SIGN LANGUAGE INTERPRETER TRAINING PROGRAMMESefsli.org/efsliblu/wp-content/uploads/2011/03/R... ·...

DRAFT - efsli updated report 2012 - Sign Language Interpreters Training Programmes

1

SIGN LANGUAGE INTERPRETER

TRAINING PROGRAMMES

Draft

Updated March 2012

R1103 - version 3


2

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


3

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 interpreting1

• 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.


4

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


5

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)


6

• 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)


7

• 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)


Kommunikation Gehörloser, MA Sign language interpreting (MA

Gebärdensprachdolmetschen), Hamburg .(DE03)


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)


8

• Lithuania:

o Vilniaus kolegija/University of Applied Sciences, Sign language (Gestų 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)


9

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):

Figure 1: Educational level in relation to the qualification

Higher VET; 5;

18%

Bachelor

degree college;

8; 30%

Bachelor

degree

university; 4;

15%

Master degree

university; 5;

18%

Other; 5; 19%

Educational level training

programmes


10

Higher VET BE01, CS, EE, ES01, SV*

Bachelor degree college DK**, ES03, FI02, LT, NO01, NO02, NO03, SI

Bachelor degree university AT01,FI01, DE02, IE

Master degree university AT02, FR01, FR02, DE03, ES02

Others AT03, BE02, DE01, DE04,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.


11

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

PROGRAMME

THEORETICAL CLASSES

TRAINING IN A WORKING

PLACE

AT01 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 approx. 500 of self-study

60 hours

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


12

FI01 ** 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.


13

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.

Figure 2: Training programmes ECTS: theoretical and practical

Figure 3: Training programmes hours: theoretical and practical

0

50

100

150

200

250

AT

01

AT

02

DE

01

DE

02

DE

03

DK

EE

ES

02

ES

03

FI0

2

IE LT

NO

02

NO

03

Practical

Theoretical

0

1000

2000

3000

4000

5000

6000

7000

BE01 BE01 CS DE04 ES01 FR01 PL SI SV

Practical

Theoretical


14

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.


15

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:

Figure 4: Students’ requirements to enter the training programme

None DE02

Secondary educational diploma AT01, AT02, AT03,BE01, BE02, CS, DK, EE, ES01 FI01,FI02, LT,

NO01, NO02, NO03

To pass an entry exam AT03,BE01, DE01, EE, ES03, FI01,FI02, FR02, SI, SV

To pass a prior interview AT03, FR02

Bachelor degree DE03, EE, ES02

Other DE04, FR01, IE, PL

None; 1; 3%To pass an

entry exam; 10;

27%

To pass an

interview; 2; 5%Secondary

education

diploma; 15;

41%

Bachelor

degree ; 4; 11%

Others; 5; 13%

Students' entree requirements


16

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:

Figure 5: Sign language level required to enter the training programme

No level; 17;

68%Basic level; 2;

8%

Medium level;

3; 12%

Advanced level;

3; 12%

Sign language level required


17

No level AT01, AT02, AT03, BE01, BE02, DK, DE02, EE, ES01, FI01, 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, FR01, 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.


18

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.


19

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 lexical structures

12 ECTS

Textual competence1+

Deepening 1

3rd Further development of text production and grammar skills, improvement of lexical and idiomatic range, adequacy of expression, enhancement of intercultural skills

9 ECTS

Textual competence

2+ Deepening 2

4th Further development of text production and grammar skills, improvement of lexical and idiomatic range, adequacy of expression, enhancement of intercultural skills

9 ECTS

Translational

basic competence(1+2)

5th and 6th Students will be introduced to a variety text and discourse analytical approaches and produce texts for different audiences, purposes and text genres

9 ECTS+ 9ECTS

AT03:


Austrian Sign

Language

1st-5th All aspects of sign language: conversation skills, vocabulary, constructed action,

33 ECTS


20

Sign language

linguistics

1st-3rd Structure and grammar of sign language 9 ECTS

Video laboratory 1st-3rd Creating and analysing sign language videos 9 ECTS

Non-verbal

communication

1st Visual skills, body language, non-verbal and non-manual communication

3 ECTS

BE01:


Flemish Sign

Language 1

1st Basic level of vocabulary. Sign language grammar - Production of Flemish Sign Language. Reading and writing Flemish Sign Language with sign writing and ELAN.

120 hours

Flemish Sign

Language2

2nd Basic level of vocabulary. Sign language grammar - Production of Flemish Sign Language. Reading and writing Flemish Sign Language with sign writing and ELAN.

120 hours

Non-verbal

Communication

2nd Non manual communication, expression, body posture, visual skills.

40 hours

Flemish Sign

Language 3

3rd Regular level of vocabulary. Sign language grammar. Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN.

120 hours

Flemish Sign

Language 4

4th Regular level of vocabulary. Sign language grammar. Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN.

120 hours

Flemish Sign

Language 5

5th Nearly fluently level of Vocabulary - Sign Language Grammar. Production of Flemish Sign Language. Reading and writing Flemish Sign Language with Sign Writing and ELAN.

120 hours

BE02:


Flemish Sign

Language 1

1st Vocabulary, grammar, sign writing, ELAN. 120 hours

Flemish Sign

Language2

2nd Vocabulary, grammar, sign writing, ELAN. 120 hours

Non-verbal

communication

2nd Non manual communication, expression, body posture, visual skills.

40 hours


21

Flemish Sign

Language 3

3rd Vocabulary, grammar, body shifts. 120 hours

Flemish Sign

Language 4

4th Vocabulary, grammar, mastering signing space 120 hours

Flemish Sign

Language 5

5th Vocabulary, grammar, body shift, consecutive interpreting, sight interpreting

120 hours

CS:


Interpreting 1st Non-verbal communication, interpreting

process/service models, ethics/demand-control,

Deaf history, culture and the dynamics of majority

and minorities cultures.

30 hours

Czech Sign Language

for Interpreters

Each, or all The course focuses on improving current and 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.

72 hours

DE01:


German Sign

Language

(DGS)

1st Distinguish between different modes of expressions of the body (pantomime, gestures, sign language), understand their 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.

10 ECTS

German Sign

Language

(DGS)

2nd Be able to understand common expressions pertaining to areas of immediate importance. Be able to communicate in known 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.

14 ECTS

German Sign

Language

3rd Be able to completely understand known subjects in the regional dialect of DGS. Be able to use strategies for assuring

10 ECTS


22

(DGS) comprehension for unknown subjects or dialects. Be able to report on experiences, ideas, events and elaborate and explain plans and opinions.

German Sign

Language

(DGS)

4th Be able to understand main contents of complex signed texts (concrete/abstract topics). Be able to spontaneously 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.

14 ECTS

German Sign

Language

(DGS)

5th Be able to discuss topics from various fields adequately regarding content and form.

6 ECTS

German Sign

Language

(DGS)

6th Be able to understand specialized texts in DGS and paraphrase them for a different target audience. Be able to give presentations in German and DGS, using the respective linguistic and rhetorical means and technology.

6 ECTS

German Sign

Language

(DGS)

7th Be able to produce and understand even slight nuances in signed texts. Be able to identify and produce various registers of sign language (frozen, formal, consultative, informal, and intimate). Be able to produce and evaluate texts for different situations/styles.

4 ECTS

Linguistics of

space in sign

language

4th Be able to identify modality-dependent structures in German

Sign Language. Be able to analyse and differentiate between

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

4 ECTS

DE02:


German Sign

Language 1

1st – 2nd All aspects of sign language 6 ECTS

Finger Alphabet 1st -2nd Finger alphabet 1 ECTS

German Sign

Language 2

1st – 2nd All aspects of sign language 6 ECTS


23

German Sign

Language 3

2nd-3rd All aspects of sign language 6 ECTS

German Sign

Language 4

2nd -3rd All aspects of sign language 6 ECTS

Sign language

linguistics 1

1st and 2nd General linguistics, international sign languages

linguistics, contrastive linguistics

6 ECTS

Sign language

linguistics

1st and 2nd Syntax, grammar, history, different linguistic

approaches,

6 ECTS

DK:


Communication

skills

1st to 6th Be able to work with different genres and connect to 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.

50 ECTS

Theory of Sign

Language

1st to 6th Acquire knowledge about language norms, including grammar, in Danish Sign Language, and being able to adapt the theoretical skills to the communication and the interpreting practices.

10 ECTS

EE:


Art of self-

expression

1st To acquire the basics of the public speech (intonation, voice, etc.). Develop creative ability (cognition and expression of art and music). Moving around on the stage. Practical exercises and improvising.

3 ECTS

Practical Estonian

Sign Language for

beginners

1st-2nd 6 ECTS

Practical Estonian

Sign Language.

Intermediate level

3rd-4th Deepen and broaden practical skills in Estonian Sign Language up to the levels B1

6 ECTS

Advance practical

sign language

6th The aim of the course is to deepen and broaden 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

6 ECTS


24

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

principles of sign

language

2nd Introduce the development of sign language linguistics

and sign language usage from linguistic point of view.

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

3 ECTS

ES01:


Spanish Sign

Language

1st - 2nd Acquire sign language 290 hours

Body language

(non-verbal

communication)

1st - 2nd Use corporal and facial expression and the use of space required for sign language production

130 hours

Linguistics applied

to sign language

3rd Become familiar with the basic concepts of general

linguistics, psycholinguistics, sociolinguistics and the

history of language in order to analyse sign language.

190 hours

ES02:


Spanish Sign

Language

1st -2nd To reach C1 level in Spanish Sign Language 8 ECTS

Catalan Sign

Language

2nd Improve the communication skills in Catalan Sign Language

2 ECTS

Sign language

linguistics

1st - 2nd Apply the concepts and methods of general linguistics

into sign language

8 ECTS

Psycholinguistics 2nd (elective Know the processes involved in acquiring and learning 3 ECTS


25

and sign

language

subject) sign language, learn the gestural origin of language,

understand the mental processes when coding and

understanding sign language

ES03:


Catalan Sign Language I (LSC)

Basic characteristics of the clause in the language: phonology of the enunciative, word order, verbal element and nominal system. Lexical semantics in different areas of application and variants. Elements of text composition. Cultural, social and legal features affecting the Deaf community.

4 ECTS

Catalan Sign

Language II

(LSC)

Basic characteristics of the clause in the language: phonology of the enunciative, word order, verbal element and nominal 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.

4 ECTS

Catalan Sign

Language III

(LSC)

Time and the aspectual value of clauses. Types of complex clauses. Anaphora and elements of discourse cohesion. Lexical semantics in a variety of areas of application and variants. Techniques of signed composition.

4 ECTS

Catalan Sign

Language IV

(LSC)

Time and the aspectual value of clauses. Types of complex clauses. Anaphora and elements of discourse cohesion. Lexical semantics in a variety of areas of application and variants. Techniques of signed composition.

4 ECTS

Sign language

immersion

(LSC)

Cultural immersion in the Deaf community. 16 ECTS

Catalan Sign

Language IV

(LSC)

Description and analysis of the semantic and morph syntactical structures of sign language from a contrastive perspective. Formal characteristics of discourses of different genres.

8 ECTS

FI01:


Working

languages 1

1st Basic grammar of sign language, the structure of a sign, basic syntactical types, semantic categories in sign language.

4 ECTS

Working

languages 2

2nd Variation in sign language, signed interaction. 4 ECTS


26

Working

languages 3

3rd Paraphrasing, style and register, signing space. 4 ECTS

Sign language

grammar

4th Role shift, text cohesion, vocabulary. 2ECTS

FI02:


Finnish Sign Language in theory and practice

1st-8th Basic vocabulary, grammar, practical skills in Finnish Sign Language (to produce and understand sign language), communicative skills

50 ECTS

FR01:


Improvement

Interpretative theory,

Seleskovitch

Overview of other

interpretative theories

Simultaneous note

taking of a speech

Preparation

FR02:


Sign Language 1st-3rd 228 hours

Sign language linguistics 1st-3rd 126 hours


27

IE:


Irish Sign

Language I

(ISL)

1st Use a series of phrases and sentences to describe in simple

terms his/her family and other people, living environment,

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.

10 ECTS

Irish Sign Language II (ISL)

2nd Demonstrate understanding of individual sentences, including sentences where one or more words are finger spelled. 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

10 ECTS

Irish Sign Language III (ISL)

3rd Deal with most situations where ISL is used. Communicate

comprehensibly in grammatical and lexical terms. Use

sufficient vocabulary through ISL to express one’s opinion.

Deal with most situations where ISL is used. Communicate

10 ECTS


28

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 Language IV (ISL)

4th Describe experiences and events, dreams, hopes and

ambitions and briefly give reasons and explanations for

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.

10 ECTS

Irish Sign Language V (ISL)

5th Explain a viewpoint on an issue, giving the pros and cons or

various options on a topic. Present clear, well-structured

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)

10 ECTS

Irish Sign Language VI (ISL)

6th Reproduce a scene from material containing only visual

information into ISL, incorporating productive signing. Select

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

10 ECTS


29

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

Language VII

7th Present clear, elaborate narratives. Use non-manual features

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.

10 ECTS

Irish Sign

Language VIII

8th Express him/herself fluently and spontaneously in specific

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

10 ECTS

Sign linguistics 1st-2nd Use ELAN to search the Signs of Ireland digital corpus.

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

10 ECTS


30

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..

Sociolinguistics

and signed

languages*

3rd Explain the various possible relationships that exist between language and society. Discuss the relationship between 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

5 ECTS

*From 2013 this will have to be replaced with a generic sociolinguistics module due to funding constraints

here

LT:


Lithuanian Sign Language (LGK)

1st-4th Acquire LGK (level B2 or higher) 598 hours

Sign Language

linguistics (basic

level)

2nd Understand basic principles of LGK structure and

sociolinguistic issues

28 hours


31

NO01:


Norwegian Sign Language - communicative skills

1st - 2nd Basic vocabulary, grammar, genre, communicative strategies

40 ECTS

Sign Language Theory

1st- 2nd Creating meaning in visual languages, grammar, iconicity, transcription, minority and majority perspectives on language

10 ECTS

Norwegian Sign Language in Theory and Practice 1

3rd - 4th Coherence and cohesion, genre, style and register 10 ECTS

Norwegian Sign Language in Theory and Practice 2

5th 6th Complex utterances, language devices, language variation, discourse and context

10 ECTS

NO02:


Sign language in

theory and practice

1st - 2nd 30ECTS

Introduction to the

profession of

interpreting

3rd - 4th 60 ECTS

NO03:


Skill and consciousness about visual communication

1st - 2nd Basic communication with sign language users 3 ECTS

Skill and consciousness

about verbal and

nonverbal

communication

1st-2nd Basic communications with sign language users 3 ECTS


32

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:


Sign Language

Interpreter workshop

1st -3rd Develop practical interpreting skills such as memory, split attention, the use of various interpreting techniques; knowledge of a variety of interpreting setting, different genres and modes of interpreting.

70 hours

Grammar and lexis of

Polish Sign Language

1st-2nd Analysing and practising various grammatical aspects of Polish Sign Language with special attention to managing the signing space, using classifiers, recognising homonyms and synonyms etc.

40 hours

Complementary course

of Polish Sign Language

1st-3rd Increasing students' competence in Polish Sign Language

SI:


Expressing in

sign language

1st - 2nd Adapt the content in order to be understood by the Deaf consumer.

2 hours

General

characteristics

1st - 2nd Know the most important linguistic characteristics of sign language.

2 hours


33

of sign language

Slovene Sign

Language

1st - 2nd Know the definition of Slovene Sign Language, and be able to express him/herself in sign language and also understand sign language.

2 hours

Slovene

language in

signs

1st - 2nd Know specifics of Slovene language and Slovene Sign Language.

2 hours

Non-verbal

communication

1st - 2nd Get used to the use of non-verbal communication. 2 hours

SV:


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.


34

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:


Language and

culture

2nd Introduction to a variety of practice-relevant situations and 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.

12 ECTS

Deepening

1+2

Introduction to a variety of practice-relevant situations and 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-

18 ECTS


35

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:


Analysis and

interpreting

(1+2)

1st -2nd Introduction to appropriate discourse strategies for different interpreting settings. Discussion in groups of the different requirements of interpreting settings (dialogue interpreting, legal and community interpreting, conference interpreting) and assessment of text production criteria (cohesion, coherence, audience design)

12 ECTS

Community

interpreting

2nd -4th

(depending on

the student)

Introduction to a variety of practice-relevant situations and 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.

8 ECTS

AT03:


Introduction to sign

language interpreting

(voice to sign /sign to

voice)

3rd Text transcriptions, introduction to interpreting, exercises in paraphrasing, shadowing, summarizing

5 ECTS

Interpreting (voice to

sign /sign to voice)

4th Simultaneous and consecutive interpretation 6 ECTS


36

Voice to sign

interpreting and

translation

5th-6th Simultaneous interpreting, sight translation, team

interpreting, different genres and modes of

interpreting reflect and analyse interpreting skills

12 ECTS

Video exercises

(voice to sign/ sign to

voice)

4th Exercises to broaden practical skills 3 ECTS

Introduction to translation studies

3rd Introduction and development of translation studies, overview of methods, theories and research in the field of translation

4 ECTS

Interpreting studies 4th Development of interpreting studies, models of

interpreting (Effort model, ...), psycholinguistic

theories and studies of the interpreting processes

4 ECTS

BE01:


Voice to sign

interpreting

(basic level)

6th Voice to sign interpreting at basic level (all skills of interpreting)

40 hours

Voice to sign

interpreting

(advanced

level)

7th or 8th Voice to sign interpreting at advanced level (all skills of

interpreting)

60 hours

Synthesizing

information

4th or 5th 40 hours

BE02:


Synthesizing

information

5th , 40 hours

Interpreting

(basic level)

6th Interpreting at basic level (all skills of interpreting) 40 hours

Interpreting (advanced level)

7th and 8th Interpreting at advanced level (all skills) 60 hours


37

Practical experience and supervision

7th and 8th Interpreting at advanced level in real situations (all

skills)

40 hours

CS:


Interpreting 2nd Consecutive voice to sign interpreting. 50 hours

Interpreting 4th This course focuses on the skills of simultaneous interpreting.

25 hours

DE01:


Voice to sign 5th Know and be able to use note-taking techniques 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

4 ECTS

Voice to sign 6th Be able to interpret simultaneously with thorough 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

4 ECTS

Voice to sign 7th Be able to understand current texts from various 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

4 ECTS

Voice to sign 8th Know and be able to reliably use strategies for speaker identification and interpreter turns in conversations with a high frequency of turn taking.

4 ECTS


38

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

studies

6th Get to know and be able to use methods of

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

4 ECTS

DE02:


Note taking 1st Preparation class for consecutive interpreting 2 ECTS

Introduction into

translation science

1st 2nd Interpreting models, general translation studies 3ECTS

Interpreting written

texts

2nd Prepare and translate from written texts 2 ECTS

Interpretation

analysis

3rd Methods to analyse interpretations 3ECTS

Consecutive

interpreting

3rd and 4th Practise consecutive interpreting 3 ECTS

2 seminars

simultaneous

interpreting

4th-6th Practise simultaneous interpreting 3 ECTS each

DE04:


Simultaneous

interpreting

At some point during the two year training

Interpreting from and into another sign language or International Sign

28 hours

Interpreting from

written texts


Interpreting web content, for instance 28 hours


39

Interpreting from

autocue


Interpreting for television 28hours

Translation science At some point during the two year training

Introduction into relevant issues of translation studies

28 hours

Memory training At some point during the two year training

Memory training with visual materials 28 hours

DK:


Interpreting

for Deaf

adults

3rd-6th Acquire theoretical knowledge and practical skills in simultaneous interpreting. Acquire knowledge about 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

35 ECTS

EE:


Basics of

interpreting

techniques

3rd Form a proficiency to analyse the interpreting process in all its phases. To give an overview about the forms and kinds of 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.

3 ECTS

Consecutive

Interpreting:

Theory and

Practice

4th To form a proficiency of consecutive interpreting from Estonian Sign Language to Estonian and vice versa. Theoretical knowledge and practical skills for consecutive interpreting of different texts (monologues, dialogues etc.). Techniques for consecutive interpreting. Note-taking. Semantic meaning and the idea of the utterance. Using different languages and signing systems (Estonian Sign Language, Estonian, Signed Estonian,

6 ECTS


40

Tactile Sign Language). Interpreting exercises using simple texts of different kinds.

Simultaneous

interpreting:

theory and

practice

5th To form a proficiency of simultaneous interpreting from Estonian Sign Language to Estonian and vice versa. Techniques of simultaneous interpreting. Possibilities and limitations of the consecutive and simultaneous interpreting techniques. 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

3 ECTS

ES01:


Interpreting

techniques

1st and 2nd Plan, prepare and apply the various techniques required in each interpreting service within the context of the code of ethics and carry out an evaluation of the relevant aspects.

290 hours

ES02:


Sign language

interpretation

techniques

1st and 2nd Improve the interpretation skills 4 ECTS

ES03:


Translation and

interpreting I

Introduction to working methods in the exercise of translation: the prior stage (commissioning and work tools), execution stage (understanding, transfer, expression) and post-translation stage (proof-reading and editing)

4 ECTS

Translation and

interpreting II

Lexical, morphological and grammatical strata from the point of view of translation. Introduction to the personalities of the languages in question, translation and contrastive analysis.

4 ECTS

Translation and

interpreting III

Introduction to working methods in the exercise of 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.

4 ECTS


41

Translation and

interpreting IV

Lexical, morphological and grammatical strata from the point of view of translation. Introduction to the personalities of the languages in question and contrastive analysis. Technical procedures of execution.

4 ECTS

Translation and

interpreting V

Thematic progression, text coherence and cohesion from the translation point of view.

4 ECTS

Translation and

interpreting VI

Rhetoric and stylistics from the translation point of view: problem solving.

4 ECTS

Catalan Sign

Language

interpreting 1

Bases for the practice of simultaneous LSC-Catalan/Spanish interpreting. Interpreting of a variety of text types in sign language. Interpreting with visual support.

4 ECTS

Catalan Sign

Language

interpreting 1I

Bases for the practice of inverse CSL-Catalan/Spanish interpreting. Interpreting of a variety of text types in oral language at advanced level. Interpreting with visual support

4 ECTS

Catalan Sign

Language

interpreting 1II

Development of skills for mid-level simultaneous conferences. Direct and inverse interpreting practice. Interpreting practice based on specific subjects in conference format, speaker, interpreters, public. Shadowing

4 ECTS

Catalan Sign

Language

interpreting 1V

Development of skills for advanced-level simultaneous conferences. Direct and inverse interpreting practice at advanced level. Oral reformulation. Real simultaneous interpreting

4 ECTS

FI01:


Consecutive

interpreting 1

3rd A student can interpret easy source texts consecutively.

2ECTS

Consecutive

interpreting 2

4th A student can interpret a varied subjects and situations consecutively.

1ECTS

Simultaneous

interpreting

4th A student can interpret easy source texts simultaneously.

3ECTS

Two-way interpreting 4th A student can interpret two-ways easy source texts 1ECTS

Optional studies:

Speech to text

interpreting

5th and 6th A student can perform as speech to text interpreter 10 ECTS


42

FI02:


Voice to sign

interpreting

4th-8th Voice to sign interpreting 11 ECTS

Theory, techniques and different settings of voice to sign interpreting

4th-8th Knowledge of essential theories needed to understand the process of sing language interpreting in context of voice to sign interpreting

6 ECTS

FR01:


Consecutive

FR02:


Consecutive interpretation 2nd 18 hours

Written translation 2nd 18 hours

Conference interpretation

from French to sign

3rd 36 hours

Interviews interpretation 3rd 24 hours

Meeting interpretation 3rd 9 hours

Theory of translation and

interpretation

1st 36 hours


43

IE:


Consecutive

interpreting

5th Analyse utterances for meaning, identifying core and

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.

10 ECTS

Liaison

interpreting

6th Prepare for consecutive interpretation in a bilateral setting.

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.).

10 ECTS

Simultaneous

interpreting 1

7th Prepare for a simultaneous interpretation from ISL- English

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.

10 ECTS

Simultaneous

interpreting 2

8th Prepare for simultaneous interpretation from ISL- English and 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

10 ECTS


44

performance Translation and interpreting, theory and practice

3rd and 4th Describe the notion of equivalence at word level, clause level, sentence level, grammatical level and discourse level. Outline the impediments to attaining absolute equivalence between language pairs and be able to give examples thereof. Describe 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.

10 ESCTS

LT:


Interpreting 1st-5th Voice to sign and sign to voice interpreting, consecutive and

simultaneous, in different settings and situations

308 hours

NO01:


Interpreting

between Norwegian

Sign Language and

Norwegian 1

3rd Can interpret when content, language use and tempo are adapted to the students' level. Strategies for stopping. Practical exercises, reflection, observation and communication in workplaces. Nuanced, well-formed voice interpretation when content is prepared, can identify what is not being interpreted. Strategies for clarification.

10 ECTS

Interpreting

between Norwegian

Sign Language and

Norwegian 2

6th Can prepare and carry out an interpreting assignment both alone and in cooperation with other interpreters. Student training under professional guidance

10 ECTS

Language,

communication and

interpreting theory

3rd and 4th Basic communication theory, bi- and multilingualism, interpreting processes

10 ECTS


45

Language,

communication and

interpreting theory

2

5th and 6th Theory of meaning-making, how interpreting affects communication and meaning-making, cognitive aspects of interpreting and information processing

10 ECTS

NO02:


Interpreting from

Norwegian to

Norwegian Sign

Language

5th and 6th 20 ECTS

NO03:


Sign language grammar and

theory

2nd-5th Interpreting 40 ECTS in total

Analysis of sign language

texts

3rd-6th Interpreting

Knowledge and skills in

idiomatic expression in sign

language (sign with fixed

oral components)

2nd-6th Sign language and interpreting

Practical exercises 3rd-6th Interpreting

Creative signing 3rd-6th Interpreting

Interpret meaning, not

words

3rd-6th Interpreting


46

PL:



interpreter workshop

2nd -3rd Comprehension of a diversity of signed texts,

various signing styles, using correct grammatical

structures of the target language, teaching

students to maintain appropriate lag time in

order to avoid word for word translation etc.

No particular amount of

time devoted within the

programme, the trainers

decide how much

training is needed in this

respect

SI:


Listening 1st and 2nd To observe and listen to the talking person 15 hours

Memory 1st and 2nd To memorise the spoken speech 15 hours

Interpretation

techniques

1st and 2nd To know several interpretation techniques 100 hours

SV:


Pre-skill

interpreting

1st-2nd Paraphrasing, practicing translation, memory

exercises/techniques, contrastive perspectives

Pre-skill

interpreting

3rd-4th Further development based on semester 1 and 2

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.


47

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:


Sign to voice

interpreting

5th-6th Simultaneous interpreting, translation, team interpreting, different genres and modes of interpreting, reflect and analyse interpreting skills

13 ECTS

Speech and

language

2nd Phonation, intonation, articulation, fluency, resonance, voice and respiration.

2 ECTS

BE01:


Sign to voice

interpreting (basic level)

6th Sign to voice interpreting at basic level (all skills

of interpreting)

40 hours

Sign to voice

interpreting (advanced

level)

7th or 8th Sign to voice interpreting at advanced level (all

skills of interpreting)

60 hours

BE02:


Voice interpreting 1 6th Voicing at basic level (all skills) 40 hours

Voice interpreting 2 7th-8th Voicing at advanced level (all skills) 60 hours

CS:


Interpreting 3rd This course teaches the skills of consecutive sign to voice interpreting.

60 hours


48

DE01:


Sign to voice 5th Be able to theoretically analyse the product and voice thoroughly prepared texts. Know simultaneous interpretation and be able to use it with short, thoroughly prepared texts

4 ECTS

Sign to voice 6th Be able to (mostly) speak the standard variant of German while interpreting. Understand regional variation in German Sign Language

4 ECTS

Sign to voice 7th Be able to use technical terms or know alternative strategies. Acquire didactic methodological competencies to develop own exercise sequences. Develop exercises for various topics, try them in class and reflect them

4 ECTS

Sign to voice 8th Confidently switch between different registers/styles. Use technical terms or alternative strategies confidently. Be able to critically reflect own or others’ translations. Be able to confidently use repair strategies

4 ECTS

DE02:


Voice training and

rhetoric

1st and 2nd How to use/train the voice 2 ECTS

EE:


Diction and voice

control

3rd Perception of speech and voice timbre in the 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.

3 ECTS

FI01:


Voice control 3rd Know basics to good voice control. 1 ECTS


49

FI02:


Sign to voice

interpreting

4th-8th General sign to voice skills (e.g. how to use the voice, speech technique, grammatical correctness, fluency and intelligibility)

10 ECTS

Theory, techniques and different settings of sign to voice interpreting

4th-8th Knowledge of essential theories needed to understand the process of sign language interpreting in context of sign to voice interpreting

6 ECTS

FR02:


Consecutive interpretation 2nd 18 hours

Written translation 2nd 18 hours

Conference interpretation from sign

language to French

3rd 36 hours

Interviews interpretation 3rd 24 hours

Meeting interpretation 3rd 9 hours

NO03:

SUBJECT SEMEST

ER

AIMS AND CONTENTS ECTS/HOURS

Skills in how to use your voice correctly 4th Sign to voice interpreting 6 hours

Sign language expression into

Norwegian

4th -5th Sign to voice interpreting 16 hours

Practical sign to voice interpreting 4th-6th Sign to voice interpreting 24 hours


50

PL:


Polish Sign

Language

interpreter

workshop

The end of 1st-3rd Increasing students' competence in providing renditions in a natural way, avoiding word for word translation, also adopting the appropriate lag time, the appropriate use of space and sign language register

Similar to the case voice to sign

SI:


Observing the person

who sign

1st and 2nd Understand the signs 10 hours

Memorizing signed

meaning

1st and 2nd Compose the meaning in voice 20 hours

Expressing signs in

voice

1st and 2nd 85 hours

Rhetoric 1st and 2nd Use proper and fluently language to express the

meaning of the signs

5 hours

Non-verbal

observation

1st and 2nd Similar to non-verbal communication but just observing

5 hours


51

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:


Specialized

interpreting

techniques

3rd Interpreting for Deafblind persons, interpreting for consumers with minimal language competence, sign supported German, introduction to relay interpreting ...

3 ECTS

BE01:


Interpreting for

specific target

groups

6th or 7th Learn how to deal with interpreting situations where there are special groups involved

40hours

BE02:


Interpreting for

specific target

groups

6th or 7th Interpreting for specific target groups and specific settings 40hours


52

DE01:


Signed German 5th Know Signed German as a communicative form of German in its different manifestations and be able to use it for thoroughly prepared texts

4 ECTS

Signed German 6th Be able to use signed German (and/or other forms of codes for German) spontaneously or with brief preparation

4 ECTS

DE02:


Signed German 3rd Interpret for CI-clients and hard of hearing clients 2ECTS

DE04:


Guide interpreter for

deaf blind clients 1

Additional module

Basic knowledge of communication methods for Deaf blind people, guiding techniques

Guide interpreter for

deaf blind clients 2

Additional module

Basic knowledge of communication methods for Deaf blind people, guiding techniques

DK:


Interpreting for

Deafblind adults

5th-6th Acquire knowledge about conditions of people with Deafblindness, including the causes of Deafblindness and communicative potentials for the different groups of people with acquired Deafblindness.

9 ECTS

Interpreting for

deafened adults

4th-6th Acquire skills being able to effectively apply knowledge 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

9 ECTS


53

EE:


Interpreting for

Deafblind people

Elective subject Make acquaintance with the reasons of Deafblindness 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.

3 ECTS

Deafblindness Elective subject 3 ECTS

Tactile signing Elective subject 3 ECTS

ES01:


Deafblind

interpreter guide

3rd Plan and use guiding techniques and communication systems used by Deafblind individuals.

130 hours

ES02:


Deafblind

interpreting and

guiding

2nd (elective subject)

Learn the interpretation and guiding techniques to work with the Deafblind.

2ECTS

FI01:


Interpreting for special groups

6th A student can work as an interpreter for deafened or Deafblind clients.

5ECTS


54

FI02:


Interpreting and communicating with Deafblind and late-deafened people

3rd-8th 2 ECTS

NO01:


Interpreting and

guiding for the

Deafblind 1

3rd and 4th Basic communication skills used by Deafblind persons. Braille. Mobility and description techniques.

10 ECTS

Interpreting and

guiding for the

Deafblind 2

5th Be able to communicate using tactile Norwegian Sign Language. Be able to adapt signing space and language use to the needs of visually impaired people. Be able adapt and combine interpreting methods to meet the individual needs of Deafblind people

5ECTS

Interpreting and

transliterating

for deafened

individuals 1

4th Sign supported speech. Be able to identify the essence of spoken language dialogue/monologue and convey it in writing.

10ECTS

Interpreting and

transliterating

for deafened

individuals 2

6th Be able to adapt mouthing, non-manual markers, signs and signing space to the interpreting needs of deafened individuals

5 ECTS

NO02:


Interpreting/describing/guiding for

Deafblind Persons

5th and 6th 15 ECTS

Sign-supported Norwegian and

interpreting from sound to text

5th and 6th 15 ECTS


55

NO03:


Interpreting for

Deafblind

4th-6th Interpreting for Deafblind 25 ECTS for all the interpreting for Deafblind

Signed Norwegian 3rd-6th Interpreting for deafened 20 ECTS for all the interpreting for deafened

Haptic communication

4th-6th Interpreting for Deafblind

Tactile interpreting 4th-6th Interpreting for Deafblind

Voice to voice interpreting

4th-6th Interpreting for Deafblind

Guiding of Deafblind people

3rd-6th Interpreting for Deafblind

Description for Deafblind people

3rd-6th Interpreting for Deafblind

Voice to written text 3rd-6th Interpreting for deafened

SV:


Interpreting for persons with Deafblindness

1st-2nd Tactile communication, braille, guiding.


3rd-4th Tactile communication, rely on Deafblindness, study visits, guiding, interpreting the surroundings


5th-6th Haptic signals, guiding, consecutive and simultaneous interpreting, interpreting the surroundings.


7th-8th Haptic signals, guiding, consecutive interpreting, interpreting the surroundings.


56

4.3.2 Specific settings

AT02:


Interpreting in

educational settings

2nd -4th

(depending on

the student)

Theoretical introduction to issues associated with interpreting in educational settings; interpreting of 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.

8 ECTS

AT03:


Interpreting in


5th Preparation, interpreting in different educational settings, multimedia and interpreting, and role conflicts

3 ECTS

Conference

interpreting

6th Preparation, technical terms, interpreting for large groups

4 ECTS

Community

interpreting

5th-6th Interpreting in public services, media, healthcare, legal and religious settings

7 ECTS

Terminology 3rd Terminology and background knowledge for specific

interpreting settings: law, economics, medicine, social

services,...(Austrian Sign Language and German)

4 ECTS

BE01:


Interpreting in educational settings

6th or 7th Tips and tricks about interpreting in educational settings

40 hours


57

BE02:



6th Interpreting in educational settings 40 hours

CS:


Interpreting 4th The course will also focus on the multiple specialty

areas. 10 hours

Interpreting 5th The course focuses on practicum. Class lectures and

practicum hours will consist of multiple specialty areas

and ethical demands.

50 hours

DE01:


Sight interpreting 7th Get to know and be able to use the basics of interpreting from written texts

4 ECTS

Sight interpreting 8th Be able to translate written texts spontaneously. Be able to quickly analyse German texts and use note-taking techniques

4 ECTS

DE02:


Simultaneous interpreting in different fields

4th- 6th Fields vary, for example health issues, education, nature science, vocational training, music

3ECTS each

DE03:


Legal interpreting

(four seminars)

1st and 2nd Civil court and police (two seminars) and criminal court (two seminars)

5ECTS

Conference

interpreting

Prepare and deal with technical terms, learn the trade of conference interpreting

5ECTS


58

(German) 1

Conference

interpreting

(German) 2

Prepare and deal with technical terms, learn the trade of conference interpreting

5ECTS

DK:


Real time text interpreting

3rd and 4th To be developed

Remote interpreting/ video interpreting

6th To be developed

EE:


Legal terminology

and introduction

to law

4th Give an overview about legal acts the sign language interpreter encounters interpreting in legal settings. The 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.

6 ECTS

Interpreting in

special settings

6th Practicing professional knowledge of sign language 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.

3 ECTS

Educational

interpreting

6th To give knowledge and provide students with practical 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,


59

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:


Interpreting contexts

3rd Make use of the correct terminology specific to different interpreting contexts: educational, legal, medical, religious, etc.

180 hours

ES02:


Sign language in


1st Improve the communication skills in sign languages, be able to organise a sign language course, teach subjects using sign language

5ECTS

Sign language in legal

settings

1st Learn legal vocabulary in sign language 5ECTS

Introduction to law 1st Understand the legal system 2ECTS

Translation and

interpretation

applied

1st Apply the translation and interpretation techniques in legal and educational settings

4ECTS

Legal discourse

analysis

2nd (elective

subject)

Understand complex texts and discourses related to legal settings

1ECTS

Educational discourse

analysis

2nd (elective

subject)

The aim is to understand complex texts and discourses related to educational settings

1ECTS

ES03:


Translation of

Specialist Texts I

Strategies for the translation of specialist texts in the humanities field

4 ECTS


60

Translation of

Specialist Texts II

Strategies for the translation of specialised texts in the legal and economic field

4 ECTS

Translation of

Specialist Texts III

Strategies for the translation of specialised texts in the scientific and legal field

4 ECTS

FI01:



5th A student can interpret in educational settings: long term and simultaneous.

7 ECTS

Community interpreting

6th Deep meaning analysis, individual variation 10ECTS

Working life interpreting

8th Interpreting in working life settings: meetings, seminar. 5 ECTS

FR01:



Translation (theatre...)

Interpreting at conferences and legal

settings

Video relay interpreting

Community interpreting

FR02:


Remote interpretation 3rd 9 hours


61

Interpreting in educational settings 3rd 6 hours

SI:


Subjects of several

areas of interpreting

1st and 2nd To use proper interpreting techniques, to know

terms and signs from different areas

50 hours

SV:


Theme based

interpreting

5th-8th Health, medical, education, religion, culture, sports,

legal.


62

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:


Cultural emphases 3rd-4th Selected topics, including geography, history, economics, politics, administration, institutions, art and culture.

6 ECTS

AT03:


Deaf culture 1st-2nd Deaf community, Deaf culture, psycho-sociological aspects of Deafness, ,Deaf History, Deaf arts, Deaf education

6 ECTS

BE01:


Deaf culture 2nd Get acquainted with the Deaf community and their History

40 hours

Psychosocial aspects of

Deafness, hard of

hearing and interpreting

4th Get acquainted of psycho-social aspects of

deafness and know how to deal with this

information as an interpreter

40 hours

BE02:


Deaf Culture 2nd Get acquainted with the Deaf community 40 hours


63

Psychosocial aspects of

Deafness, hard of

hearing and interpreting

3rd-4th Psycho-sociological aspects of Deafness 40 hours

CS:


Interpreting 1st This course teaches the interpreting process/service

models, ethics/demand-control, Deaf history, culture and

the dynamics of majority and minorities cultures.

30 hours

DE01:


Social basics of

interpreting

1st Know sociological perspectives and theories of health and 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

4 ECTS

Psychology and

social situation

of Deaf people

2nd Know basic terms from psychology. Gain insight into the

connection between development of language and identity.

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

4 ECTS

Professional

ethics, culture

and community

3rd Be able to name and place different perspectives on the

Deaf community. Understand the medical and pedagogical

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

2 ECTS (of 4)

Project: culture 4th Transfer knowledge of Deaf culture and psychosocial

situation of the Deaf to an empirical project. Evaluate

4 ECTS


64

and community certain aspects of Deaf culture. Develop project ideas.

Plan and execute empirical data collection. Analyse results.

Gather and present results

DE02:


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:


Deaf

community

and Deaf

culture

1st-6th Acquire knowledge of different user groups and their conditions in order to be able to choose adequate options depending on the user group and the interpreting situations. The student must acquire knowledge about different groups of people with hearing 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.

10 ECTS

EE:


Deafness 1st Theoretical overview of the causes of deafness, the classification 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.

3 ECTS

The Deaf community in Estonia

4th 3 ECTS

Deaf Folklore

4th The course will introduce Deaf people‘s own cultural traditions, heritage and cultural identity by the sign language folklore. Deaf folklore in context of folkloristic. Terminology of Deaf folklore.

3 ECTS


65

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 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.

3 ECTS

ES01:


Psycho-Sociology of

Deaf and Deafblind

people

1st and 2nd Understand the implications of the different types of deafness and Deafblindness for the development of Deaf and Deafblind individuals (physical, medical, family, historical, educational, social and cultural factors)

90 hours

ES02


Psycho-Sociology of

the Deaf

1st Understand the global development of the Deaf 2 ECTS

Artistic

manifestations in sign

language

2nd (elective

subject)

Learn about the artistic manifestations in Sign Language

1ECTS


66

ES03


Deaf community and

Deaf culture

Deafness and sociolinguistics 8 hours

FI01:


Identity and cultural

knowledge

1st Professional development, ethics, identity, minority and majority cultures

5 ECTS

Clients and

communication

2nd Client groups: communication, legal rights, organizations and special needs.

10 ECTS

Finnish society and

legislation

2nd Different services provided by the society to clients. 5 ECTS

Cultural knowledge 3rd Attitudes and values in professional work, Deaf and hearing culture, Deaf history and art, customs in Deaf and hearing culture

10 ECTS

FI02:


Deaf community, Deaf culture and history

1st-4th To get acquainted with deaf community, culture and history

4 ECTS

FR01:


Socio cultural point of view

Legal dispositions 70 hours


67

FR02:


Deaf culture and history 2nd-3rd 24 hours

IE:


Perspectives on Deafness

1st and 2nd Describe the historical context that notions of Deafness are 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

10 ECTS

Deaf Education 3rd Assess the structure of Irish education system for the Deaf. 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

5 ECTS


68

Deaf People &

the Media

3rd and 4th Appraise policy regarding the use of ISL on Irish and British 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.

10 ECTS

LT:


Introduction to

Deafness

1st Medical, psychological, sociological and technical aspects of Deafness, Deaf identity

64 hours

Deaf culture

and history

3rd Deaf culture issues (also compared to hearing culture),

Deaf community and organizations, history of Deaf

education.

24 hours

NO01:


Deaf culture and history

1st and 2nd National and international Deaf history, models of Deafness (cultural, medical, etc.), cultural similarities and differences, applying theory to practice

10ECTS

NO02:


Deaf history,

language and culture

1st and 2nd 30 ECTS

NO03:


Knowledge of Deaf culture and history

1st Cultural competence 20 ECTS in total for all

Deaf community and Deaf

culture


69

Knowledge of sign languages history and status

1st Cultural competence

Knowledge of Deaf as

a linguistic and

cultural minority

1st Cultural competence

PL:


Polish Deaf

community

1st Acquainting students with the culture of their own minority, presenting its specifics with relation to other linguistic minorities, social mechanisms, diversity.

5 hours

History of the Deaf

community

The end of the

1st-2nd

Acquainting students with position of Deaf people through centuries.

5 hours

SI:


Approach to the Deaf

reality

1st and 2nd Use proper approach to the Deaf, to be aware of the need of having interpreter, to spread into the hearing community the reality of Deafness

5 hours

The history, culture

and education of the

Deaf in Slovenia

1st and 2nd Get some information about history, culture and education of the Deaf in Slovenia

5 hours

SV:


Deaf culture 1st-2nd Understanding and knowledge of the Deaf culture. History, culture, awareness, education, interpretation, technical aids, sign language


70

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


Interpreters for specific target groups

8th Get to know the international setting, basic skills in interpreting in IS

8 out of the 40 hours

DE01


English 1st Efficient communication (B.2 or higher) in 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

4 ECTS( of 6)

English 2nd Efficient communication (B.2 or higher) in

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

2 ECTS (of 6)

DE02


Team interpreting 4th Cooperation in teams in general, not just at international level.

2ECTS


71

DE03


Conference interpreting in international settings 1

1st and 2nd Team work with Deaf interpreters, preparation methods, English

5 ECTS

Conference interpreting in international settings 2

1st and 2nd Team work with Deaf interpreters, preparation methods, English

5ECTS

DE04:


International Sign At some point during the two years training

It is not about teaching international signs, but how to effectively use concepts and strategies of IS for interpreting

28 hours

Team work At some point during the two years training

Team working with hearing interpreters, "feeding"

28 hours

EE:


International Sign 5th Introduce communication with Deaf people from different countries. Learn International Sign. Practical signing course. Overview over universality in sign languages, essence of International Sign. Vocabulary, grammar.

3 ECTS

English (or any other

language) intermediate

level, A2.2, B1.1

1st Develop of all four language skills - reading, writing, listening, speaking - through a wide variety of tasks: reading and listening to texts, doing lexical exercises, practicing grammar, making presentations

3 ECTS

English (or any other

language)intermediate

level, B1.1-B1.2

2nd Develop of all four language skills - reading, writing, listening, speaking - through a wide variety of tasks: reading and listening to texts, doing lexical exercises, practicing grammar, making presentations

3 ECTS

Intercultural

communication

3rd Introduce the main principles of 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

3 ECTS


72

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:


English 1st and 2nd Acquire basic working knowledge of English (both written and spoken), equivalent to B1.

160 hours

International Sign

interpreting

3rd Understand and produce IS and apply the relevant interpreting techniques to a basic level

95 hours

ES02:


English I 2nd (elective

subject)

Improve the communication skills in English 2 ECTS

English II 2nd (elective

subject)

Improve the communication skills in English 2 ECTS

International Sign 2nd (elective

subject)

Improve the communication and interpreting skills in International Sign

2 ECTS

FI01:


English 1 4th Read, write, understand and speak basic English. 2 ECTS

English 2 5th Read, write, understand and speak about sign language interpreting.

3 ECTS


73

FI02:


English 4th Achieving academic reading and communicating and writing skills (field of sign language interpreting)

3 ECTS

International signing and other sign languages

3rd-8th 1 ECTS

Swedish 2nd semester Achieving academic reading and communicating and writing skills (field of sign language interpreting)

3 ECTS

FR02:


English 1st 30 hours

IE:


Simultaneous

Interpreting 2

8th

LT:


Foreign language (English,

German or French)

1st B1 level 64 contact hours

NO03:


International sign 6th 8 hours

ASL and BSL 6th 8 hours


74

Team work with other

interpreters

5th and 6th 24 hours

SI:


International activities of

Slovene Sign Language

interpreters and associations

1st and 2nd Get some information about the international activities of Slovene Sign Language interpreters and associations

2,5 hours

Team interpreting 1st and 2nd Get the practical skills from that field 2,5 hours

SV:


Integrated in other

subjects

At some point

during the

programme

Knowledge about international organizations for

Deaf people, sociocultural perspective on Deaf

persons around the world, awareness of

international sign and other sign languages in the

world


75

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:


Translation as a

profession from a

sociological

perspective

3rd -4th (depending on the student)

Discussion of different translation and interpreting traditions focusing on actors and their role in the translation process, translation policies, social framework and its impact on translation, interpreting and related activities, translation sociology, introduction to academic writing.

3 ECTS

AT02:


Professional

ethics for

interpreters

1st Discussion of labour market expectations and demands on translators, ethical issues, relating to freelance work. Discussion of the practical relevance of standards, norms and specialist information, including information about professional associations, copyright issues, legal and social insurance aspects, etc.

2 ECTS

AT03:


Professional issues 2nd and 6th Code of ethics, information about interpreter

associations, labour market, legal and insurance aspects

for freelance interpreters

3 ECTS

Stress reduction

techniques

5th Develop strategies to cope with stress, RSI, prevention of professional diseases

1 ECTS

Physical and mental

hygiene

6th Prevention of professional diseases, exercises,

ergonomics, application of the demand/control schema

2 ECTS


76

BE01


Study of voice,

speech and hearing

3th To learn about voice, speech and hearing possibilities among the Deaf and hard of hearing people. Learn about professional diseases and prevention for their own voices

40 hours

Elements in

interpreting

techniques

4th or 5th To learn about diseases and prevention of RSS 40 hours

Code of ethics and

professional issues

6th or 7th Code of ethics, interpreter associations, history of

interpreting, accountancy, case study

40 hours

BE02


Elements in

interpreting

techniques

6th Code of ethics, interpreter associations, history of interpreting, interpreter agency, accountancy, case study

40 hours

Course on use of

voice to speak and to

hear

3rd and 4th New technologies, anatomy, speech training, 40 hours

Technical voice

interpreting elements

5th Professional diseases and prevention 40 hours

CS:


Interpreting 1st This course teaches the interpreting process/service models,

ethics/Demand-Control, Deaf history, culture and the

dynamics of majority and minorities cultures

12 hours

Interpreting 2nd This course delves deeper into the professional decision -

making process for interpreters, including ethics, laws and

professionalism.

22 hours

Interpreting 3rd This course continues the discussion of decision - making for

interpreters.

12 hours


77

Interpreting 4th This course continues the discussion of decision - making for

interpreters

12 hours

DE01:


Professional ethics,

culture and

community

3rd Be able to place terms “profession”, “self-employment” and “professionalization processes”. Know and be able to explain different models of professionalization. Be able to critically analyse ethical policies (code of conduct) of sign language interpreting

2 ECTS(of 4)

Internship I 3rd Be able to independently analyse issues arising in practice and be able to generate and judge solutions • Know and be able to use methods of participant observation

4 ECTS (of 14)

Internship II 7th Use acquired interpreting skills. Reflect on goal setting, practice and experience in observed working conditions. Transfer and use new problem solving strategies. Reflect on own competencies

4 ECTS (of 14)

DE02:


Code of ethics 5th Ethical questions, role play, etc. 3 ECTS

Translation science 5th Various topics, like demand control schema, associations, history, role models, and other current issues

4 ECTS

DE04:


Ethics At some point during the two years training

Ethics for Deaf interpreters, considering the special role and responsibilities they have within the Deaf Community

28 hours

DK:


Ethics 1st-5th Gain knowledge of a theoretical frame of reference, ethical theories and reflection models

10 ECTS


78

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 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

10 ECTS

EE:


Sign language

interpreter's

ethics

6th Give knowledge about professional ethics and responsibility of sign language interpreters and the skills 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.

3 ECTS

Introduction to

the profession

of sign language

interpreter

2nd Give an overview about evolvement of the profession of sign language interpreter and working arrangements nowadays. Sign language interpreter´s role from cultural perspectives of Deaf and hearing people in Estonia. 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).

3 ECTS

Role of the

interpreter,

interpreting

3rd Give an overview about the role of the interpreter in different interpreting settings and analyse the interpreting process. Interpreter's role in the interpreting process. Role expectation from Deaf and hearing clients,

3 ECTS


79

settings cooperation in the interpreting settings. 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:


Orientation on the

labour market

3rd Acquire knowledge and skills required to enter the job market, understand the socioeconomic context and be aware of professional health issues.

65 hours

ES02:


Organizations of sign

language interpreters

2nd (elective

subject)

Know associations of sign language interpreters and the different working organizations

1 ECTS

Creating resources

for interpreters

2nd Create and develop materials that will be useful for the interpreters in their work

2 ECTS

FI01:


Finnish educational

system

1st History of interpreter training, different professions in the field (briefly history, education, tasks, responsibilities, ethics...)

5 ECTS

Professionals in the

field of SL

interpreting

2nd Different professionals: legislation, job description, responsibilities and ethics.

5 ECTS

Interpreters basic

skills

3rd Ergonomics. 2 ECTS

Sign language

Interpreting

4th Profession growth: strengths and weaknesses. 2 ECTS


80

Professional work in


5th Working together with other professionals and clients,

informing others about one's work

2 ECTS

Entrepreneurship 6th Working as a private enterprise 5 ECTS

Professional

organization and

career planning

8th Professional organizations, a student know how to plan his/her career, knows how to make a job application.

5 ECTS

Final exams and

work portfolio

8th A student makes a profession work portfolio. Can work

as an interpreter independently throughout the whole

interpreting assignment (preparation, performance,

feedback)

7 ECTS

FI02:


Professionalism and

ethics

2nd-3rd Developing professional skills for sustainable working career making

5 ECTS

Professional growth and working life skills & entrepreneurship

8th 5 ECTS

Career planning and portfolio

1st-8th Developing self-evaluation skills and recognizing development needs, combine theory and practice in their own professionalism

5 ECTS

FR01:


Professional ethics

FR02:


Legislation 1st 12 hours

Code of ethics and

deontology

3rd 24 hours


81

Professional diseases

and its prevention

3rd 2 hours

Interpreter

associations

3rd 2 hours

IE:


Ethics I 3rd Describe and appraise the purpose of a Code of Ethics. 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))

5 ECTS

Ethics II 5th Describe and defend one’s own set of values. Evaluate 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.

5 ECTS

LT:


Professional ethics 3rd Interpreter ethics; interpreting methods. Situation

analysis; dealing with stress. Collaboration

24 hours

Employment law and

civil protection

6th 64 hours

NO01:


Professional conduct and

ethics 1

3rd History of interpreting, ethics, the users of interpreting services

10 ECTS

Professional conduct and

ethics 2

5th Interpreting in a social and societal perspective, applying professional, contextual and ethical knowledge to a given interpreting situation

5 ECTS


82

NO03:


History of interpreting 1st and 3rd To socialize into interpreter's role 8 hours

Ethics 3rd To socialize into interpreter's role 16 hours

Code of conduct and

professional regulations

3rd To socialize into interpreter's role 32 hours

Interpreter associations 3rd To socialize into interpreter's 4 hours

PL:



interpreter workshop

(theoretical part)

1st-2nd Students acquaint themselves with theoretical aspects of interpreting by means of various 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:


Social Welfare

1st and 2nd Know the system of social care, social network of users, code of ethics, the basics of State structure, and target groups care.

30 hours

Quality of work 1st and 2nd Follow the development of sign language, permanent education, public performance, to establish good working relationships

10 hours

The Act on use of

Slovene Sign

Language

1st and 2nd Know the law very well, to know the rights that can be derived from it

5 hours

Ethics and code of

ethics

1st and 2nd Get the knowledge from that and use it in practise 5 hours


83

SV:


Introduction to interpreting

1st-4th Introduction to the field of interpreting and the conditions regarding language, ethics and working conditions.

History of interpreting

At some point during the programme

Ethics, code of conduct and professional regulations


Interpreter associations and companies in the field of interpreting



84

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:


Text competence – advanced German

1st-2nd Proficiency in oral and written texts, grammar skills,

text analysis discourse and register, text genres

6 ECTS

Scientific working methods

1st Research methods, how to write a thesis, literature

research,...

1 ECTS

Additional relevant

subjects

2nd-5th Guest speakers, excursions, additional relevant topics,

exercises

4 ECTS

Final Paper 6th Research in one subject related to interpreting or

translation.

4 ECTS

BE01:


General linguistics 3rd or 4th To learn about sign language linguistics 40 hours

BE02:


General linguistics 3rd -4th 40 hours


85

CS:


Interpreting 5th This course is a mixture of practicum hours and

comprehensive revision of previous semesters

82 hours

DE01:


German I 1st Be able to identify written text types relevant in

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

4 ECTS

German II 2nd Know differences between oral and written text 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

4 ECTS

Communication and linguistic signs

1st Know linguistic sub-fields. Know theories and models of communication. Be able to reproduce and explain basic 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

4 ECTS

Language structure

2nd Recognize structural differences between German and 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

4 ECTS

Sociolinguistics 5th Be able to explain sub-fields of sociolinguistics. Be able to 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

4 ECTS

Basics of information and media

1st Be able to effectively make use of the technology, software and practice materials available to the programme. Be able to develop new projects and

4 ECTS


86

technology for interpreters

complete or add to on-going projects. Be able to effectively use standard software and use information technology to present and work with data

Conversation analysis

4th Know mechanisms of turn taking in German. Know and be able to use methods of conversation analysis. Be able to annotate and transcribe conversations Be able to adequately present results of analysis

4 ECTS

Memory techniques

4th Understand and be able to explain structure and workings 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

4 ECTS

Theories and models in translation studies

5th Know the basic (historic) developments of interpreting and translation studies. Get to know dimensions and domains of interpreting. Know the leading researchers of a respective field and be able to reproduce their theories/models. Be able to match theories/models to exemplifying research questions

4 ECTS

Compulsory optional subject

5th Acquire knowledge and terminology relevant to sign language interpreting

4 ECTS

Compulsory optional subject II

6th Acquire knowledge and terminology relevant to sign language interpreting

4 ECTS

Thesis 8th Execution of a research study on a topic of own choosing. Writing of thesis (approx. 70 pages). Presentation and defence of thesis in a colloquium setting

16 ECTS

DE02:*


Scientific working

methods

1st and 2nd Research methods, how to write a thesis,

literature research, etc.

3 ECTS

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


87

DE03:


Research project 3rd and 4th Learn about scientific research and carry out

research under supervision

10 ECTS

Linguistics 3rd and 4th There are a variety of options to choose from 10 ECTS

Culture (Deaf culture

or others)

3rd and 4th There are a variety of options to choose from 10 ECTS

Any subject of

interest offered by

the University

3rd and 4th Broaden student's horizon 20 ECTS

DE04:


Introduction module 1st Introduction into the different subjects of

the training programme

28 hours

Linguistics At some point during

the two years training

Linguistics for interpreters 28 hours

EE:


Elective subjects

obligatory

1st-6th Give the student an opportunity to select subjects not

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.

6 ECTS

Estonian

orthography and

creative

composition

1st Polish spelling and usage skills. Where to find and how

to use dictionaries and other reference materials.

How to vary usage in different situations and

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

3 ECTS


88

or more? Changes in Estonian morphology. Proper

usage. Punctuation. Stylistic value of words. Functional

styles and their vocabulary. Lexical relations between

words

Introduction to

general linguistics

1st Give an overview of main approaches, methods and

terms of general linguistics and connections with other

disciplines.

3 ECTS

Diploma thesis 6th The student obtains primary skills for the work with

scientific specialised literature and carrying out

research

6 ECTS

ES02:


MA Thesis 2nd Research in one subject related to the content of

the Master. This research is directed by the Master

teachers

6 ECTS

Cognitive Linguistics 2nd (elective

subject)

Apply cognitive linguistics into sign language 2 ECTS

Contrastive

Linguistics

2nd (elective

subject)

Compare linguistic features in speaking and signed

languages

2 ECTS

Semantics, universals,

and sign languages

2nd (elective

subject)

Learn about the universal properties shared by sign

languages

2 ECTS

Sociolinguistics of

sign languages

2nd (elective

subject)

Learn about the relation between language and

society, languages in contact

2 ECTS

Phraseology and

cognition in sign

languages

2nd (elective

subject)

Study of fixed expressions and idioms in sign

language, and the processes to create these

expressions

2 ECTS

French I 2nd (elective

subject)

Improve the communication skills in French 2 ECTS

French II 2nd (elective

subject)

Improve the communication skills in French 2ECTS

Legal status of sign

language

2nd (elective

subject)

1 ECTS


89

ES03:


Sign language linguistics

Natural language: meaning and structure. Formal and cognitive bases for linguistic communication. Typological diversity. The social environment of language.

4 ECTS

Foundations of

Translation

Introduction to the basic concepts of translation. A review of the main linguistic applications of use for translation, to the practice of translation and translation tools.

6 ECTS

Catalan Language I Description of the use of words and of

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.

8 ECTS

Spanish Language 1 Description of the use of words and of

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

8 ECTS

Translation between

Catalan and Spanish

Translation of lexis, semantic relationships and

clause structure. Problems in the translation of the

informative structure of patterns of textual cohesion

and rhetorical and stylistic issues

4 ECTS

Terminology:

theoretical bases and

application to

specialised

translation.

Terminological

problem solving

Terminology: theoretical bases and application to

specialised translation. Terminological problem

solving

4 ECTS

Translation

technologies

Computer-assisted translation. Introduction to

locating programmes. Treatment of monolingual and

bilingual corpora. Automatic translation.

4 ECTS

Final Dissertation:

Coursework

Producing a piece of work incorporating the

knowledge and skills acquired during the degree

4 ECTS

(Other Subjects apply

to translation and


90

interpreting

into/from Spoken

English)

FI01:


Research and

development

1st Basics to research: methods and strategies 5 ECTS

Swedish language 1 2nd A student can read, write, understand and speak

basic Swedish.

2 ECTS

Swedish language 1 3rd A student can read, write, understand and speak

about sign language interpreting

3 ECTS

Research and

development 2, 3 and 4

5th, 7th and 8th A student will write a final thesis 15 ECTS

FI02:


Introduction to

professional field and

Studying skills

1st 9 ECTS

Research and development

1st-8th Achieving essential skills for research making and developing (field of sign language interpreting)

30 ECTS

Translation 2nd-8th Basic theories, models and concepts of translation. 20 ECTS

Finnish 1st-5th General linguistics skills, written communication skills and oral communication skills in context of sign language interpreting

20 ECTS

Elective studies 1st-8th Supportive studies for studying sing language interpreting

10 ECTS

FR02:


French 1st and 3rd 48 hours


91

IE:


Interactive

discourse analysis

3rd - 4th Discuss linguistic discourse as a phenomenon worthy of 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.

10 ECTS

Language

acquisition and

Deafness

3rd -4th Describe the milestones in language acquisition for

children – hearing and Deaf. Describe the five stages of

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.

10 ECTS

Language

processing

2nd Describe the cognitive processes involved in perception,

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.

5 ECTS

Broad curriculum 1st-4th Students get to select a range of modules from other departments: Psychology, American History, Drama, Criminal Law, etc

10 ECTS

LT:


Philosophy 6th Introduction to Philosophy, history of Philosophy 64 hours

Information

technologies

2nd MS Office and other computer applications; text

editing and design

28 hours


92

Art of eloquence 3rd Understanding communication processes; dialogue

and its participants; text analysis; text creation and

argumentation

28 hours

Basics of applied

research

4th 28 hours

Social psychology 5th 78 hours

General and personality psychology

4th 56 hours

Lithuanian language and linguistics

2nd-4th Norms of standard Lithuanian. Introduction to linguistics. Lexicology. Stylistics

336 hours

NO01:


BA thesis 5th Identify and present a research question. Critical use

of sources. Academic writing. Ethical guidelines in

research.

15 ECTS

NO02:


BA thesis 5th and 6th 15 ECTS

NO03:


Academic writing 3rd Structure, academic style, references 16 hours

BA thesis 5th and 6th Research methods, references, academic

writing

15 ECTS

SV:



93

Performance 1st The aim is to become aware of one’s own self

and be able to talk in public. Prepared and

improvised performances


94

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

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Different institutions Language 4 ECTS (100 hours)

AT02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Different institutions Language 4 ECTS (100 hours)

AT03:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Deaf Community

institutions

Get to know the Deaf Community

and Deaf Culture. Visit and work in

different institutions. Practice

communication skills with Deaf

people

6 ECTS

Internship I Observation of professional

interpreters in their workplace. See

how interpreters prepare and work.

5 ECTS

Internship II Interpret under supervision. Reflect

on their own interpreting work.

7 ECTS


95

BE01:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT DESCRIPTION ECTS/HOURS

Deaf community Learn how to communicate

with different Deaf people

The students are supervised by a teacher in order to achieve the objectives

40 hours

Deaf community in specific

situations such as education

or work-related settings

Learn how to interpret in

different settings accompanied

by a professional interpreter or

on his/her own, with support of

a teacher

Students observe interpreters

at work - Students can get a

mentor with whom they work

together in different

assignments

40 hours

BE02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Schools, social and medical

settings

Get a clear idea of the job Students get a mentor with

whom they work together in

different assignments, they

also observe interpreters at

work

CS:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Schools, University,

Doctor´s office and offices

This is to create real world

situations for practicum

students

Our fifth and final semester

requires students to work at least

66 hours in real settings

interpreting for Deaf clients under

the supervision of experienced

Deaf professionals and interpreters

66 hours


96

DE01:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Freelance interpreters and

interpreting agencies

Observe and analyse

interpreting

Duration: 8 weeks,

Semester: 3

10 ECTS (of 14)

Freelance interpreters and

interpreting agencies

Practice and analyse interpreting skills

Duration: 12 weeks, Semester: 7

10 ECTS (of 14)

DE02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Any kind of social

institutions working for

Deaf people, like services,

Deaf associations, etc.

Gain knowledge about the Deaf

community and to realise that

interpreters are NOT social

workers

Work in these institutions

as far as possible and to

observe what they are

doing

1 ECTS

Qualified interpreters See how interpreters prepare

and work

Observation of

interpreters/interpreting

teams

2 ECTS

Qualified interpreters Learn how to interpret in "real

life"

Active interpreting under

supervision

2 ECTS

DE04:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Interpreters Deaf/hearing Observe working

interpreters/interpreting teams

Interpreters Deaf/hearing Interpret under supervision


97

EE:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Different organizations

where sign language

interpreters work (schools,

interpreting centres)

Introduction to the system

of sign language

interpretation and the work

and tasks of a sign language

interpreter in different

interpretation centres.

During the course an overview of sign language interpretation service system in Estonia is given, sign language interpreter work and role in interpretation situation is observed and analysed.

3 ECTS

Institutions offering

community interpreting

The general aim of the

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.

9 ECTS

Institutions offering

educational interpreting

Get to know how the work

is organised and practice

sign language in the schools

where Deaf students study.

Deaf community

institutions

The aim is to practice

knowledge and skills

acquired during the language

course

During the communication

practice in the Deaf community

the knowledge and skills acquired

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

6 ECTS


98

ES01:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Schools, universities, Deaf

people´s associations,

Deafblind people´s

associations, public

institutions (town halls)

To allow the student to apply

the knowledge gained during

the theoretical part of the

course in a real working

environment.

The work place training

is carried out in the

presence of a tutor who

must be a qualified sign

language interpreter

380 hours

ES02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Legal and educational

settings such as universities,

schools, court, solicitor and

notary offices

Interpret in real legal and


It is called Practicum in the

Master programme

8 ECTS

ES03:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Catalan Federation of the Deaf

Undertaking translation, interpreting and linguistic management and mediation experiences in different companies and institutions

Catalan Association of Deafblind People

Undertaking translation, interpreting and linguistic management and mediation experiences in different companies and institutions


99

FI01:

INSTITUTIONS WHERE IT CAN TAKE PLACE


Interpreter companies Signing in interaction Getting to know the field of sign language interpreting in practise: what the work is all about

3 ECTS

Other companies in the field

To see other professionals in the field

Who other are working with Deaf/ Deafened/Deafblind

3 ECTS

Interpreter companies A student can interpret in easy settings with a mentor

Student will monitor the interpreters work and interpret also herself/himself ( with a qualified interpreter)

5 ECTS

Interpreter companies A student acts as a pair for a qualified interpreter

Student follows the interpreter in all her/his tasks working together when appropriate

5 ECTS

FI02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Associations and Deaf communities

Get acquainted with Deaf institutions

5 ECTS

Interpreting agencies Practising sign language interpreting skills

15 ECTS

Schools and institutions Practising sign language interpreting skills

10 ECTS

FR02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Observation 1st year 30 hours

Practice interpretation 2nd year 360 hours


100

IE:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Range of organisations

dealing with Deaf

community, interpreting

agencies, individual

interpreters as mentors

and service learning

approach

Appraise and evaluate placement

experiences. Demonstrate ethical

behaviour relevant to their particular

professional pathway. Utilise

constructive feedback from mentors

into their practice

3rd year (5th and 6th

semesters)

15 ECTS

Range of organisations

dealing with Deaf

community, interpreting

agencies, individual

interpreters as mentors

and service learning

approach

Appraise and evaluate placement

experiences. Demonstrate ethical

behaviour relevant to their particular

professional pathway. Utilise

constructive feedback from mentors

into their practice

4th year (7th and 8th

semesters)

20 ECTS

LT:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Deaf associations and other

Deaf institutions (schools

etc.)

Introduction to Deaf

community

Meeting Deaf people and staff

from institutions related to

Deaf people

48 hours

Schools for the Deaf Improving sign language

communication skills

Meeting Deaf pupils at school 96 hours

Interpreter centres Observing Observing working

interpreters (III-IV semester);

supervised interpreting (V-VI

semester)

240 hours

Interpreter centres Practicing Supervised interpreting (V-VI

semester)

216 hours


101

NO01:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


Workplaces, educational

institutions, annual Deaf

culture festival, municipal

and private institutions for

Deaf elderly, Deaf

handicapped, etc.

Observation and

communication

2nd year, approximately 3

weeks

90 hours

Realistic role playing

situations in or off the

campus with authentic

interpreter customers and

under the guidance of

professional interpreters

Starting to interpret in an

adapted situation

2nd year, 3 weeks: 1 week

interpreting between

Norwegian Sign Language

and Norwegian, 1 week

interpreting and guiding for

the Deafblind, 1 week

interpreting for deafened

people

110 hours

Eikholt National Resource

Centre for the Deafblind

Intensive guided training in

interpreting and in mobility for

the Deafblind

3rd year, 1 week 40 hours

Interpreting services all

over the country

Intensive interpreter training

under the guidance of

professional interpreters

3rd year, 7 weeks 270 hours

NO02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE


College of Bergen 180 hours

College in Oslo & Akershus 180 hours

College in Trøndelag 180 hours


102

NO02:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

College of Bergen 180 hours

College in Oslo & Akershus 180 hours

College in Trøndelag 180 hours

NO03:

INSTITUTIONS WHERE IT

CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Schools (elementary,

secondary and higher

education), interpreting

services, work places with a

Deaf employee

Practise interpreting 360 hours in total in practical placement

Folk and training centre for

the Deaf

Learn sign language 30 hours

SV:

INSTITUTIONS WHERE

IT CAN TAKE PLACE

AIMS SHORT

DESCRIPTION

ECTS/HOURS

Companies and government organizations in the field of interpreting

Practice interpreting in the work field and further develop interpreting skills

Training in the workplace/internship

Deaf and Deafblind organizations

Socialize with Deaf persons and persons with Deafblindness using sign language

Cultural and national events

Such as the Deaf film festival and the national "Deaf day"

Educational institutions


103

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

PROGRAMME

WORKING TIME HEARING

STAFF

DEAF

STAFF

AT01 & AT02

Part time 7 7

Full time

AT03

Part time 3

Full time

BE01

Part time 9 3

Full time

BE02

Part time 8 2

Full time

CS

Part time 3 8

Full time 3 3

DE01

Part time 4

Full time 1 2

DE02

Part time 1

Full time 3 6

DE03

Part time

Full time 4 6

Part time*


104

DE04 Full time 2 1

DK

Total: 20

ES01**

Part time

Full time

ES02

Part time 10 5

Full time

ES03

Part time 4 2

Full time 1

EE

Part time 3 3

Full time

FI01

Part time

Full time 10 2

FI02

Part time

Full time 18 4

FR01

Part time 6 4

Full time 3

FR02

Part time 18 7

Full time

IE

Part time 1 1

Full time 1 3

Part time 16


105

LT Full time 2 2

NO01

Part time 3 2

Full time 4 3

NO03

Part time 4 1

Full time 1

PL

Part time 7 5

Full time

SI

Part time

Full time 5 2

SV

Part time 1 2

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.


106

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

REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

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

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Language Depends on different issues

Interpreting Professional and experienced

interpreter

Culture Depends on different issues

BE01:


EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

All the courses Bachelor or master or a degree as

a teacher for adults or a degree as

To be a native signer or

to work as an


107

sign language interpreter interpreter

BE02:


REQUIRED

WORKING EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign language BA Working as an interpreter

Voice to sign interpreting BA Working as an interpreter

All skills of simultaneous

interpreting

BA Working as an interpreter

Non manual communication BA Working as an interpreter

CS:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Modules 1,2 3, 4 and 5

(Interpreting)

University degree 5 years as interpreter or

equivalent experience

Fluency in Czech Sign

Language

Weekend workshops Work experience or

University degree

DE01: Depending on the position, not the subject

DE02:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Lip reading voice training rhetoric University degree Yes, but we have all

started from scratch


108

Interpreting, Ethics, special fields,

everything

University degree Yes, but we have all


Interpreting, Ethics, special fields,

everything

University degree Yes, but we have all


DE03:


REQUIRED

WORKING EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Interpreting in legal settings University degree We all started from scratch,

but now have 20 years of

teaching experience

Interpreting skills

Conference interpreting University degree We all started from scratch,


teaching experience

Interpreting skills

Linguistics University degree in

linguistics, PhD or

equivalent

We all started from scratch,


teaching experience

DE04:


EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Simultaneous interpreting,

teamwork, memory training,

interpreting written texts (both

hearing teachers)

Both hearing interpreters work in

the BA/MA study programme for

hearing interpreters


109

EE:


REQUIRED

WORKING EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Professional issues MA or equivalent Working as interpreter

Interpreting MA or equivalent Working as interpreter

ES01:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

All subjects University qualification No No

English University qualification

in modern languages

No No

Orientation on labour market University qualification

in Law, Social Work or

similar

No No

ES02:

TEACHING SUBJECTS QUALIFICATI

ON

REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Subjects related to linguistics, psychology,

interpreting, speaking languages

BA or PhD Working experience in

the field they tech

ES03:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Translation and Interpreting Expertise in Catalan Sign Language Interpreters

Being Catalan Sign


110

Language Interpreter

Linguistics Linguistics Expertise in Catalan Sign

Language

FI01:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign language interpreting Sign language interpreter 3 years Teachers qualification

FI02:

TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING EXPERINCE REQUIRED

OTHER REQUIREMENTS

Sign language MA, pedagogical studies, BA in Finnish Sign Language

Interpreting MA, pedagogical studies, BA in sign language interpreting,

Interpreting experience

Research studies MA, pedagogical studies Finnish MA, pedagogical studies

FR01:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Theoretical PhD

Practice Master degree Professional

interpreters


111

IE:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Language acquisition, Language processing, sign linguistics, sociolinguistics, translation & interpreting philosophy and practice, placement modules, consecutive interpreting, liaison Interpreting and simultaneous interpreting

Minimum MA level qualification in appropriate field for all topics. Capacity for research demonstrated. Ideally a PhD and research track record.

Minimum 3 years as a

professional interpreter (if

teaching interpreting

courses).

LT:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

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:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Theoretical subjects MA

Practical training BA (preferably MA, but Interpreting experience May lack formal

competence, have real


112

not always possible) competence

NO03:


EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign language Sign language education and competence in education and teaching

Experience in education

Sign language

interpreting

Sign language education and

competence, MA-degree

BA-thesis MA-degree

SI:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

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:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Interpreting VET in interpreting Interpreter work

experience

Pedagogical

skills/insight regarding

the Deaf community


113

Swedish University degree Teaching experience Pedagogical

skills/insight regarding

the Deaf community

Swedish Sign Language University degree/VET Teaching experience Fluent in sign language


114

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:


EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Language No MA Linguistic and pedagogical

skills

Interpreting No MA Pedagogical skills and

experience en

translation/interpreting

Culture No MA Pedagogical skills

AT03:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

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


115

BE01:


EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign Language Native signer with a degree of

secondary school or higher degree

None

Voice to sign interpreting Native signer with a degree of


None

Non manual

communication

Native signer with a degree of


None

BE02:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign Language None None

CS:

TEACHING SUBJECTS QUALIFICATION REQUIRED

WORKING EXPERINCE REQUIRED

OTHER REQUIREMENTS

Czech Sign Language for Interpreters

Training certificate in teaching Czech Sign Language

3 years teaching or equivalent experience

Native fluency in Czech Sign Language, Deaf

Weekend workshops Work experience or University degree

Modules 1-5: Interpreting 3 years teaching or equivalent

Training in evaluation of interpreters

DE01: depending on the position, not the subject


116

DE02:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Deaf studies, sign language University degree or

equivalent

Yes, but we have all


Linguistics University degree, PhD or

equivalent

Teaching and research

experience

DE03:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Research, linguistics University degree (PhD or

equivalent))

Teaching experience,

research experience

DE04:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Translation science, interpreting

from Autocue, linguistics, ethics

Works for the BA/MA

study programme

EE:

TEACHING SUBJECTS QUALIFICATION REQUIRED

WORKING EXPERINCE REQUIRED

OTHER REQUIREMENTS

Sign language, International Sign BA(minimum) Previous experience as sign language teacher

Deaf community Previous experience as teacher


117

ES01:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign language, body language

(non-verbal communication)

No Sign language teacher No

ES02:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Subjects related to sign

languages, artistic manifestations

and vocabulary in legal settings

They have to be experts

in their subject. No

qualification required

Experience in the

subject they teach

ES03:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Catalan Sign Language Expertise in Catalan Sign

Language teaching

Being a Catalan Sign

Language teacher

FI01:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Finnish Sign Language Will be recommended MA


118

FI02:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Finnish Sign language, interpreting and translation

MA, pedagogical studies, BA in Finnish Sign Language

IE:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

ISL, perspectives on Deafness,

Deaf education, Working with the

Deaf community, consecutive

interpreting, liaison interpreting,

simultaneous interpreting, Deaf

people and the Media

Minimum MA level qualification in appropriate field for all topics. Capacity for research demonstrated. Ideally a PhD and research track record.

Experience as an

ISL teacher (min 3

years).

LT:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Lithuanian Sign Language MA degree Sign language teaching

experience

Interpreting MA degree Sign language teaching

experience


119

NO01:


REQUIRED

WORKING EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Theoretical subjects MA (though some with

BA do teach)

May lack formal competence, but

have real competence in certain

areas

Sign language

instruction

MA/BA but highly

variable

May lack formal competence, but

have real competence in certain

areas

NO03:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Sign language Sign language education

and competence in

teaching

Competence in teaching

and instruction

PL:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Deaf history

Deaf culture

Complementary Polish Sign

Language courses

Technology of video recording


120

SV:


REQUIRED

WORKING

EXPERINCE

REQUIRED

OTHER

REQUIREMENTS

Swedish Sign Language Native signer/teaching

degree

Teaching experience Pedagogical skills. Fluent in sign language. Well familiarized with the Deaf community

Interpreting for persons with

Deafblindness

VET Working experience as

an interpreter

Pedagogical skills. Insight into the Deafblind community


121

7. Number of students

In this section the maximum number of students per classroom is presented.

Figure 6: Maximum number of students per classroom

0-15 students AT03, BE01, BE02, CS, DE02, DE03, DE04, EE

15-20 students DE01, ES02, ES03, IE 20-25 students AT01, AT02, , ES01, NO01, NO02, NO03 Others DK, FI01,FI02, FR01, FR02, SI, PL, 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

0-15; 8; 31%

15-20; 4; 15%20-25; 6; 23%

Others; 8; 31%

Maximum number of students


122

• 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.


123

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


124

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.


125

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.


126

• 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.


127

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


128

strive to use sign language all of the time and use sign language if suitable when

communicating with the students.


129

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


130

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


131

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.


132

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


133

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


134

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.


135

• 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 trainers, 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


136

Appendix 1: Training programmes codes

AT01 Karl-Franzens-Universität Graz, Institut für Theoretische und

Angewandte Translationswissenschaft (ITAT), BA Transcultural

Communication, (BA Transkulturelle Kommunikation), Graz, Austria.

AT02 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


137

FR Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation


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.


Kommunikation Gehörloser, MA Sign Language Interpreting (MA

Gebärdensprachdolmetschen), Hamburg, Germany.


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


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 (Gestų kalba),

Vilnius, Lithuania.

NO01 Sør-Trøndelag University College, Tegnspråk- og tolkeutdanningen, Bachelor

Sign Language and Interpreting (Bachelor i tegnspråk og tolking),

Trondheim, Norway.


138

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 interpreter

and interpreter for persons with Deafblindness (Teckenspråks- och

dövblindtolkutbildning vid Södertörns folkhögskola - Gamla stan), Stockholm,

Sweden.


139

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 14th and 15th 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):


140

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


141

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


3. Sign to voice interpreting


4. Areas of specialty interpreting

For example: deafblind people, mental health, legal...



142

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...


6. International settings

For example: International sign, English, team work with deaf interpreters...


7. Professional issues

For example: history of interpreting, ethics, code of conduct and professional regulations, new

technologies, professional diseases and prevention, interpreter associations...



143

8. Other subjects


5. TRAINING IN THE WORK PLACE / INTERNSHIP / PRACTICAL PLACEMENT

Only fill it if applies

Institutions where it can

take place

Aims Short description ECTS or hours equivalence

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


144

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?


145

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 14th 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.


146

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.


147

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.


148

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


149

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


150

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


151

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.


152

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


153

• 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:


154

• 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.


155

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.

SIGN LANGUAGE INTERPRETER TRAINING PROGRAMMESefsli.org/efsliblu/wp-content/uploads/2011/03/R... ·...

Documents

Transcript of SIGN LANGUAGE INTERPRETER TRAINING PROGRAMMESefsli.org/efsliblu/wp-content/uploads/2011/03/R... ·...