Course Descriptions and Prerequisites
Introduction
to Linguistics: ASL and English
Discourse Analysis
Introduction to Multicultural
Interpreting Issues
Demand-Control Schema: Applied Practice and Supervision for Interpreting Educators
and Mentors
Introduction to Linguistics: ASL and English
Course Description:
This undergraduate level course focuses
on the linguistic structure of the two languages used by ASL/English interpreters.
Topics include syntax, morphology, phonology, sociolinguistic variation,
and discourse styles. Emphasis is placed on the meta-linguistic needs of
interpreters and interpreting as they work between the two languages.
Prerequisite:
Conversational skills in ASL and written skills in English.
Sample Syllabus:
Please click here to see a sample syllabus for this course.
Credits:
4 credits
Length of Course:
one quarter
Discourse Analysis
Course Description:
This undergraduate
level course provides an introduction to discourse analysis, focusing on ASL
and English discourse.
Prerequisite:
Conversational skills in ASL and written skills in English.
Introduction to Multicultural Interpreting Issues
Course Description:
This undergraduate/graduate level course provides
an opportunity for participants to acquire skills to design, develop, and
incorporate techniques for teaching American Sign Language and Interpreting
by integrating principles from the National Multicultural Interpreter Project
curriculum. The focus of this course is to increase awareness in addressing
the needs for working with culturally and linguistically diverse deaf and
hard of hearing consumers by using a learner-centered approach. Course modules
will be based on having access to a variety of community settings and a web-based
conferencing component.
Prerequisite:
Conversational skills
in ASL and written skills in English.
Demand-Control
Schema:
Applied Practice and Supervision for Interpreting Educators and
Mentors
Course Description:
This undergraduate level course provides
a "train
the trainer" opportunity for teachers and mentors
to learn and practice the D-C schema for interpreting work. Participants will
practice 'situational analysis" for both the correct use of the schema and
for the teaching opportunities and methods that emerge from their work. Participants
will also use the on-line class meetings for supervision discussions and guidance
around their opportunity to teach, mentor, or develop curriculum using the
D-C schema. D-C schema can be applied in a course, mentoring a novice interpreter
through D-C schema/observation-supervision approach, or an idea for developing
a D-C schema-based curricular activity.
Prerequisites:
Prior D-C introductory
training (e.g. TIEM Mentorship I course; 6-8 hour D-C workshop) and an opportunity
to teach, mentor, or develop curriculum using the D-C schema. This can be
teaching D-C schema in a course, mentoring a novice interpreter through D-C
schema/observation-supervision approach, or an idea for developing a D-C
schema-based curricular activity.
Credits:
4 credits
Length of Course:
one quarter