cardioascular foundations a -...

Creation of this module & documentation packet was supported by the CATIE Center at St. Catherine University,

a member of the National Consortium of Interpreter Education Centers.

Cardiovascular FoundationsPreparations for Interpreting about the Cardiovascular System

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To the Heart of the Matter

This workbook was originally created as “Steps to the Beat” in 2004Updated in 2015 by Doug Bowen-Bailey, Bridget Sabatke & Julie Simon

For more information, visit healthcareinterpreting.org/cardiovascular-foundations/

Estimated Time: 12.25 hours

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Creation of this module & documentation packet was supported by the

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Software Required - 1How to use this eWorkbook— 4The Purpose of this Online Learning Experience— 51.0 What do you know about the Cardiovascular Sys-

tem?— 61.1: Prediction— 61.2: Prediction – Cardiovascular Diagrams— 71.3: Preparation — 81.4: Filling in Cardiovascular Diagrams— 92.0 Describing CV System in Native Langauge— 112.1: Watch/Map Warm-Up Lecture in Native Langauge—

122.2: Salient Linguistic Features - Native Language—

142.3: Step 4 - Take a Break— 162.4: Re-Telling and Evaluating Lecture in Native Lan-

guage— 172.5: How did it go?— 173.0 Describing CV System in Second Langauge— 193.1: Watch and Map the Warm-Up Lecture in Your Sec-

ond Langauge— 20

3.2: Salient Linguistic Features - Second Language— 22

3.3: Step 4 - Take a Break— 243.4: Re-Telling/Evaluating Lecture in Second Language—

253.5: How did it go?— 254.0: Creating interpretations— 274.1: Review source language of your choice— 274.2: Review Salient Linguistic Features — 284.3: Create consecutive interpretation — 294.4: Analyze Consecutive Interpretation— 304.5: Take a Break— 314.6: Create a simultaneous interpretation— 324.7: Write an analysis of your simultaneous

interpretation recordings— 334.8: Compare your consecutive and simultaneous

interpretations— 345.1: Reflect on Experience with Module— 356.0: Documentation Page— 36

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How to use this eWorkbook

SoftwareTo use all the features of this eWorkbook, you neeed to use Acrobat Reader. This will allow you to fill out the form and save it. You can find the version you need by clicking here.

DocumentationThere are forms to fill out for each activity. Whatever you fill on the activity page will automaticaly be transferred to the forms at the documentation page at the end. (This is for ease of review by the CMP sponsors.) Your time is also automatically transferred and total time is calculated.

Accessing VideoThe video is all online. Each time you need to view a video, there will be a link that takes you to view it in a browser. To return to the eWorkbook, you need to switch back to Adobe Reader.

Beta SupportSince I am not sure what all the issues will be, I am going to create an online support page that I can add to.

Check out online support.

Need More AssistanceIf you have any difficulties in using the eWorkbook, please contact

Doug Bowen-Bailey [email protected].

http://healthcareinterpreting.org/cardiovascular-foundations/

http://healthcareinterpreting.org/cardiovascular-foundations/support/

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The Purpose of this Online Learning ExperienceWelcome to CV - Foundations. This independent study will help you learn about the cardiovascular system, and guide you through steps to apply that learning to the interpreting process. It is the first in three online modules focused on the cardiovascular system.

1. CV-Foundations provides an entry point to better understanding of the cardiovascular system as well as working with interpreting a lecture at a high school level. This learning modules should be completed first. Following this module are two other modules which can be done in any order. ,

2. CV–Clinical looks at interpreting related to the cardiovascular system in an authentic appointment in a cardiology clinic. 3. CV – Technical focuses on interpreting an academic lecture that would be at the level for a student working toward becoming a healthcare provider.

Again, once you work through CV – Foundations, you can choose which of those next modules best suits your professional development needs.Instructions for Using this Document

This form is to document your work, time and learning in going through the CV- Foundations activities online in Moodle. Each activity has a red arrow which provides a link to take you to the relevant page online.

Not every online activity has to be documented. Each one that is is marked by the phrase Documentation Required and the graphic on the right of a clipboard with checkmarks.

CEU Prcocessing

If you are working with an RID CMP sponsor in order to earn CEUs, you will use this document to verify your work. This will allow your CEU sponsor to quickly and effectively validate that you have completed the required activities. Remember, you must submit the CEU paper work to an approved CMP sponsor before you begin your work. You are welcome to contact the CATIE center to process your CEUs or you can contact another sponsor. A list of sponsors is available on the RID web site, www.rid.org.

THIS SECTION WILL BE REVISED AS WE FIGURE OUT HOW CEUS WILL BE MANAGED FOR THIS TYPE OF ONLINE MODULE.

Beta Testers will receive free CEUs from the CATIE Center.

Documenting Your TimeEach activity page includes a suggested length of time to complete that activity, using the following scale:30 minutes = 0.5 hours; 15 minutes = 0.25 hours. At the end of the activity, please indicate in the box your actual time of completion. Your time may vary from the suggested length.

The amounts you enter will automatically be transferred to the Documentation Pages at the end of the document and calculated for total time.




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Lesson 1.0 What do you know about the Cardiovascular System?

Goals:

The best way to learn is to have a question in your mind. Find out what you know and don’t know in the Prediction and Diagram activites so you can be more focused in your preparation. These activities give you tools for predicting and preparing for all interpreting work. Building this foundation of knowledge will support your learning in the later sections.

Activity 1.1: PredictionTime Estimate: .25 hours

Brainstorm what you think might come up in a high school lecture about the cardiovascular system:

• What anatomy might be included (parts of the body)?• What physiology might be included (How the body works)?• Draw a picture if it helps

DocumentationIf you are completing this project as a group, please indicate how those interactions affected this activity.• English: In the box below, write your predictions and/or describe your diagram. • ASL: If you prefer to do your predictions in ASL, you can post your video to YouTube or Vimeo and paste in the URL for the video.

Number of Hours on this Step:(Use number only. .5 not .5 hrs.)




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Activity 1.2: Prediction – Cardiovascular Diagrams Time Estimate: .25 hours

Without researching, lable the diagrams below as best as you are able.


“Circulatory System en” by LadyofHats, Mariana Ruiz Villarreal. Licensed under Public Domain via Commons -

Reflection MomentShare your reflections on this prediction process. What did you al-ready know? What questions do you have that you want answers for?

https://commons.wikimedia.org/wiki/File:Circulatory_System_en.svg#/media/File:Circulatory_System_en.svgnder Public Domain via Common

https://commons.wikimedia.org/wiki/File:Circulatory_System_en.svg#/media/File:Circulatory_System_en.svgnder Public Domain via Common




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Activity 1.3: Preparation

Time Estimate: .5 hours

Clicking on the image on the left will open a browser window and take you online to view the video. You must be conneted to the internet to view the video.

DirectionsWatch this lecture from Kahn Academy (about 15 min.) or other lectures online in ASL or English that teach about the cardiovascular system. We recommend starting at about 2:25 seconds when it starts to discuss pulmonary arteries and veins and how they relate to other arteries in the circulatory system. The web site also containes some optional materi-al from About.com.

DocumentationIn the box below, write in a summary of the lecture, paying particular attention to what you didn’t know before. You can also do an ASL summary and post in the URL to the video.


http://healthcareinterpreting.org/cardiovascular-foundations/activity-1-3-preparation/




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Activity 1.4: Filling in Cardiovascular Diagrams Time Estimate: .25 hours

After having done some preparation and research, see if you can more fully label the diagrams below.

See Completed Diagram on Next Page


Reflection MomentWhat did you learn from your research? What questions do you still have?




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Activity 1.4: Complete Cardiovascular Diagrams

Return to Page for Completing Reflection on Activity 1.4




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Lesson 2.0 Describing Cardiovascular System in Your Native LangaugeThe purpose of Lesson 2 is to use the knowledge you gained in Lesson 1 about the circulatory system and present a lecture on this topic in your native language (L1). This is an intralingual process whereby the source text and the target text are rendered in the same language. Knowing how to express a topic in your L1 is an important step to creating a good interpretation in your L2

Goals

• To understand your mental process for incorporating new information• To understand salient linguistic features and their significance in analyzing text• To produce a lesson about the circulatory system in your native language (L1)• To analyze your work and compare and contrast it with provided models

To-Do List:

Step 1: Watch a lecture in your L1 Step 2: Create a content map or outline Step 3: Analyze the text for salient linguistic features Step 4: Take a break :) Step 5: Produce the lecture in your L1 Step 6: Analyze your work




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Activity 2.1: Watch and Map the Warm-Up Lecture in Your Native Langauge Time Estimate: .5 hours

Clicking on the images below will open a browser window and take you online to view the video. You must be conneted to the internet to view the video.

Step 1: Watch the Lecture

ASL English

See how to create a create a map on the next page.

http://healthcareinterpreting.org/heart-of-matter/cardiovascular-system-warm-lecture-asl/

http://healthcareinterpreting.org/heart-of-matter/cardiovascular-system-warm-lecture-english/





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Step 2: Creating a MapMapping the information helps you remember the content and see how content is organized and related. Doing this can improve interpretations by making information spatial. Use a system that fits your learning and memory processes.

To create a map you have some options, you can:• Do a content web with the topic in the center, and various topics around the out-

side with details for each topic branching off. You can even do it be representing all of the content with pictures instead of words (except for numbers and what you would fingerspell).

• Make a linear content map that is the same as above, but more vertical than circular, or

• Make an outline

• If you did this activity in English, write a description of your map and the process you used to develop it. • If you did this activity in ASL, post a URL to a video of yourself describing your map and the process you used to develop it.

Number of Hours on this Activity:(Use number only. .5 not .5 hrs.)




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Activity 2.2: Identifying Salient Linguistic Features - Native LanguageTime Estimate: .75 hours

Salient linguistic features are words or phrases that are important to communicate the meaning.

When making a list of salient linguistic features, include features that may be challenging to translate into the target language. This may include: • speaker goals, • sentence structure, • use of space, • register, • specialized/significant vocabulary, etc.

Time Code Feature Description of Why Feature is Important

Analysis in ASL? URL for Video: Example Analyses:

When you have completed your list, go on to the next page to see Bridget and Doug talk about how and why they included the items on their list. As with the content map, your list may look different from theirs. You may wish to add to your analysis after viewing other perspectives.




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An Analysis in English

This analysis was completed by Bridget Sabatke and is provided as an example, not as the right way to do it. The importance of this activity is for you to think more critically about how lan-guage is used to convey meaning.

Time Code Feature Description of Why Feature is Important0:20-0:25 Components/Unit These two words foreshadow that he will be talking both about the specific parts of the cardiovascular system as well as how they work together as

a whole.0:30 - 0:45 Heart/Tubes These are the different sections that will be described and explain how they work together in the system.1:09 cardiac muscle cells This is a key vocabulary item because of the amount of detail he goes into describing both how it is unique, how it functions, and what it looks

like. In thinking about ASL, would be an important term to fingerspell2:20 chambers of heart The description of the heart chambers includes key vocabulary (atrium and ventricle) as well as is critical for setting up how blood goes through

its process of oxygenation and distribution to body and then return to lungs. 3:08 pacemaker This section has a challenge in terms of describing in English how the pacemaker cells stimulate the contraction of the heart (and how that con-

traction moves from the top to the bottom.)4:50 loop A significant point of the lecture and part of the speaker goal seems to be stressing how the CV system is a loop that re-uses blood over and over

again to bring nutrients and take waste away from cells. So, this vocabulary item, “loop” seems to have special emphasis.5:53 Two systems: away and

towardThis gives more detail to the tube component and seems important to emphasize in re-telling - an opportunity for comparing and contrasting

An Analysis in ASL

Clicking on the imae to the left will open a browser window and take you online to view the video. You must be conneted to the internet to view the video.

This analysis was completed by Doug Bowen-Bailey and is provided as an example, not as the right way to do it. The importance of this activity is for you to think more critically about how language is used to convey meaning.


http://healthcareinterpreting.org/cardiovascular-foundations/salient-linguistic-features-analysis-in-asl/




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Activity 2.3: Step 4 - Take a Break

Perhaps this should be called “Inactivity 2.3.” In order to internalize the information, take a break from the material, preferably for one day but for at least 4 hours. This allows you to drop the form of the original language, and concentrate more on the meaning of the information about the cardiovascular system.

Take a Break




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Activity 2.4: Re-Telling and Evaluating Lecture in Native Language Time Estimate: .5 hours

Step 5: Re-Telling

Record yourself re-telling the lecture in your native language (L1) incorporating as many details as possible from the original source material. This is an intralingual activity: you are working from your L1 into your L1. Do not interpret the material into your L2 yet. You will have an opportunity to interpreting the information in Lesson 1.4.

URL of Video of your Re-Telling

Step 6: How did it go?Do a concept map/outline of your lecture, similar to step 2. In your evaluation,

• Was your presentation informative, engaging, effective, professional, etc.?)• Were the topics organized effectively?• Were your explanations clear?• What was effective about the work?• What would you change for next time?• Based on your work in your L1, what challenges do you anticipate when rendering this information in your L2?

In the box below, compare and contrast your re-telling of the lecture with the original using the questions above.

After you have completed your analysis, view Doug’s discussion of his process on the next page.




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Sample Re-telling & Self-Analysis

This page contains links to samples of re-telling the lecture in both English and ASL. Note that Doug is a native speaker of English.

Click on the image above to go to the page with the sample Re-telling and Self-Analysis.


http://healthcareinterpreting.org/cardiovascular-foundations/sample-re-telling-analysis




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Lesson 3.0 Describing Cardiovascular System in Your Second LangaugeThe purpose of Lesson 3 is to use the knowledge you gained in Lesson 1 about the circulatory system and present a lecture on this topic in your second language (Ls). This is an intralingual pro-cess whereby the source text and the target text are rendered in the same language. Knowing how to express a topic in your L2 is an important step to creating a good interpretation in your L2

Goals

• To understand your mental process for incorporating new information• To understand salient linguistic features and their significance in analyzing text• To produce a lesson about the circulatory system in your second language (L2)• To analyze your work and compare and contrast it with provided models

To-Do List:

Step 1: Watch a lecture in your L2 Step 2: Create a content map or outline Step 3: Analyze the text for salient linguistic features Step 4: Take a break :) Step 5: Produce the lecture in your L2 Step 6: Analyze your work




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Activity 3.1: Watch and Map the Warm-Up Lecture in Your Second Langauge Time Estimate: .5 hours

Clicking on the images below will open a browser window and take you online to view the video. You must be conneted to the internet to view the video.

Step 1: Watch the Lecture

ASL English

See how to create a create a map on the next page.







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Step 2: Creating a MapMapping the information helps you remember the content and see how content is organized and related. Doing this can improve interpretations by making information spatial. Use a system that fits your learning and memory processes.

To create a map you have some options, you can:• Do a content web with the topic in the center, and various topics around the out-

side with details for each topic branching off. You can even do it be representing all of the content with pictures instead of words (except for numbers and what you would fingerspell).

• Make a linear content map that is the same as above, but more vertical than circular, or

• Make an outline

• If you did this activity in English, write a description of your map and the process you used to develop it. • If you did this activity in ASL, post a URL to a video of yourself describing your map and the process you used to develop it.

Number of Hours on this Activity:(Use number only. .5 not .5 hrs.)




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Activity 3.2: Identifying Salient Linguistic Features - Second LanguageTime Estimate: .75 hours

Salient linguistic features are words or phrases that are important to communicate the meaning.

When making a list of salient linguistic features, include features that may be challenging to translate into the target language. This may include: • speaker goals, • sentence structure, • use of space, • register, • specialized/significant vocabulary, etc.

Time Code Feature Description of Why Feature is Important

Analysis in ASL? URL for Video: Example Analyses:

When you have completed your list, go on to the next page to again see Bridget and Doug talk about how and why they included the items on their list. As with the content map, your list may look different from theirs. You may wish to add to your analysis after viewing other perspectives.




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An Analysis in English

This analysis was completed by Bridget Sabatke and is provided as an example, not as the right way to do it. The importance of this activity is for you to think more critically about how lan-guage is used to convey meaning.

Time Code Feature Description of Why Feature is Important0:20-0:25 Components/Unit These two words foreshadow that he will be talking both about the specific parts of the cardiovascular system as well as how they work together as

a whole.0:30 - 0:45 Heart/Tubes These are the different sections that will be described and explain how they work together in the system.1:09 cardiac muscle cells This is a key vocabulary item because of the amount of detail he goes into describing both how it is unique, how it functions, and what it looks

like. In thinking about ASL, would be an important term to fingerspell2:20 chambers of heart The description of the heart chambers includes key vocabulary (atrium and ventricle) as well as is critical for setting up how blood goes through

its process of oxygenation and distribution to body and then return to lungs. 3:08 pacemaker This section has a challenge in terms of describing in English how the pacemaker cells stimulate the contraction of the heart (and how that con-

traction moves from the top to the bottom.)4:50 loop A significant point of the lecture and part of the speaker goal seems to be stressing how the CV system is a loop that re-uses blood over and over

again to bring nutrients and take waste away from cells. So, this vocabulary item, “loop” seems to have special emphasis.5:53 Two systems: away and

towardThis gives more detail to the tube component and seems important to emphasize in re-telling - an opportunity for comparing and contrasting

An Analysis in ASL

Clicking on the imae to the left will open a browser window and take you online to view the video. You must be conneted to the internet to view the video.

This analysis was completed by Doug Bowen-Bailey and is provided as an example, not as the right way to do it. The importance of this activity is for you to think more critically about how language is used to convey meaning.


http://healthcareinterpreting.org/cardiovascular-foundations/salient-linguistic-features-analysis-in-asl/




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Activity 3.3: Step 4 - Take a Break


Take a Break




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Activity 3.4: Re-Telling and Evaluating Lecture in Second Language Time Estimate: .5 hours

Step 5: Re-Telling

Record yourself re-telling the lecture in your second language (L2) incorporating as many details as possible from the original source material. This is an intralingual activity: you are working from your L2 into your L2. Do not interpret the material into your L2 yet. You will have an opportunity to interpreting the information in Lesson 4.

URL of Video of your Re-Telling

Step 6: How did it go?Do a concept map/outline of your lecture, similar to step 2. In your evaluation,

• Was your presentation informative, engaging, effective, professional, etc.?)• Were the topics organized effectively?• Were your explanations clear?• What was effective about the work?• What would you change for next time?• If there was a feature missing or used less effectively in the lecture, how do you think that would show up in an interpretation to a second language?

In the box below, compare and contrast your re-telling of the lecture with the original using the questions above.

After you have completed your analysis, view Doug’s discussion of his process on the next page.




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Sample Re-telling & Self-Analysis

This page contains links to samples of re-telling the lecture in both English and ASL. Note that Doug is a native speaker of English.

Click on the image above to go to the page with the sample Re-telling and Self-Analysis.


http://healthcareinterpreting.org/cardiovascular-foundations/sample-re-telling-analysis




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Lesson 4: Creating interpretationsIntroduction: Now that you have analyzed the text in your Native (L1) and second (L2) language, here is your opportunity to create an interpretation of the lesson.

To-Do: • Review the video in the source language of your choice• Review your list of Salient Linguistic Features• Record yourself doing a consecutive interpretation• Create an analysis of your consecutive work (either written or video)• Take a break for several hours, preferably for at least one day• Record yourself doing a simultaneous interpretation• Write an analysis of your simultaneous work• (Optional) Do a comparison of your consecutive and simultaneous interpretations

Activity 4.1: Review the video in the source language of your choiceTime Estimate: .25 hours

Choose whether you want to work with ASL or English as your source text. Reveiw that video to prepare for Step 2.


Reflection MomentWhat questions do you have as you prepare for an interpretation? What do you anticipate will be challeninging sections?







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Activity 4.2: Review your list of Salient Linguistic Features Time Estimate: .25 hours

In Activity 6, you created a list of SLFs for the lecture in your native language, and in Activity 10, you created a list for the lecture in your second language. Review these and note any particular areas that you think will be challenging in going between languages.

Prepare for Conseuctive Interpretation

Before you create your interpretation, you may want to reflect on the purose and process of interpreting consecutively. You can read reflections on the process from Doug Bowen-Bailey about how in practice, consecutive and simultaneous interpretations are not two distinct processes but two ends of a continuum.

Read more online

Reflect on Your PreparationIn your review of salient linguistic features and preparation for conseuctive interpretation, share below what is most significant to you? If you do the reflection in ASL, please paste your URL of the video here.


http://healthcareinterpreting.org/cardiovascular-foundations/reflections-on-consecutive-interpreting/




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Activity 4.3: Create a consecutive interpretation Time Estimate: .25 hours

Consecutive interpretation is where you interpret one chunk of information at a time.Consecutive interpretation is an important skill to have because it creates interpretations that are more accurate than simultaneous interpretations. It is a strategy that is more readily used in one-on-one situations like doctor appointments than in classroom settings.

To do this, you have two options.

ASL - Complete Version English - Complete Version

Access complete video by clicking image above. Watch the video until you have a chunk of information that is manageable for your memory, pause the video, and then interpret what you heard. ASL - Consecutive Version English - Consecutive Version

Use pre-chunked videos - available in the links below.

URL of Video for Your Interpretation





http://healthcareinterpreting.org/cardiovascular-foundations/warm-up-lecture-cv-system-asl-consecutive/

http://healthcareinterpreting.org/cardiovascular-foundations/cardiovascular-system-english-digestive-lecture-consecutive/











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4.4: Analyze Consecutive InterpretationComplete an analysis of your interpretation. The written reflection should be a minimum of 100 words. An ASL analysis should be a mintimum of 3 minutes. If you would like more ideas for what to include in a self-analysis, you can see samples online.

English to ASL Sample ASL to English SampleSome areas you can think about as you’re doing your analysis include:

What areas of the interpretation were effective? why? What areas of the interpretation were less effective? why? Did you use pauses and transitions so the student could follow the message? How did you feel about your use of space and classifiers?

Evaluate Your InterpretationWrite your analysis of your consecutive interpretation below. If you do the analysis in ASL, please paste your URL of the video here.


http://healthcareinterpreting.org/cardiovascular-foundations/consecutive-interpretation-sample-asl-to-english/

http://healthcareinterpreting.org/cardiovascular-foundations/consecutive-interpretation-sample-asl-to-english/




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4.6: Create a simultaneous interpretationSimultaneous interpretation is the method most frequently used in the classroom environment. Record yourself doing a simultaneous interpretation.

ASL Source Video English Source Video

URL of Video for Your Interpretation








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Activity 4.7: Write an analysis of your simultaneous interpretation recordingsComplete an analysis of your interpretation. The written reflection should be a minimum of 100 words. An ASL analysis should be a mintimum of 3 minutes.

What areas of the interpretation were effective? why? What areas of the interpretation were less effective? why? Did you use pauses and transitions so the student could follow the message? How did you feel about your use of space and classifiers?


See Example AnalysisCheck out this sample analysis after you have begun your own.

http://healthcareinterpreting.org/cardiovascular-foundations/sample-si-analysis/




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Activity 4.8: Do a comparison of your consecutive and simultaneous interpretationsWatch your consecutive and simultaneous interpretations. Compare and contrast your work.

You may answer the following questions:

How well did you represent the salient linguistic features from the source language? How did the consecutive interpretation compare to the simultaneous interpretation? How did your analysis of the text in your L1 and L2 impact your interpretations?


See Example AnalysisCheck out this sample analysis after you have begun your own.

http://healthcareinterpreting.org/cardiovascular-foundations/sample-ci-si-comparison/




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Activity 5.1: Reflect on Experience with ModuleCongratulations on making it all the way through the process. To more fully synthesize what you have learned into your practice, take a moment to think back on what you did for this module focusing on academic understanding of the cardiovascular system:

• Prediction• Preparation• Content mapping• Salient linguistic features analysis• Re-telling in native and second languages• Interpreting consecutively• Interpreting simultaneously

Write or sign a reflection that synthesizes your learning, using these questions as a starting point:

• What did you learn about the anatomy and physiology of the cardiovascular system?• What challenges did you face?• How did you see your ability to talk/sign about the cardiovascular system develop?• How did you see your ability to interpret about the cardiovascular system develop?• What did you learn about consecutive and simultaneous interpretation?

Number of Hours on this Step: (Use number only. .5 not .5 hrs.)

VerificationClick here to check your total time and verify your completion of the activities.

You will need to enter your initials on this page next to an agreement that you completed all of the work documented in this packet and that it took the amount of time listed.




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6.0 Documentation PagesThe documentation pages are linked to your activities in the module. So, when you fill in those earlier boxes, they will be automatically transferred to here for easier review by CEU sponsors.

RID #: City, State:

Activity Time Spent Activity Description/Reflection/URL

1.1 Prediction

1.2 Diagram - first try

1.3 Research/Preparation

1.4 Diagram - second try

2.1 Mapping a Lecture in Native Language

2.2 Salient Linguistic Features in Native Langauge (written)

2.2 SLF in L1 (URL for video)




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Table of Contents


Activity Time Spent Activity Description/Reflection/URL2.4 Re-telling/evaluating lecture in Native Language(URL for Video)2.4 Re/telling/evaluating lecture in L1 (written)

3.1 Mapping a Lecture in Second Language

3.2 Salient Linguistic Features in Second Langauge

3.4 Re-telling/evaluating lecture in second Language(URL for Video)

3.4 Re/telling/evaluating lecture in L1 (written)

4.1 Review Source video




© 2015←

Name:

BETA

Table of Contents


Activity Time Spent Activity Description/Reflection/URL4.2 Review Salient Linguistic Features

4.3 Interpret consecutively

4.4 Analyze consecutive Interpretation

4.6 Interpret simultaneously

4.7 Analyze simultaneous interpretation

4.8 Compare simultaneous and consecutive interpretations

5.1 Overall Reflection

Total Time

VerificationBy putting my initials in this box, I verify that I completed the activities described on the previous three pages and that I spent the amount of time indicated in Total Time.

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