)
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EE:
TEACHING SUBJECTS QUALIFICATION WORKING EXPERINCE OTHER REQUIRED REQUIRED REQUIREMENTS
Professional issues MA or equivalent Working as interpreter
Interpreting MA or equivalent Working as interpreter
ES01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
All subjects University qualification No No
English University qualification No No in modern languages
Orientation on labour market University qualification No No in Law, Social Work or similar
ES02:
TEACHING SUBJECTS QUALIFICATI WORKING OTHER ON EXPERINCE REQUIREMENTS REQUIRED REQUIRED
Subjects related to linguistics, psychology, BA or PhD Working experience in interpreting, speaking languages the field they tech
ES03:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Translation and Interpreting Expertise in Catalan Sign Being Catalan Sign Language Interpreters
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Language Interpreter
Linguistics Linguistics Expertise in Catalan Sign Language
FI01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign language interpreting Sign language interpreter 3 years Teachers qualification
FI02:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED Sign language MA, peda gogical studies, BA in Finnish Sign Language Interpreting MA, pedagogical studies, BA in sign Interpreting experience language interpreting, Research studies MA, pedagogical studies Finnish MA, pedagogical studies
FR01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Theoretical PhD
Practice Master degree Professional interpreters
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IE:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Language acquisition, Minimum MA level qualification Minimum 3 years as a Language processing, sign in appropriate field for all professional interpreter (if linguistics, sociolinguistics, topics. Capacity for research teaching interpreting translation & interpreting demonstrated. Ideally a PhD courses). philosophy and practice, and research track record. placement modules, consecutive interpreting, liaison Interpreting and simultaneous interpreting
LT:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Lithuanian Sign Language MA degree ; fluent Lithuanian Sign Language user. Knowledge of sign language linguistics and teaching methods
Interpreting MA degree; fluent Lithuanian Sign Language user; experience in sign language interpreting
NO01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Theoretical subjects MA
Practical training BA (preferably MA, but Interpreting experience May lack formal competence, have real
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not always possible) competence
NO03:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
Sign language Sign language education and Experience in education competence in education and teaching Sign language Sign language education and interpreting competence, MA-degree
BA -thesis MA -degree
SI:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign to voice interpreting Interpreter, teacher
Voice to sign interpreting Interpreter, teacher
Social welfare Professional from the field The university degree and the professional exam of the field
SV:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Interpreting VET in interpreting Interpreter work Pedagogical experience skills/insight regarding the Deaf community
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Swedish University degree Teaching experience Pedagogical skills/insight regarding the Deaf community
Swedish Sign Language University degree/VET Teaching experience Fluent in sign language
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6.2 Requirements for Deaf trainers in the educational programme
In most of the training programmes there are Deaf trainers. This section presents an overview of the requirements Deaf trainers have to fulfil in order to be part of the training programme staff.
AT01 and AT02:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
Language No MA Linguistic and pedagogical skills
Interpreting No MA Pedagogical skills and experience en translation/interpreting
Culture No MA Pedagogical skills
AT03:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign language Sign language teacher Yes Native signer
Interpreting Sign language teacher Yes Experience in teaching in an interpreter training programme
Culture Sign language teacher Yes
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BE01:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING OTHER EXPERINCE REQUIREMENTS REQUIRED
Sign Language Native signer with a degree of None secondary school or higher degree
Voice to sign interpreting Native signer with a degree of None secondary school or higher degree
Non manual Native signer with a degree of None communication secondary school or higher degree
BE02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign Language None None
CS:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Czech Sign Language for Training certificate in teaching 3 years teaching or Native fluency in Czech Interpreters Czech Sign Language equivalent experience Sign Language, Deaf
Weekend workshops Work experience or University degree Modules 1 -5: Interpreting 3 years teaching or Training in evaluation equivalent of interpreters
DE01: depending on the position, not the subject
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DE02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Deaf studies, sign language University degree or Yes, but we have all equivalent started from scratch
Linguistics University degree, PhD or Teaching and research equivalent experience
DE03:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Research, linguistics University degree (PhD or Teaching experience, equivalent)) research experience
DE04:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Translation science, interpreting Works for the BA/MA from Autocue, linguistics, ethics study programme
EE:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign language, International Sign BA(minimum) Previous experience as sign language teacher Deaf community Previous experience as teacher
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ES01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign language, body language No Sign language teacher No (non-verbal communication)
ES02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Subjects related to sign They have to be experts Experience in the languages, artistic manifestations in their subject. No subject they teach and vocabulary in legal settings qualification required
ES03:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Catalan Sign Language Expertise in Catalan Sign Being a Catalan Sign Language teaching Language teacher
FI01:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Finnish Sign Language Will be recommended MA
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FI02:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Finnish Sign language, MA, pedagogical studies, BA in interpreting and translation Finnish Sign Language
IE:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
ISL, perspectives on Deafness, Min imum MA level qualification Experience as an Deaf education, Working with the in appropriate field for all ISL teacher (min 3 Deaf community, consecutive topics. Capacity for research years). demonstrated. Ideally a PhD interpreting, liaison interpreting, and research track record. simultaneous interpreting, Deaf people and the Media
LT:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Lithuanian Sign Language MA degree Sign language teaching experience
Interpreting MA degree Sign language teaching experience
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NO01:
TEACHING SUBJECTS QUALIFICATION WORKING EXPERINCE OTHER REQUIRED REQUIRED REQUIREMENTS
Theoretical subjects MA (though some with May lack formal competence, but BA do teach) have real competence in certain areas
Sign language MA/BA but highly May lack formal competence, but instruction variable have real competence in certain areas
NO03:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Sign language Sign language education Compete nce in teaching and competence in and instruction teaching
PL:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Deaf history
Deaf culture
Complementary Polish Sign Language courses
Technology of video recording
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SV:
TEACHING SUBJECTS QUALIFICATION WORKING OTHER REQUIRED EXPERINCE REQUIREMENTS REQUIRED
Swedish Sign Language Native signer/teaching Teaching experience Pedagogical skills. degree Fluent in sign language. Well familiarized with the Deaf community Interpreting for persons with VET Working experience as Pedagogical skills. Deafblindness an interpreter Insight into the Deafblind community
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7. Number of students
In this section the maximum number of students per classroom is presented.
Maximum number of students
0-15; 8; 31% Others; 8; 31%
20-25; 6; 23% 15-20; 4; 15%
Figure 6: Maximum number of students per classroom
0-15 students AT03, BE01, BE02, CS, DE02, DE03, DE04, E E
15 -20 students DE01, ES02 , ES03, IE 20 -25 students AT01, AT02, , ES01, NO01, NO02 , NO03 Other s DK, FI 01 ,FI02, FR 01 , FR02, SI, P L, SV
Others:
• DK : 47 students • FI01: 31 new students start each year, a few usually drop out. In sign language and some other practical classes the group is usually divided into two groups, 15 in each group • FI02: In the theoretical classes there is no limit. In practical rehearsing there are maximum 20 students
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• FR01: There is no maximum number of students • FR02: The maximum for practical lessons is 8 students • SI: There is not training programme this year • PL: 30 students • SV : There is not a maximum of student, it depends on the subject at hand, and whether it is practical or theoretical.
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8. Strongest points of the training programmes
The training programmes were asked about what they thought were the strongest points of their programmes, in order to bring together the best practices from across Europe. Below are presented their answers:
AT01 and AT02:
• Training interpreters for 12 different languages in one department.
AT03:
• Strong connection to the Deaf community • Many different Deaf teachers (dialects, styles...) • Many different experts from the field from Austria and other European countries • Small group of students (able to serve individual needs)
BE01:
• Staff committed and professional, with a lot of experience • The level of interpreting skills students achieve is an advanced level • Lot of practical learning • Many guest lecturers on different kind of expertise • More than 30 years of teaching experience
BE02:
• The level of interpreting skills • Stress management • A lot of practice • Many international guest teachers
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CS:
• Use of good research texts. • Use of teaching methods from the U.S.A. • Practical self-evaluations, using video and audio recordings • General ethical/professional discussions using Deaf lecturers as controlling perspectives • Use of real-world practicum hours under close supervision
DE01: • Integrated approach • Small group of students • Well-equipped sign language laboratory • Four year programme
DE02:
• Quite a large number of highly qualified Deaf teachers • Strong emphasis on practical training • Strong language and linguistics base • 20 years of teaching experience • Well-equipped language laboratory
DE03:
This training programme is just beginning and the next programme will start in summer 2012. We think, however, that this training programme strongest point will be the following:
• Specialisation on conference and legal interpreting • Opportunity to start research into sign language interpreting, as there is a high demand for researchers, who actually are interpreters themselves.
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DE04:
• Variety of possible language combinations, including all kind of sign languages, International Sign and written German. • The programme does not have a specific examination for "Deaf Interpreters". The state examination is qualifying hearing and Deaf Interpreters the same way, giving them exactly the same title. All interpreters deaf or hearing only differ in their language combinations .
DK:
• Good correlation between theory and practice • Well-developed concept about training for interpreting practices
EE:
• Curriculum is part of a large university, so all subjects of basic studies are taught by different departments. • Best specialists (both hearing and Deaf) teaching in our programme. • Getting additional finances from the European Social Fund (ESF) so we can train also supervisors at the interpreting centres and schools or make courses to the Deaf and hearing, how to teach sign language. • Students get also basic knowledge in psychology, economics, special pedagogics, social sciences and law
ES01: • It's specific for sign language interpreting • The design of the programme was carried out by the National SLI Association, National Deaf People's Association, Deafblind people's associations and the Ministry of Education • It's a standard course for a national qualification which has been implemented throughout the entire country and is available in many places
ES02:
• This is the only official MA programme in Spain • Allow sign language interpreters to specialise in two settings: educational and legal.
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• In order to join the MA in the interpreting programme students must have a university degree and an interpretation qualification (2000 hours vocational training)
ES03:
• We believe that our strongest point is that Catalan Sign Language Interpreting is at the same level as any other spoken language interpreting within the Faculty and the University.
FI01:
• Committed and professional staff • Interpreters identity and a strong need to pass on that identity to students • Ethics and professionalism • Newly established Diak Oppi provides the lecturers with an opportunity to update their interpreter skills and the students an opportunity to practice in real-life situations with a supervisor – • Strong knowledge of technical tools needed in interpreters work (mobile and remote interpreting…)
FI02: • Committed professional staff • Full time BA good mix of theory and practise • Presence of qualified Deaf trainers • Strong presence of ethics, • Collaboration with the field
IE:
• Research led curriculum. • Engagement with the Deaf community nationally and internationally. • Erasmus links. • Cross-national research project work that feeds directly into teaching and learning.
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NO01: • An integrated approach that combines practical training with applied theoretical reflection. • Collaboration between Deaf and hearing teaching staff • Training under the guidance of professional interpreters
NO02:
• It's a full BA and a good mix of theory and practice.
NO03:
• Close relationship to the Deaf community in Bergen
PL:
• The presence of Deaf trainers • Comprehensive coverage of Polish Sign Language grammar (theoretical and practical). • Complementary courses of Polish Sign Language. • Interpreting services available for students. • Mock interpreting sessions with invited guests. • Final exams • A good deal of attention devoted to interpreter ethics
SI:
• Well-chosen subjects • Professional trainers • Small group of students • A lot of individual work
SV:
• Approximately half of the staff members are Deaf or Deafblind, including the administrative staff, everyone uses sign language, including the hearing staff members. We
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strive to use sign language all of the time and use sign language if suitable when communicating with the students .
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9. Training programme possible improvements
The training programmes were asked, in order to design a curriculum based on best practices, which were the points that could be improved of their training programmes. Below are presented their answers:
AT01 and AT02:
• More internships • Entrance examination
AT03:
• Training of teachers (Deaf and hearing) need for quality teaching material
BE01:
• Working together with other training institutes is a lack in this training programme, but this situation is changing now.
BE02:
• Increasing the level of sign language skills in order to match with the demand of the Deaf community – • Improving the interpreting skills into spoken language
CS: • More classroom hours. • More practicum hours. • Possibly additional mentor-ship after completion of the programme • Use of a video library where students are required to watch and practice video-simulated interpreting assignments. • The main concern in Czech Republic is how the students can afford to pay for the programme. Because there isn't a university that has such a programme, although we have accreditation, the state does not pay for the student to attend our program. Therefore
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the student is hard-pressed to attend. Which makes it difficult to show any university that there is a demand, so they will take the programme under their "wing".
DE01: • More didactic material • E-learning greater variety • More variety of lecturers from Germany and from abroad • Deaf lecturers • More research options
DE02:
• We share seminars in Deaf Studies, Sign language and linguistics with another study programme, the BA in Sign Language. Therefore we sometimes wish for these seminars to be more tailor-made for interpreters, who want to become interpreters and not linguists or sociologists. We are working on trying to improve this point
DE03:
• This programme is just starting. For sure in some years we will detect several areas in which improvement is needed.
DE04:
• We are currently evaluating the first programme and will be starting the second one in 2012. We have gained a lot of experience from the interpreting classes and found that Deaf participants know much more about interpreting than hearing students. Some of the seminars have to take that into consideration. We have also found out that sometimes Deaf Interpreters have interpreting strategies different from that of hearing interpreters. We had expected that and were happy to see this, and will for the programme pay more attention to this beforehand.
EE: • Most of the speciality lecturers work on basis of a contract. We need more qualified Deaf trainers and methodical materials. • 4 year curriculum
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ES01:
• Training and specialization of the trainers. • Better communication and exchange of materials between different centres where the course is offered. • The course needs to be longer • Sign language instruction is only offered in the first year .
ES02:
• It should be a longer programme. 60 ECTS in one year is quite dense
ES03:
• We have to wait until the first group of students finish the degree.
FI01:
• This autumn we just started a totally new curriculum with an integrated approach (topics are inside the same course, for instance Finnish, Finnish SL and interpreting under the same course). At the moment we are really still in the planning process of the final academic years.
FI02: • Urgent need for essential literature and materials, need for stronger prioritisation inside curriculum, lack of places for practise, • More interpreting into spoken language
IE:
• We are now in year 3 of our 4 year Bachelor in Deaf Studies. We need to wait until we have rolled out a full round of the programme before we can fully assess this.
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NO01: • Three years is a short period of time to learn sign language and interpreting. Because of our demographics (small population spread over a fairly large area), we educate interpreters for Deafblind and deafened individuals as well as for the Deaf population.
NO02: • Our curriculum has too many subjects. When we enrol we know nothing, and after three years we are supposed to interpret between Norwegian and SLI, interpret tactile for the Deafblind, guide the Deafblind, interpret in Norwegian with signs and type from spoken language to written language. Most of us are good at one or two subjects.
NO03: • More hours for practical training, we would like to have a 4 years education instead of 3.
PL:
• Our programme is divided into two threads: for PJM teachers and interpreters. It would be much more beneficial for interpreters to have the three semesters to focus only on the matters of interpreting. • There is a great need of practice in the workplace. • It would be great to have subjects devoted especially to team interpreting, Deaf interpreting, interpreting in international settings etc. • Within the programme there is a strong need for interpreting a third language. • It would do better to the quality of the programme to have stricter entry criteria. • Our programme is too short (1,5 years)
SI:
• More hours in every area • Prepare literature for the programme
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10. Conclusions
In total 27 training programmes fully completed the survey. The programmes differ greatly, but in this section a few main conclusions are given.
• There is a variety of educational levels between the training programmes ranging from higher VET to a MA.
• There is a big difference between the ECTS/hours of each programme, from 100 hours to 240 ECTS. Keeping in mind that 1 ECTS is equivalent to 25-30 studying hours
• Almost all the programmes have both theoretical classes and training in a work place . The number of hours/ECTS for each part varies greatly depending on the programme.
• 97% of the programmes ask for some qualifications to the students in order to enter the programme.
• Almost 70% of the training programmes do not require any sign language level to enter the programme.
• Only some MA University programmes and a training programme for Deaf interpreters do not have in their curriculum any subject dedicated to learn sign language and expressive skills. The rest of the programmes usually have more than one subject which aim is to learn the national sign language.
• Most of the programmes do not have separate subjects or modules for spoken to sign and sign to spoken language. Just a few programmes have a specific subject for teaching sign to spoken language interpreting skills , and some others have a subject focused on voice and speech control .
• Most of the programmes have several subjects for training interpreting skills. There is a difference between the criteria each programme follows to define the
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different interpreting subjects. One point of view used by some programmes is the type of consumer you interpret for (“regular” interpreting, deafened person, Deafblind person…) Some others organise the interpreting subjects depending on how the interpretation is performed (consecutive/simultaneous).
• A few programmes include specific subjects to teach how to translate from written text to sign language .
• Most of the programmes have specific subjects to study in depth specific settings , such as educational, legal, conference interpreting, interpreting for Deafblind persons, video relay interpreting.
• Almost all the training programmes have in their curricula subjects focused on Deaf culture . The difference between the programmes is the point of view used for the approach: sociological, cultural, psychological, educational, folklore, legislative, specific national Deaf group (Estonian Deaf, Polish Deaf…)
• Most of the programmes include International Sign in their curricula, and just a few have a specific subject for team interpreting.
• Professional ethics is another subject that is present in most of the training programmes.
• Some programmes have introduced ergonomics, disease prevention and other subjects related to the interpreter´s health.
• Just a few training programmes have courses focused on technology applied to interpretative situations and the labour market .
• Linguistics is present in the majority of the programmes. The difference can be found in the approach: sign language linguistics, comparative linguistics, general linguistics, psycholinguistics
• Some programmes also offer foreign spoken languages other than English.
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• Research and thesis are required in some of the programmes.
• The vast majority of the training programmes include training in a work place , supervised by an experienced interpreter.
• The trainers are Deaf and hearing, most of them on a part time basis . Some programmes have a lot of guest teachers.
• Most of the hearing trainers are required to have a university degree to be part of the training staff.
• Deaf trainer s, in some cases are required to have a university degree and in some other cases are asked to have experience as sign language teachers, but then no qualification is required.
• The number of students per classroom is highly variable.
• Each programme indicates different strong points and possible improvements , but one of the most mentioned possible improvements is to make the training programme longer
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Appendix 1: Training programmes codes
AT 01 Karl -Franzens -Universität Graz, Institut für Theoretische und Angewandte Translationswissenschaft (ITAT), BA Transcultural Communication, ( BA Transkulturelle Kommunikation ), Graz, Austria.
AT 02 Karl -Franzens -Universität Graz, Institut für Theoretische und Angewandte Translationswissenschaft (ITAT , MA Interpreting (MA Dolmetschen ), Graz, Austria.
AT03 GESDO, Specialist training in sign language interpreting (Fachausbildung Gebärdensprachdolmetschen ), Linz, Austria.
BE01 VSPW Ghent , Flemish Sign Language interpreter graduate (Graduaat Tolk Vlaamse Gebarentaal ), Ghent, Belgium.
BE02 CVO Crescendo , Flemish Sign Language interpreter graduate (Graduaat Tolk Vlaamse Gebarentaal), Mechelen, Belgium.
CS Deaf Institute for Specialized Education , Comprehensive Education System for Czech Sign Language Interpreters (Komplexní vzdělávací systému pro tlumočníky českého znakového jazyka ) Prague, Czech Republic.
DK Professionshøjskolen UCC , The pilot course in sign language interpreting (Forsøgsuddannelse til tegnsprogstolk ), Copenhagen, Denmark.
EE University of Tartu., Estonian Sign Language Interpreter (Eesti Viipekeele Tõlk ), Tallinn, Estonia.
ES01 Ministry of Education, Advanced vocational training for sign language interpreting (Ciclo formativo de grado superior en interpretación de lengua de signos ), several cities in Spain
ES02 Valladolid University, Master in sign languages teaching and interpreting (Master oficial en docencia e interpretación de lenguas de señas ), Valladolid
ES03 Pompeu Fabra University, Bachelor's degree in Translation and Interpretation (Grado en Traducción e Interpretación ), Barcelona, Spain
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FR Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation French/French Sign Language, French Sign Language/French (Master d'interprétation Français/LSF, LSF/Français ), Paris
DE01 Westsächsische Hochschule Zwickau, University of Applied Sciences, University Degree in Sign Language Interpreting-Diplom (Diplomstudiengang Gebärdensprachdolmetschen ), Zwickau, Germany.
DE02 Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, BA Sign Language Interpreting (BA Gebärdensprachdolmetschen) , Hamburg, Germany.
DE03 Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, MA Sign Language Interpreting (MA Gebärdensprachdolmetschen ), Hamburg, Germany.
DE04 Hamburg University, Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser, Academic Education for Deaf Sign Language Interpreters (akademische Weiterbildung für taube Gebärdensprachdolmetscher ), Hamburg, Germany.
IE Trinity College Dublin, Centre for Deaf Studies, Bachelor in Deaf Studies, Dublin, Ireland
FI01 Diaconia University of Applied Sciences, Degree programme of sign Language Interpretation (Viittomakielentulkin koulutusohjelma ), Turku, Finland.
FI02 HUMAK University of Applied Sciences, Degree programme of sign language interpreting (Viittomakielentulkki AMK ), Kuopio and Helsinki, Finland.
FR01 Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation French/French Sign Language, French Sign Language/French (Master d'interprétation Français/LSF, LSF/Français ), Paris, France.
FR02 University Paris 8, Professional Master in sign language interpretation (Master professionnel interprétariat en langue des signes ), Paris, France.
LT Vilniaus kolegija/University of Applied Sciences, Sign language (Gest ų kalba), Vilnius, Lithuania.
NO01 Sør -Trøndelag University College, Tegnspråk - og tolkeutdanningen, Bachelor Sign Language and Interpreting (Bachelor i tegnspråk og tolking ), Trondheim, Norway.
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NO02 Oslo & Akershus University College , Bachelor's degree in sign language and interpreting (Bachelor i tegnspråk og tolking ), Oslo
NO03 Bergen University College., Bachelor in sign language and sign language interpreting (Bachelor i tegnspråk og tolking ),Bergen, Norway.
PL University of Warsaw, Faculty of Polish Studies, Polish Sign Language postgraduate studies, (Polska studia podyplomowe język migowy), Warsaw, Poland.
SI Association of Slovene Sign language interpreters ,The preparing programme for sign language interpreter on national professional qualification (Pripravljalni program za pridobitev poklica tolmač slovenskega znakovnega jezika) , Ljubljana, Slovenia.
SV Södertörns folkhögskola - Gamla stan, Swedish Sign Language interpre ter and interpreter for persons with Deafblindness (Teckenspråks och dövblindtolkutbildning vid Södertörns folkhögskola Gamla stan) , Stockholm, Sweden .
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Appendix 2: Sign language interpreters training programmes survey
1. INTRODUCTION
The main objective of this survey is to update and bring together information about the different training programmes for sign language interpreters in Europe. One of the most important aims for efsli is to build up a standard curriculum for sign language interpreters in Europe. In order to achieve this objective, we would like to know in detail the content of the training programmes and collect all the best practices prior to our working seminar on 14 th and 15 th November.
For any information or questions on the survey, please contact Lourdes Calle, efsli project coordinator: [email protected]
2. THE TRAINING PROGRAMME:
1. What is the official name of your training programme? 2. In what country is your training programme located? 3. Please fill out your name and your email address so we can contact you if something is unclear. Your name and email address will be kept confidential and used for this purpose only.
3. TRAINING PROGRAMME: OFFICIAL DEGREE
1. Name of the programme /official degree you finish with: 2. This qualification, which educational level corresponds with? a. VET b. Bachelor degree (BA) - college c. Master degree (MA) - college d. Bachelor degree (BA) – university e. Master degree (MA) - university f. Other (specify):
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3. Training programme length:
ECTS (or equivalence in hours) Theoretical classes Training in work places
4. STUDENTS REQUIREMENTS
1. Which are the qualifications students need to access this programme? Tick all that apply a. None b. To pass an entry exam c. To pass an interview prior to the start of the programme d. Secondary education diploma e. Bachelor degree f. Other (specify):
2. Which sign language level is required l to access your interpreter training programme? (Click here to see the table of European language levels: http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en ) a. No level b. Basic level (equivalent to Europass A1-A2) c. Medium level (equivalent to Europass B1-B2) d. Advanced level (equivalent to C1-C2) e. Interpreter with professional experience f. Other (specify):
4. SUBJECTS
Please fill out the following tables with all the different subjects which are present in your training programme. Note that we have divided the subjects in 7 different categories. If you think that one or
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some of the subjects in your programme does not fit in any of these categories, please include them in the 8th category “Other subjects”.
1. Sign language and expressive skills For example: Body shifts, mastering signing space, sign language grammar, vocabulary... Subjects In which semester Aims and contents ECTS or hours equivalence
2. Voice to sign interpreting
Subjects In which semester Aims and contents ECTS or hours equivalence
3. Sign to voice interpreting
Subjects In which semester Aims and contents ECTS or hours equivalence
4. Areas of specialty interpreting For example: deafblind people, mental health, legal...
Subjects In which semester Aims and contents ECTS or hours equivalence
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5. Deaf community and Deaf culture For example: Deafness, Deaf and Deafblind people from a socio-cultural point of view, History of the Deaf community, technical aids...
Subjects In which semester Aims and contents ECTS or hours equivalence
6. International settings For example: International sign, English, team work with deaf interpreters...
Subjects In which semester Aims and contents ECTS or hours equivalence
7. Professional issues For example: history of interpreting, ethics, code of conduct and professional regulations, new technologies, professional diseases and prevention, interpreter associations...
Subjects In which semester Aims and contents ECTS or hours equivalence
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8. Other subjects
Subjects In which semester Aims and contents ECTS or hours equivalence
5. TRAINING IN THE WORK PLACE / INTERNSHIP / PRACTICAL PLACEMENT
Only fill it if applies
Institutions where it can Aims Short description ECTS or hours equivalence take place
6. TRAINERS
1. How many staff members are employed within the programme?
2. Staff classification: please fill out the table indicating the number of staff members attending the following features:
STAFF Hearing Deaf
Part time
Full time
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3. Hearing trainers in the educational programme. Requirements: Teaching Subjects Qualification required Working experience required Other requirements
4. Are there deaf trainers? If the answer is “Yes”, go to question 5. If not, go to section 7 “Number of students” 5. Deaf trainers Teaching Subjects Qualification required Working experience required Other requirements
7. NUMBER OF STUDENTS
1. How many students are currently enrolled in all levels of the programme? 2. What is maximum number of students in each classroom? a. Up to 15 b.15-20 c.15-20 d.20-25 e. Other (specify): f. There is not a maximum number of students
8. BEST PRACTICES
1. In order to bring together all the best practices around Europe, thinking of a future standard curriculum for all the European countries, what do you think are the strongest points of your training programme?
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9. TRAINING PROGRAMME POSSIBLE IMPROVEMENTS
1. In order to design a curriculum based on best practices we would like to ask you which are the main points that can be improved in your training programme.
Thank you very much for your collaboration. The results of this survey will be presented in the efsli working seminar on 14 th and 15th November in the Netherlands. In addition, the results will be sent to all the participants of the seminar and those who filled out the survey.
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Appendix 3: Utrecht working seminar. Outcomes from the workshops. Best practices in teaching sign language interpreting
In November 2011, in Utrecht (The Netherlands) took place the first working seminar “Towards a standard curriculum”. During two days 75 participants, most of them sign language interpreter´ trainers, discussed in workshops with groups of 20-25 people about the best practices in teaching sign language interpreting, divided by areas.
The seminar was opened with a presentation by Anne Potters, from the European Life Long Learning CINOP agency in the Netherlands, who presented on European actions which programmes can undertake. She explained that the EU in relation to education is now focused on two main aspects the ET 2020 and the Youth on the Move programme, which look at new skills for new jobs. In addition, she explained the Vocational Educational Training (VET) EU programmes which are dedicated to professions.
Potters advised the participants of the seminar to focus on learning outcomes at the end of a training of sign language interpreters. Learning outcomes are statements of what a learner knows, understands and is able to do after the completion of the training. These outcomes are divided in knowledge, skills (cognitive & practical) and competence (the way knowledge & skills are used). She continued to explain the European Quality Framework (EQF) in which there are eight levels of learning outcomes and in which the different competence levels can be distinguished.
Following the keynote speaker the participants were involved in four rounds of interactive workshops. The workshops covered the main subjects mentioned in the curricula. Best practices and needs for the specific subjects were discussed. The results of these findings were then presented at the closing of the seminar. Following you can read the main outcomes of those workshops.
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Sign to spoken language interpretation
The discussion in this workshop focused on several points. Regarding the reception of sign language, it was said that first of all students must fully understand what is being signed, in order to interpret it. That is why it is important to meet a variety of Deaf people, not just the teachers. In addition, there is a need to work with appropriate levels of texts. Regarding production , the discussion touched several topics (text analysis, register analysis, variation – regional, identity and language use, diction). On the issue of processing there were some suggestions: consider models like Daniel Gile’s Effort Models of Interpreting, making discourse mapping tasks, interactive discourse analysis, understanding turn-taking processes and the importance of confidence .
Summarizing, the best practices brought together in this workshop are the following: • Make learning outcomes explicit to students • “Can do” statements for interpreters (akin to Common European Framework of Reference for Languages ‘can do’ statements) • Check levels of student´s confidence before starting a task and work on improving students' confidence • Practice summary work and paraphrasing before start interpreting • Use of language laboratories • Work on spoken language development (often considered as a given) • Work with written texts with different registers. • Bring in guest presenters, different Deaf people, in order to make the students get used to different ways of signing. • Get students to present in class as presenters. This presentation is translated or interpreted. After this exercise the students give feedback to each other honestly. This way the students improve their communication skills. • Get students to do a task in a sign language, then a few days later get them to talk about the same task in spoken language . The aim of this is to get diminish the anxiety of the memory not being good enough.
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Trainers also must be familiar with current research in the field so they can apply this in the classroom. In addition, alignment in teaching is needed between sign language teachers and sign language interpreting teachers.
Question to consider: what research models are framing our idea of what good interpreting is?
Spoken to sign language interpreting
The main point: interpreting is not, or not in the first place, about the languages involved, it is about the meaningful coherence.
• Important to teach consecutive interpreting, even though this is not what the norm is in sign language interpreting. • There are some examples of good practices teaching translating, which is like interpreting but without the time constraint: take a text, summarize it on one slide (with a week time), comment on how you did this, on the choices you made. • Conference interpreting: use one sentence to summarize the first five or six sentences that students have heard, and then produce a second sentence, summarizing the next 5 to 6 sentences. Only after that, start to include more information. When students feel they lose coherence they should return to summarizing. • Start with translation, after that consecutive interpreting, after that simultaneous interpreting of small chunks, after that simultaneous interpreting of longer stretches of text. Go back when students struggle. • Teaching note taking: included in many training programmes, but not writing down words but rather using symbols and pictures. Aims: o To give students confidence that they do not only have to rely on memory o Visualize the structure/coherence of a discourse/text
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o Use the paper as a representation for the signing space • Monitoring one’s own signed production. Take into account different levels of monitoring: overall process monitoring, pre-production and post-production. • Judging a student’s production ; hearing students/teachers often do not only see the signed production but also hear the spoken source text. This may impact on their judgment. Advice for hearing teachers: make sure you cannot hear the source text. Example for an exercise: students videotape their own signed production, watch it again after approximately 10 days (without hearing the source text), and see if they (still) fully understand.
Deaf people and Deaf culture
• Deaf culture and sign language are related, they cannot be separated. Sign language must be taught from a cultural perspective • In teaching Deaf culture, different perspectives from different users must be presented • Just as there is no single "hearing culture" nor is there a single "Deaf culture" . There are different Deaf identities which must taught to the students • Deaf culture should be taught from a sociological point of view, using the sociolinguistic approach • In order to learn what Deaf culture means students should spend time in Deaf settings. A good practice is an immersion week in a Deaf setting. • Material should be developed according to the country and their Deaf culture. Each country does have differences in their Deaf culture • Use the notion of ‘Deaf gain’ • Deaf culture must be made more explicit in teaching and applied to most the modules and subjects
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International settings Firstly, in this workshop the scope of (inter) national settings was defined: International Sign, national sign languages, migrant languages and spoken languages. Depending on the situation there are diverse methods of improving the skills for interpreting in international settings:
• Institutional solutions. For example, bi-/multilingual countries with more than one spoken/signed language (Malta/Switzerland etc.) or universities where sign language is one among other languages to be chosen as working languages for interpreting (e.g. Graz/UK) • Individual solutions: exchange programmes (e.g. Erasmus) or individual internships (interpreting practice) • There are different constellations that have to be taken into account in order to include them into the training programmes: o Hearing-> hearing interpreters o Deaf-> hearing interpreters o Hearing-> Deaf interpreters o Deaf->Deaf interpreters • The skills that must be developed for interpreting at international settings are: o Interpreting skills o Intercultural skills o Interpersonal kills • Levels (depending on situation in country) o Undergraduate: cooperation/interpreting o Undergraduate: functional English o Graduate: International Sign
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Training Deaf interpreters
Shared notions:
• Why do we need Deaf interpreters?: regardless of Deaf or hearing we should strive for the best interpreting services. Deaf interpreters tend to have the full language and culture and therefore can often provide excellent services. • A Deaf interpreter works: o As a translator (sign language to written forms and vice versa) o As an interpreter (between two sign languages and/ or International Sign) o Intermediary with use of minimal language skills • Deaf persons must be trained as interpreters, not anyone who is a sign language user and Deaf is also an interpreter • Arguments need to be collected to convince the general public and stakeholders of why Deaf interpreters are needed
Recommendations:
• Define: what is a Deaf interpreter o Design a professional profile • Define the learning outcomes of the Deaf interpreter in training • To start the use and training of Deaf interpreters one must start where there are the least objections. Sometimes this can be within the government or other times within associations or training programmes. • Organise a working seminar for Deaf interpreters to advise efsli on how the development of this profession must move forward and to find the answers to the questions above.
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Sign Language
• Create a rich sign language environment, e.g. by teaching other subjects also in sign language and in spoken language (eventually with the assistance of a SLI and then gradually the support of the sign language interpreter decreases), so that exams can be taken in sign language in fourth year • Before entering the programme, organise a summer course/immersion week to get students to level A1. Try and install the visual language elements first • Do immersion weeks during the terms. In this way students get rid of their fear and it increases the team spirit. • Start with iconic/visual signs and International Signs during three to four months. Afterwards start with the national sign language. • Create a sign language didactics framework for Europe
Professional issues
• Training the students in such a way that they understand that each situation is different and they cannot apply the same approach to an identical situation • Teach the students decision making: o Decision making as a tool o Decision making on language and interpersonal aspects o Decision making is teachable o Decision making = having choices. The students must learn that there are different choices possible in each situation. • Students must be encouraged individually • Reflection on the role of the interpreter: o Through case studies of interpreting situations o On power dynamics: minority versus majority
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• Code of ethics: o Can be an obstacle for the student and the practicing interpreter. o Students must learn how to deal with the code in a flexible way. o Maybe an alternative to the code can be found, since it is often experienced as more limiting. o Should be used more as a guideline o Deaf (and hearing) consumers could also have a different understanding of the content of the code than the interpreter. The consumers must be informed.
Recommendations:
• The use of research as a source for training should be used more. More research is needed on professional issues. We must continue to combine research & practice • Open discussion with Deaf consumers on professional issues, such as the interpretation of the code and interpreted situation as cases, is needed in order to increase understanding of the limitations of the code and the role of the interpreter. • Deaf and hearing consumers must be trained and informed on how to work with an interpreter. • A definition must be agreed upon on what is ‘right’ and what is not right (in relation to the regional or national culture). • Students' own culture, which is quite unconscious, needs to become more conscious • Collect best practices on how to teach students decision making and professional ethics.
Training of Deaf and hearing trainers
Generally there is very little training for sign language interpreters´ trainers, and most training occurs informally or on the job. Trainers should be trained in pedagogy, which includes:
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• Curriculum design
• Teaching methodology and practice
• Assessment, evaluation, giving feedback
• Learning outcomes (can also be used to define what knowledge, skills and competences)
Trainers should also receive specific training related to the field of sign language interpreting:
• Theory and interpreting models
• Linguistic theory to inform practice
• Team work between Deaf/hearing colleagues
• There is a need to ensure that Deaf trainers have access to training and certification or
recognition of their professional skills
• Several innovative uses of technology allow Deaf trainers to work in contexts from which otherwise they would not have access to (subtitled audio visual texts as source in speech)
Areas of specialist interpreting
Most basic training courses offer a sampling of different interpreting areas to familiarise students with the variety of contexts that they might work in when qualified, but this is far from specialist training. An important distinction to make is between specialist interpreting and techniques used with specific populations. The second category includes interpreting/guiding for Deafblind people, sign-supported speech, text transcription, note taking and so on. Many of these techniques are included in basic sign language interpreter training.
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Specialising in a specific area involves having knowledge and skills related to that specific field and knowing how to apply them in interpreting practice. This means having strategies which may be technical or professional in nature. Technical strategies involve overcoming specific linguistic and lexical problems (this is especially relevant for sign languages, which often do not have a developed lexicon for certain specific technical fields), whereas professional strategies area about adapting behaviour and practice to the specific context
A specialist training successfully implemented should have a combination of different types of learning:
• Classroom (theory and content)
• Work placement
• On the job learning
In the second and third contexts, mentoring by an experienced, specialised sign language interpreter can play a fundamental role in ensuring that the trainee's learning experience is successful. Once more, the definition of Learning Outcomes would help to guarantee training (and therefore professional) standards in specialist areas .
One of the best practices is a collaborative professional training: sign language interpreters and another professional group. In this specific case trainee interpreters team up with trainee nurses. The nurses are learning about how to deal with Deaf patients, and sign language interpreters learn the technical knowledge involved in that professional area.
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