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DRAFT - efsli updated report 2012 - Sign Language Interpreters Training Programmes
1
SIGN LANGUAGE INTERPRETER
TRAINING PROGRAMMES
Draft
Updated March 2012
R1103 - version 3
DRAFT - efsli updated report 2012 - Sign Language Interpreters Training Programmes
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Table of contents
1. Introduction ........................................................................................................................................................................... 3
1. General data........................................................................................................................................................................... 5
2. Students’ requirements .....................................................................................................................................................15
3. Subjects .................................................................................................................................................................................18
4.1 Sign language and expressive skills .................................................................................................................................19
4.2 Two way interpreting (sign to spoken and spoken to sign language) and interpretation theory .................34
4.2.1 Interpreting sign to spoken language .........................................................................................................................47
4.3 Specialised areas of interpreting .....................................................................................................................................51
4.3.1 Specific population ..........................................................................................................................................................51
4.3.2 Specific settings ................................................................................................................................................................56
4.4 Deaf community and Deaf culture .................................................................................................................................62
4.5 International settings .........................................................................................................................................................70
4.6 Professional issues..............................................................................................................................................................75
4.7 Other subjects ....................................................................................................................................................................84
5. Training in the work place/internship/practical placement ......................................................................................94
6. Trainers .............................................................................................................................................................................. 103
6.1 Requirements for hearing trainers in the educational programme .................................................................... 106
6.2 Requirements for Deaf trainers in the educational programme ......................................................................... 114
7. Number of students ........................................................................................................................................................ 121
8. Strongest points of the training programmes .......................................................................................................... 123
9. Training programme possible improvements ........................................................................................................... 129
10. Conclusions ....................................................................................................................................................................... 133
Appendix 1: Training programmes codes ........................................................................................................................ 136
Appendix 2: Sign language interpreters training programmes survey ..................................................................... 139
Appendix 3: Utrecht working seminar. Outcomes from the workshops. Best practices in teaching sign
language interpreting ...................................................................................................................................................... 146
Report by Lourdes Calle, efsli project coordinator
Updated 4 March 2012
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1. Introduction
In October 2011 the efsli survey Sign language interpreters Training Programmes was send to all the
efsli full members (27 NASLIS - National associations of sign language interpreters) and 31 sign
language interpreters training programmes across Europe. The aim of this survey was to draw up
an overview of the sign language interpreters training programmes across Europe and bring
together the best practices. The survey was the basis for the efsli working seminar on sign
language interpreters’ qualification systems in Europe to be held in Utrecht (the Netherlands) on
14th and 15th November 2011. The objective of the seminar was to develop a “standard” or
model curriculum for sign language interpreter training. All participants received version 2 of this
report prior to the seminar in order to ensure that all the participants were informed as much as
possible. This enabled the participants to discuss the curriculum effectively during the seminar.
In total 75 participants from 23 different countries participated in the first working seminar in
Utrecht. During the seminar there were 9 different workshops, of which three were repeated
because of high demand, with the following topics:
• Sign to spoken language 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.
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The outcomes of the workshops are gathered in this report in appendix 3
In total efsli received 27 completed responses from 15 different countries to the online
survey held during 2011 and part of 2012.
The survey contained questions related to:
• Training programme general data: city, country, official degree name, educational
level and ECTS/hours (theoretical and internship).
• Students’ requirements: qualifications and sign language level.
• Training programme subjects, organised by the following categories:
o Sign language and expressive skills
o Voice to sign interpreting
o Sign to voice interpreting
o Areas of specialty interpreting
o Deaf community and Deaf culture
o International settings
o Professional issues
o Other subjects
Of each subject, it was asked in which semester of the training programme it was
scheduled, the content and aims and ECTS/hours equivalence.
• Internship/training in work places: institutions, aims and short description.
• Trainers: number of the staff (full time/part time), hearing/Deaf, teaching subjects,
qualifications required, working experience required and other requirements.
• Number of students: enrolled in the training programmes and in each classroom.
• Strongest points of the training programme
• Main points that can be improved of the training programme
To view the complete questionnaire, please see appendix 1
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1. General data
The 27 surveys were submitted from 15 different countries. Below you will find a list by country
with the training programmes that completed the survey. From each programme there are the
following data in this order:
• Institution that holds the training programme
• Name of the training programme (in English)
• Name of the training programme (in the original language)
• City
• Code of the programme in this report
At the end of each programme there is a 2 letter code in blue, which corresponds to the country.
In the case where there is more than one training programme per country, following the letters
there is a number. From this point on the codes are used to refer to the training
programmes.
• Austria:
o Karl-Franzens-Universität Graz, Institut für Theoretische und Angewandte
Translationswissenschaft (ITAT), BA Transcultural Communication, (BA
Transkulturelle Kommunikation), Graz. (AT01)
o Karl-Franzens-Universität Graz, Institut für Theoretische und Angewandte
Translationswissenschaft (ITAT), MA Interpreting (MA Dolmetschen), Graz.
(AT02)
o GESDO, Specialist training in sign language interpreting (Fachausbildung
Gebärdensprachdolmetschen), Linz. (AT03)
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• Belgium:
o VSPW Ghent, Flemish Sign Language interpreter graduate (Graduaat Tolk
Vlaamse Gebarentaal), Ghent. (BE01)
o CVO Crescendo, Flemish Sign Language Interpreter graduate (Graduaat
Tolk Vlaamse Gebarentaal), Mechelen. (BE02)
• Czech Republic:
o Deaf Institute for Specialized Education, Comprehensive Education
System for Czech Sign Language Interpreters (Komplexní vzdělávací
systému pro tlumočníky českého znakového jazyka), Prague. (CS)
• Denmark:
o Professionshøjskolen UCC, The pilot course in sign language
interpreting (Forsøgsuddannelse til tegnsprogstolk), Copenhagen. (DK)
• Estonia:
o University of Tartu, Estonian Sign Language interpreter (Eesti Viipekeele
Tõlk), Tallinn. (EE)
• Finland:
o Diaconia University of Applied Sciences, Degree programme of sign
language interpretation (Viittomakielentulkin koulutusohjelma), Turku. (FI01)
o HUMAK University of Applied Sciences, Degree programme of sign
language interpreting (Viittomakielentulkki AMK), Kuopio and Helsinki. (FI02)
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• France:
o Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation
French/French Sign Language, French Sign Language/French (Master
d'interprétation Français/LSF, LSF/Français), Paris. (FR01)
o University Paris 8, Professional Master in sign language interpretation
(Master professionnel interprétariat en langue des signes), Paris. (FR02)
• Germany:
o Westsächsische Hochschule Zwickau, University of Applied Sciences, Sign
language interpreting diplom (Studiengang Gebaerdensprachdolmetschen),
Zwickau. (DE01)
o Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, BA Sign language interpreting (BA
Gebärdensprachdolmetschen), Hamburg. (DE02)
o Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, MA Sign language interpreting (MA
Gebärdensprachdolmetschen), Hamburg .(DE03)
o Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, Academic education for Deaf sign language
interpreters (akademische Weiterbildung für taube Gebärdensprachdolmetscher),
Hamburg. (DE04)
• Ireland:
o Trinity College Dublin, Centre for Deaf Studies, Bachelor in Deaf studies,
Dublin. (IE)
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• Lithuania:
o Vilniaus kolegija/University of Applied Sciences, Sign language (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)
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o Valladolid University, Master in sign languages teaching and interpreting
(Master oficial en docencia e interpretación de lenguas de señas), Valladolid.(ES02)
o Pompeu Fabra University, Bachelor's degree in translation and
interpretation (Grado en Traducción e Interpretación), Barcelona. (ES03)
• Sweden:
o Södertörns folkhögskola - Gamla stan, Swedish Sign Language interpreter
and interpreter for persons with Deafblindness (Teckenspråks- och
dövblindtolkutbildning vid Södertörns folkhögskola - Gamla stan), Stockholm. (SV)
There is a variety of educational levels between the training programmes (figure 1):
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
DRAFT - efsli updated report 2012 - Sign Language Interpreters Training Programmes
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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.
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All these training programmes have both theoretical classes and training in a working place. The
following table shows how many ECTS/hours are devoted to each part:
TRAINING
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
DRAFT - efsli updated report 2012 - Sign Language Interpreters Training Programmes
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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.
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Following are the comparative tables that show the duration of the training programmes, divided
by ECTS and by hours. Those programmes that gave us their data in both hours and ECTS could
not be included in the following figures.
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
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Comments to figure 3: In this figure it has to be pointed out that BE02 answered the total
number of hours, not divided by theoretical and practical. FR01 indicated that they have a
minimum of 8 weeks internship, but this information is not included in this table due to different
units of measurement.
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2. Students’ requirements
Some of the training programmes have certain requirements in order to enter the training
programme. Below the figures with these requirements are presented:
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
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Others:
• DE04: Either a university degree or an interview prior to the start of the programme
• FR01: Three years at the university following a bachelor degree
• IE: Competitive access on basis of quality of score in Leaving Certificate, with specific
requirements in English and another language.
• PL: The candidates to this training programme are required to possess a master degree
and present communicative competence in Polish Sign Language. They also need to pass an
interview.
• SV: To pass an entry exam and have a three year upper secondary school education, and
English at level B
Besides the qualifications required to enter the training programmes, in eight of the programmes
(32%) a certain sign language level is also required:
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
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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.
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3. Subjects
In this report the subjects are divided into 9 categories which are listed below:
1. Sign language and expressive skills
2. Two way interpreting (sign to spoken and spoken to sign) and interpreting theory
2.1 Sign to spoken interpreting
3. Areas of specialty interpreting
3.1 Specific groups
3.2 Specific settings
4. Deaf community and Deaf culture
5. International settings
6. Professional issues
7. Other subjects
Each training programme is very different from the others, as well as their subjects. The divisions
between some categories are not always clear. For instance, some subjects included in the section
“Sign language and expressive skills” have some content related to interpretation. In this report
the subjects have been organised according to its main content.
In the tables not all the information can be found, due to the fact that not all fields in the
questionnaire have been answered.
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4.1 Sign language and expressive skills
Almost all the training programmes have at least one subject related to this topic. Only AT02,
DE03 and DE04 do not have a subject in their curriculum with this content. Note that both
AT02 and DE03 are a master degree at university and DE04 is university training programme for
Deaf sign language interpreters.
Following are the tables with the training programmes and the subjects related to sign language
and expressive skills included in their curriculum:
AT01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Language and Culture 2nd Acquisition of basic morphological, syntactic and 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Austrian Sign
Language
1st-5th All aspects of sign language: conversation skills, vocabulary, constructed action,
33 ECTS
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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(DGS) comprehension for unknown subjects or dialects. Be able to report on experiences, ideas, events and elaborate and explain plans and opinions.
German Sign
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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different topics as well as using these new signs in different contexts. Developing comprehensive skills in Estonian Sign Language and fingerspelling. Signing skills are practiced in group settings, several additional audio and video materials are used.
Theoretical basic
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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and sign
language
subject) sign language, learn the gestural origin of language,
understand the mental processes when coding and
understanding sign language
ES03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Working
languages 3
3rd Paraphrasing, style and register, signing space. 4 ECTS
Sign language
grammar
4th Role shift, text cohesion, vocabulary. 2ECTS
FI02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Improvement
Interpretative theory,
Seleskovitch
Overview of other
interpretative theories
Simultaneous note
taking of a speech
Preparation
FR02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign Language 1st-3rd 228 hours
Sign language linguistics 1st-3rd 126 hours
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IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Irish Sign
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
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comprehensibly in grammatical and lexical terms. Use
sufficient vocabulary through ISL to express one’s opinion.
Demonstrate comprehension of video/DVD footage
pertaining to everyday situations, work or contemporary
problems, in which signers adopt particular attitudes or
viewpoints. Convey and explain in ISL, information from an
unseen signed video or DVD clip of familiar topics or
information of personal interest. Demonstrate understanding
of a short theatrical or poetic performance in ISL and
understand the details of events and the expression of
feelings and wishes of another signer’s communication
Irish Sign 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
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information of personal interest. Sign information, highlighting
the personal significance of events and experiences; convey
and explain in ISL information from an unseen signed video or
DVD clip of familiar topics or information of personal
interest. Demonstrate understanding of a wide range of
complex, extended signed discourses (direct or recorded),
and recognise implicit meaning
Irish Sign
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
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signed language, the major categories of verbs, the major
NMFs that occur in ISL, the function of role-shifting, how
NMFs co-occur with other manual elements in ISL, how
temporal reference is marked, how aspect function.
Demonstrate ability to gloss ISL texts accurately. Describe
the use of signing space in a signed language, with particular
reference to verb agreement and role-shifting strategies.
Demonstrate a basic understanding of semantic role
assignment in ISL. Describe the preferred word-order
expressed, how reflexives and reciprocals are marked, how
passives are marked, the role of topic-marking, how
questions are marked, the functions of eye-gaze and features
that are evident in narrative structure..
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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NO01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language in
theory and practice
1st - 2nd 30ECTS
Introduction to the
profession of
interpreting
3rd - 4th 60 ECTS
NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Basic sign language skills 1st-2nd Basic sign language communication 3 ECTS
Vocabulary 1st-4th Basic communication 10 ECTS
Body shifts 2nd-6th Communication and interpreting 4 ECTS
Sign language structure 1st-4th Communication and interpreting 15 ECTS
Signing space 1st-6th Communication and interpreting 15 ECTS
Sign language genre 2nd 1 ECTS
Sign language levels 2nd-3rd Communication and interpreting 1 ECTS
Classifiers 2nd-4th Communication and interpreting 5 ECTS
PL:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign Language
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language 1st-2nd Vocabulary e.g. every day signs, greeting signs. Grammar: lexical and syntactic structure, non-manual signals, body shift, signing space, morphology. Communication: comprehension and expression. Paraphrasing, style and register. Annotation and awareness of transcription.
Sign language 3rd-4th Further development of the contents taught during semesters 1st and 2nd.
Sign language 5th-6th Further development of the contents taught during semester 3rd and 4th. Themed vocabulary e.g. economy, education, medical, legal, religious, sport, culture.
Sign language 7th-8th Further development of the contents taught during semesters 5th and 6th.
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4.2 Two way interpreting (sign to spoken and spoken to
sign language) and interpretation theory
Almost all the training programmes have at least one subject related to this topic. Only DE03 has
not in their curriculum a subject with this content. Most of the subjects related to interpretation
are focused both on sign to spoken and spoken to sign interpretation (two way interpreting). But
some of the programmes also have some specific sign to voice subjects. For those there is a
subcategory, 4.2.1 Sign to spoken language, following this section.
Following are the tables with the training programmes and the subjects related to two way
interpreting and interpretation theory included in their curricula:
AT01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Language and
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
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assessment critical assessment of different translation theories and their application. Development of suitable interpreting strategies for community interpreting settings (rapid turn-taking, interpreting for different group sizes, interpreting in emotionally charged or conflict-laden settings, etc.). Strategies for professional behaviour in community interpreting settings. Interpreting quality. Communication with customers.
AT02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Analysis and
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Practical experience and supervision
7th and 8th Interpreting at advanced level in real situations (all
skills)
40 hours
CS:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 2nd Consecutive voice to sign interpreting. 50 hours
Interpreting 4th This course focuses on the skills of simultaneous interpreting.
25 hours
DE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Adequately translate texts from German in German Sign Language and vice versa. Be able to interpret uni- and bilaterally spontaneously or with brief preparation
Applied translation
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
At some point during the two year training
Interpreting web content, for instance 28 hours
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Interpreting from
autocue
At some point during the two year training
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language
interpretation
techniques
1st and 2nd Improve the interpretation skills 4 ECTS
ES03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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FI02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive
FR02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Consecutive interpretation 2nd 18 hours
Written translation 2nd 18 hours
Conference interpretation
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
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IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 1st-5th Voice to sign and sign to voice interpreting, consecutive and
simultaneous, in different settings and situations
308 hours
NO01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting from
Norwegian to
Norwegian Sign
Language
5th and 6th 20 ECTS
NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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PL:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Sign Language
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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.
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4.2.1 Interpreting sign to spoken language
Some of the training programmes have specific subjects focused on voice control and sign to voice
interpretation. These programmes and the subjects are the following:
AT03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 3rd This course teaches the skills of consecutive sign to voice interpreting.
60 hours
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DE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice 5th Be able to theoretically analyse the product and voice 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice training and
rhetoric
1st and 2nd How to use/train the voice 2 ECTS
EE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Voice control 3rd Know basics to good voice control. 1 ECTS
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FI02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign to voice
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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PL:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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4.3 Specialised areas of interpreting
This section is for those subjects which aim is to improve the interpreting skills in any of the
specialised areas. This section is divided in two:
• Specific population
• Specific settings
4.3.1 Specific population
AT03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Specialized
interpreting
techniques
3rd Interpreting for Deafblind persons, interpreting for consumers with minimal language competence, sign supported German, introduction to relay interpreting ...
3 ECTS
BE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for
specific target
groups
6th or 7th Learn how to deal with interpreting situations where there are special groups involved
40hours
BE02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for
specific target
groups
6th or 7th Interpreting for specific target groups and specific settings 40hours
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DE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Signed German 3rd Interpret for CI-clients and hard of hearing clients 2ECTS
DE04:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Guide interpreter for
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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EE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deafblind
interpreter guide
3rd Plan and use guiding techniques and communication systems used by Deafblind individuals.
130 hours
ES02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deafblind
interpreting and
guiding
2nd (elective subject)
Learn the interpretation and guiding techniques to work with the Deafblind.
2ECTS
FI01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for special groups
6th A student can work as an interpreter for deafened or Deafblind clients.
5ECTS
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FI02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting and communicating with Deafblind and late-deafened people
3rd-8th 2 ECTS
NO01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting for persons with Deafblindness
1st-2nd Tactile communication, braille, guiding.
Interpreting for persons with Deafblindness
3rd-4th Tactile communication, rely on Deafblindness, study visits, guiding, interpreting the surroundings
Interpreting for persons with Deafblindness
5th-6th Haptic signals, guiding, consecutive and simultaneous interpreting, interpreting the surroundings.
Interpreting for persons with Deafblindness
7th-8th Haptic signals, guiding, consecutive interpreting, interpreting the surroundings.
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4.3.2 Specific settings
AT02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in
educational settings
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in educational settings
6th or 7th Tips and tricks about interpreting in educational settings
40 hours
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BE02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in educational settings
6th Interpreting in educational settings 40 hours
CS:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Simultaneous interpreting in different fields
4th- 6th Fields vary, for example health issues, education, nature science, vocational training, music
3ECTS each
DE03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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(German) 1
Conference
interpreting
(German) 2
Prepare and deal with technical terms, learn the trade of conference interpreting
5ECTS
DK:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Real time text interpreting
3rd and 4th To be developed
Remote interpreting/ video interpreting
6th To be developed
EE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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,
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adult education and afterschool activities, interpreting in mainstream schools and special schools for the deaf). Terminology in the main areas of educational interpreting (science, linguistics, social sciences, education, psychology, information technology and art).
ES01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting contexts
3rd Make use of the correct terminology specific to different interpreting contexts: educational, legal, medical, religious, etc.
180 hours
ES02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Sign language in
educational settings
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Translation of
Specialist Texts I
Strategies for the translation of specialist texts in the humanities field
4 ECTS
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in educational settings
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting in educational settings
Translation (theatre...)
Interpreting at conferences and legal
settings
Video relay interpreting
Community interpreting
FR02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Remote interpretation 3rd 9 hours
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Interpreting in educational settings 3rd 6 hours
SI:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Subjects of several
areas of interpreting
1st and 2nd To use proper interpreting techniques, to know
terms and signs from different areas
50 hours
SV:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Theme based
interpreting
5th-8th Health, medical, education, religion, culture, sports,
legal.
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4.4 Deaf community and Deaf culture
In this section all the subjects are mentioned which content focuses on the understanding and
knowledge of the Deaf culture and Deaf community. Following are the tables with the data from
the different training programmes:
AT01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Cultural emphases 3rd-4th Selected topics, including geography, history, economics, politics, administration, institutions, art and culture.
6 ECTS
AT03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1st-2nd Deaf community, Deaf culture, psycho-sociological aspects of Deafness, ,Deaf History, Deaf arts, Deaf education
6 ECTS
BE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf Culture 2nd Get acquainted with the Deaf community 40 hours
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Psychosocial aspects of
Deafness, hard of
hearing and interpreting
3rd-4th Psycho-sociological aspects of Deafness 40 hours
CS:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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and community certain aspects of Deaf culture. Develop project ideas.
Plan and execute empirical data collection. Analyse results.
Gather and present results
DE02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1 1st-2nd History, culture, poetry and literature, etc. 4ECTS
Deaf culture 2 1st-2nd Human rights, everyday life , associations, etc. 3ECTS
DK:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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History of the Deaf folklore research in Estonia and abroad. Genres of Deaf folklore (text examples). Deaf folklore in Internet. Topic of Deafness in hearing people‘s folklore.
Deaf culture 3rd The course will examine historic relations between the hearing 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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ES03
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf community and
Deaf culture
Deafness and sociolinguistics 8 hours
FI01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf community, Deaf culture and history
1st-4th To get acquainted with deaf community, culture and history
4 ECTS
FR01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Socio cultural point of view
Legal dispositions 70 hours
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FR02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture and history 2nd-3rd 24 hours
IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Perspectives on 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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf history,
language and culture
1st and 2nd 30 ECTS
NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Knowledge of Deaf culture and history
1st Cultural competence 20 ECTS in total for all
Deaf community and Deaf
culture
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Knowledge of sign languages history and status
1st Cultural competence
Knowledge of Deaf as
a linguistic and
cultural minority
1st Cultural competence
PL:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Deaf culture 1st-2nd Understanding and knowledge of the Deaf culture. History, culture, awareness, education, interpretation, technical aids, sign language
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4.5 International settings
In this section the subjects are presented which aim is to teach the students how to work in
international settings, using International Sign and English as working languages.
BE 02
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreters for specific target groups
8th Get to know the international setting, basic skills in interpreting in IS
8 out of the 40 hours
DE01
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Team interpreting 4th Cooperation in teams in general, not just at international level.
2ECTS
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DE03
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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more nuanced and context-sensitive understanding of texts in one’s native language and foreign languages. Basic information about different cultures (values, temporal and spatial orientation, styles of verbal and non-verbal communication), develops the skill of analysing reasons of intercultural miscommunication and helps to find means for overcoming such difficulties.
ES01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1st and 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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FI02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
English 1st 30 hours
IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Simultaneous
Interpreting 2
8th
LT:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Foreign language (English,
German or French)
1st B1 level 64 contact hours
NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
International sign 6th 8 hours
ASL and BSL 6th 8 hours
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Team work with other
interpreters
5th and 6th 24 hours
SI:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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4.6 Professional issues
This section provides an overview of all the subjects related to sign language interpreters
professional issues, such as code of ethics, interpreters associations, professional issues, etc.
AT01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Translation as a
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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BE01
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Interpreting 4th This course continues the discussion of decision - making for
interpreters
12 hours
DE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Code of ethics 5th Ethical questions, role play, etc. 3 ECTS
Translation science 5th Various topics, like demand control schema, associations, history, role models, and other current issues
4 ECTS
DE04:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Ethics 1st-5th Gain knowledge of a theoretical frame of reference, ethical theories and reflection models
10 ECTS
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that enables them to reflect on the dilemmas in practice. Gain knowledge of systematic reflection to analyse the complex interactions between users, users interests and values, own role and behaviour as an interpreter, and to discuss various options and arguments for choosing between them, from a theoretical frame of reference.
Theory 1st-5th Give students the knowledge and insight for 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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Professional work in
educational settings
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional ethics
FR02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Legislation 1st 12 hours
Code of ethics and
deontology
3rd 24 hours
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Professional diseases
and its prevention
3rd 2 hours
Interpreter
associations
3rd 2 hours
IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Professional ethics 3rd Interpreter ethics; interpreting methods. Situation
analysis; dealing with stress. Collaboration
24 hours
Employment law and
civil protection
6th 64 hours
NO01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Polish Sign Language
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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SV:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
At some point during the programme
Interpreter associations and companies in the field of interpreting
At some point during the programme
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4.7 Other subjects
This section presents a variety of subjects that did not match any of the previous categories. Most
of them are related to linguistics, producing a thesis and some other knowledge areas.
AT03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Text competence – 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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
General linguistics 3rd or 4th To learn about sign language linguistics 40 hours
BE02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
General linguistics 3rd -4th 40 hours
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CS:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Interpreting 5th This course is a mixture of practicum hours and
comprehensive revision of previous semesters
82 hours
DE01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:*
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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DE03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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or more? Changes in Estonian morphology. Proper
usage. Punctuation. Stylistic value of words. Functional
styles and their vocabulary. Lexical relations between
words
Introduction to
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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ES03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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interpreting
into/from Spoken
English)
FI01:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
French 1st and 3rd 48 hours
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IE:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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
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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:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
BA thesis 5th Identify and present a research question. Critical use
of sources. Academic writing. Ethical guidelines in
research.
15 ECTS
NO02:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
BA thesis 5th and 6th 15 ECTS
NO03:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
Academic writing 3rd Structure, academic style, references 16 hours
BA thesis 5th and 6th Research methods, references, academic
writing
15 ECTS
SV:
SUBJECT SEMESTER AIMS AND CONTENTS ECTS/HOURS
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Performance 1st The aim is to become aware of one’s own self
and be able to talk in public. Prepared and
improvised performances
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5. Training in the work place/internship/practical placement
Most of the training programmes have several hours/ECTS of training in the work place. This
section provides an overview of the variety of internships offered by the different training
programmes.
AT01:
INSTITUTIONS WHERE
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
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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
AIMS SHORT DESCRIPTION ECTS/HOURS
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
AIMS SHORT DESCRIPTION ECTS/HOURS
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
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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
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EE:
INSTITUTIONS WHERE
IT CAN TAKE PLACE
AIMS SHORT DESCRIPTION ECTS/HOURS
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
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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
AIMS SHORT DESCRIPTION ECTS/HOURS
Legal and educational
settings such as universities,
schools, court, solicitor and
notary offices
Interpret in real legal and
educational settings
It is called Practicum in the
Master programme
8 ECTS
ES03:
INSTITUTIONS WHERE
IT CAN TAKE PLACE
AIMS SHORT DESCRIPTION ECTS/HOURS
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
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FI01:
INSTITUTIONS WHERE IT CAN TAKE PLACE
AIMS SHORT DESCRIPTION ECTS/HOURS
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
AIMS SHORT DESCRIPTION ECTS/HOURS
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
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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
AIMS SHORT DESCRIPTION ECTS/HOURS
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
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NO01:
INSTITUTIONS WHERE
IT CAN TAKE PLACE
AIMS SHORT DESCRIPTION ECTS/HOURS
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
AIMS SHORT DESCRIPTION ECTS/HOURS
College of Bergen 180 hours
College in Oslo & Akershus 180 hours
College in Trøndelag 180 hours
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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
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6. Trainers
This section provides an overview of the training staff that works in the different training
programmes, separated by working time and also by Deaf & hearing staff
TRAINING
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*
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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
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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.
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6.1 Requirements for hearing trainers in the educational
programme
Depending on the training programme and the subject (theoretical/practical) the staff
requirements are different. Following are the tables with the different requirements:
AT01 and AT02:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING
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
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sign language interpreter interpreter
BE02:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Lip reading voice training rhetoric University degree Yes, but we have all
started from scratch
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Interpreting, Ethics, special fields,
everything
University degree Yes, but we have all
started from scratch
Interpreting, Ethics, special fields,
everything
University degree Yes, but we have all
started from scratch
DE03:
TEACHING SUBJECTS QUALIFICATION
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,
but now have 20 years of
teaching experience
Interpreting skills
Linguistics University degree in
linguistics, PhD or
equivalent
We all started from scratch,
but now have 20 years of
teaching experience
DE04:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING
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
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EE:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Professional issues MA or equivalent Working as interpreter
Interpreting MA or equivalent Working as interpreter
ES01:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Translation and Interpreting Expertise in Catalan Sign Language Interpreters
Being Catalan Sign
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Language Interpreter
Linguistics Linguistics Expertise in Catalan Sign
Language
FI01:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Theoretical PhD
Practice Master degree Professional
interpreters
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IE:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Theoretical subjects MA
Practical training BA (preferably MA, but Interpreting experience May lack formal
competence, have real
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not always possible) competence
NO03:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING
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:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Interpreting VET in interpreting Interpreter work
experience
Pedagogical
skills/insight regarding
the Deaf community
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Swedish University degree Teaching experience Pedagogical
skills/insight regarding
the Deaf community
Swedish Sign Language University degree/VET Teaching experience Fluent in sign language
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6.2 Requirements for Deaf trainers in the educational
programme
In most of the training programmes there are Deaf trainers. This section presents an overview of
the requirements Deaf trainers have to fulfil in order to be part of the training programme staff.
AT01 and AT02:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING
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:
TEACHING SUBJECTS QUALIFICATION
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
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BE01:
TEACHING SUBJECTS QUALIFICATION REQUIRED WORKING
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
secondary school or higher degree
None
Non manual
communication
Native signer with a degree of
secondary school or higher degree
None
BE02:
TEACHING SUBJECTS QUALIFICATION
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
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DE02:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Deaf studies, sign language University degree or
equivalent
Yes, but we have all
started from scratch
Linguistics University degree, PhD or
equivalent
Teaching and research
experience
DE03:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Research, linguistics University degree (PhD or
equivalent))
Teaching experience,
research experience
DE04:
TEACHING SUBJECTS QUALIFICATION
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
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ES01:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Sign language, body language
(non-verbal communication)
No Sign language teacher No
ES02:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Catalan Sign Language Expertise in Catalan Sign
Language teaching
Being a Catalan Sign
Language teacher
FI01:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Finnish Sign Language Will be recommended MA
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FI02:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Finnish Sign language, interpreting and translation
MA, pedagogical studies, BA in Finnish Sign Language
IE:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Lithuanian Sign Language MA degree Sign language teaching
experience
Interpreting MA degree Sign language teaching
experience
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NO01:
TEACHING SUBJECTS QUALIFICATION
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:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Sign language Sign language education
and competence in
teaching
Competence in teaching
and instruction
PL:
TEACHING SUBJECTS QUALIFICATION
REQUIRED
WORKING
EXPERINCE
REQUIRED
OTHER
REQUIREMENTS
Deaf history
Deaf culture
Complementary Polish Sign
Language courses
Technology of video recording
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SV:
TEACHING SUBJECTS QUALIFICATION
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
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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
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• FR01: There is no maximum number of students
• FR02: The maximum for practical lessons is 8 students
• SI: There is not training programme this year
• PL: 30 students
• SV: There is not a maximum of student, it depends on the subject at hand, and whether it
is practical or theoretical.
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8. Strongest points of the training programmes
The training programmes were asked about what they thought were the strongest points of their
programmes, in order to bring together the best practices from across Europe. Below are
presented their answers:
AT01 and AT02:
• Training interpreters for 12 different languages in one department.
AT03:
• Strong connection to the Deaf community
• Many different Deaf teachers (dialects, styles...)
• Many different experts from the field from Austria and other European countries
• Small group of students (able to serve individual needs)
BE01:
• Staff committed and professional, with a lot of experience
• The level of interpreting skills students achieve is an advanced level
• Lot of practical learning
• Many guest lecturers on different kind of expertise
• More than 30 years of teaching experience
BE02:
• The level of interpreting skills
• Stress management
• A lot of practice
• Many international guest teachers
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CS:
• Use of good research texts.
• Use of teaching methods from the U.S.A.
• Practical self-evaluations, using video and audio recordings
• General ethical/professional discussions using Deaf lecturers as controlling perspectives
• Use of real-world practicum hours under close supervision
DE01:
• Integrated approach
• Small group of students
• Well-equipped sign language laboratory
• Four year programme
DE02:
• Quite a large number of highly qualified Deaf teachers
• Strong emphasis on practical training
• Strong language and linguistics base
• 20 years of teaching experience
• Well-equipped language laboratory
DE03:
This training programme is just beginning and the next programme will start in summer 2012. We
think, however, that this training programme strongest point will be the following:
• Specialisation on conference and legal interpreting
• Opportunity to start research into sign language interpreting, as there is a high demand for
researchers, who actually are interpreters themselves.
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DE04:
• Variety of possible language combinations, including all kind of sign languages, International
Sign and written German.
• The programme does not have a specific examination for "Deaf Interpreters". The state
examination is qualifying hearing and Deaf Interpreters the same way, giving them exactly
the same title. All interpreters deaf or hearing only differ in their language combinations.
DK:
• Good correlation between theory and practice
• Well-developed concept about training for interpreting practices
EE:
• Curriculum is part of a large university, so all subjects of basic studies are taught by
different departments.
• Best specialists (both hearing and Deaf) teaching in our programme.
• Getting additional finances from the European Social Fund (ESF) so we can train also
supervisors at the interpreting centres and schools or make courses to the Deaf and
hearing, how to teach sign language.
• Students get also basic knowledge in psychology, economics, special pedagogics, social
sciences and law
ES01:
• It's specific for sign language interpreting
• The design of the programme was carried out by the National SLI Association, National
Deaf People's Association, Deafblind people's associations and the Ministry of Education
• It's a standard course for a national qualification which has been implemented throughout
the entire country and is available in many places
ES02:
• This is the only official MA programme in Spain
• Allow sign language interpreters to specialise in two settings: educational and legal.
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• In order to join the MA in the interpreting programme students must have a university
degree and an interpretation qualification (2000 hours vocational training)
ES03:
• We believe that our strongest point is that Catalan Sign Language Interpreting is at the
same level as any other spoken language interpreting within the Faculty and the University.
FI01:
• Committed and professional staff
• Interpreters identity and a strong need to pass on that identity to students
• Ethics and professionalism
• Newly established Diak Oppi provides the lecturers with an opportunity to update their
interpreter skills and the students an opportunity to practice in real-life situations with a
supervisor –
• Strong knowledge of technical tools needed in interpreters work (mobile and remote
interpreting…)
FI02:
• Committed professional staff
• Full time BA good mix of theory and practise
• Presence of qualified Deaf trainers
• Strong presence of ethics,
• Collaboration with the field
IE:
• Research led curriculum.
• Engagement with the Deaf community nationally and internationally.
• Erasmus links.
• Cross-national research project work that feeds directly into teaching and learning.
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NO01:
• An integrated approach that combines practical training with applied theoretical reflection.
• Collaboration between Deaf and hearing teaching staff
• Training under the guidance of professional interpreters
NO02:
• It's a full BA and a good mix of theory and practice.
NO03:
• Close relationship to the Deaf community in Bergen
PL:
• The presence of Deaf trainers
• Comprehensive coverage of Polish Sign Language grammar (theoretical and practical).
• Complementary courses of Polish Sign Language.
• Interpreting services available for students.
• Mock interpreting sessions with invited guests.
• Final exams
• A good deal of attention devoted to interpreter ethics
SI:
• Well-chosen subjects
• Professional trainers
• Small group of students
• A lot of individual work
SV:
• Approximately half of the staff members are Deaf or Deafblind, including the
administrative staff, everyone uses sign language, including the hearing staff members. We
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strive to use sign language all of the time and use sign language if suitable when
communicating with the students.
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9. Training programme possible improvements
The training programmes were asked, in order to design a curriculum based on best practices,
which were the points that could be improved of their training programmes. Below are presented
their answers:
AT01 and AT02:
• More internships
• Entrance examination
AT03:
• Training of teachers (Deaf and hearing) need for quality teaching material
BE01:
• Working together with other training institutes is a lack in this training programme, but
this situation is changing now.
BE02:
• Increasing the level of sign language skills in order to match with the demand of the Deaf
community –
• Improving the interpreting skills into spoken language
CS:
• More classroom hours.
• More practicum hours.
• Possibly additional mentor-ship after completion of the programme
• Use of a video library where students are required to watch and practice video-simulated
interpreting assignments.
• The main concern in Czech Republic is how the students can afford to pay for the programme. Because there isn't a university that has such a programme, although we have accreditation, the state does not pay for the student to attend our program. Therefore
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the student is hard-pressed to attend. Which makes it difficult to show any university that there is a demand, so they will take the programme under their "wing".
DE01:
• More didactic material
• E-learning greater variety
• More variety of lecturers from Germany and from abroad
• Deaf lecturers
• More research options
DE02:
• We share seminars in Deaf Studies, Sign language and linguistics with another study
programme, the BA in Sign Language. Therefore we sometimes wish for these seminars to
be more tailor-made for interpreters, who want to become interpreters and not linguists
or sociologists. We are working on trying to improve this point
DE03:
• This programme is just starting. For sure in some years we will detect several areas in
which improvement is needed.
DE04:
• We are currently evaluating the first programme and will be starting the second one in
2012. We have gained a lot of experience from the interpreting classes and found that
Deaf participants know much more about interpreting than hearing students. Some of the
seminars have to take that into consideration. We have also found out that sometimes
Deaf Interpreters have interpreting strategies different from that of hearing interpreters.
We had expected that and were happy to see this, and will for the programme pay more
attention to this beforehand.
EE:
• Most of the speciality lecturers work on basis of a contract. We need more qualified Deaf
trainers and methodical materials.
• 4 year curriculum
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ES01:
• Training and specialization of the trainers.
• Better communication and exchange of materials between different centres where the
course is offered.
• The course needs to be longer
• Sign language instruction is only offered in the first year.
ES02:
• It should be a longer programme. 60 ECTS in one year is quite dense
ES03:
• We have to wait until the first group of students finish the degree.
FI01:
• This autumn we just started a totally new curriculum with an integrated approach (topics
are inside the same course, for instance Finnish, Finnish SL and interpreting under the
same course). At the moment we are really still in the planning process of the final
academic years.
FI02:
• Urgent need for essential literature and materials, need for stronger prioritisation inside
curriculum, lack of places for practise,
• More interpreting into spoken language
IE:
• We are now in year 3 of our 4 year Bachelor in Deaf Studies. We need to wait until we
have rolled out a full round of the programme before we can fully assess this.
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NO01:
• Three years is a short period of time to learn sign language and interpreting. Because of
our demographics (small population spread over a fairly large area), we educate
interpreters for Deafblind and deafened individuals as well as for the Deaf population.
NO02:
• Our curriculum has too many subjects. When we enrol we know nothing, and after three
years we are supposed to interpret between Norwegian and SLI, interpret tactile for the
Deafblind, guide the Deafblind, interpret in Norwegian with signs and type from spoken
language to written language. Most of us are good at one or two subjects.
NO03:
• More hours for practical training, we would like to have a 4 years education instead of 3.
PL:
• Our programme is divided into two threads: for PJM teachers and interpreters. It would
be much more beneficial for interpreters to have the three semesters to focus only on the
matters of interpreting.
• There is a great need of practice in the workplace.
• It would be great to have subjects devoted especially to team interpreting, Deaf
interpreting, interpreting in international settings etc.
• Within the programme there is a strong need for interpreting a third language.
• It would do better to the quality of the programme to have stricter entry criteria.
• Our programme is too short (1,5 years)
SI:
• More hours in every area
• Prepare literature for the programme
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10. Conclusions
In total 27 training programmes fully completed the survey. The programmes differ
greatly, but in this section a few main conclusions are given.
• There is a variety of educational levels between the training programmes ranging
from higher VET to a MA.
• There is a big difference between the ECTS/hours of each programme, from
100 hours to 240 ECTS. Keeping in mind that 1 ECTS is equivalent to 25-30 studying
hours
• Almost all the programmes have both theoretical classes and training in a work
place. The number of hours/ECTS for each part varies greatly depending on the
programme.
• 97% of the programmes ask for some qualifications to the students in order to
enter the programme.
• Almost 70% of the training programmes do not require any sign language level
to enter the programme.
• Only some MA University programmes and a training programme for Deaf
interpreters do not have in their curriculum any subject dedicated to learn sign
language and expressive skills. The rest of the programmes usually have more than
one subject which aim is to learn the national sign language.
• Most of the programmes do not have separate subjects or modules for spoken to
sign and sign to spoken language. Just a few programmes have a specific subject for
teaching sign to spoken language interpreting skills, and some others have a
subject focused on voice and speech control.
• Most of the programmes have several subjects for training interpreting skills. There is
a difference between the criteria each programme follows to define the
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different interpreting subjects. One point of view used by some programmes is
the type of consumer you interpret for (“regular” interpreting, deafened person,
Deafblind person…) Some others organise the interpreting subjects depending on
how the interpretation is performed (consecutive/simultaneous).
• A few programmes include specific subjects to teach how to translate from written
text to sign language.
• Most of the programmes have specific subjects to study in depth specific
settings, such as educational, legal, conference interpreting, interpreting for
Deafblind persons, video relay interpreting.
• Almost all the training programmes have in their curricula subjects focused on Deaf
culture. The difference between the programmes is the point of view used for the
approach: sociological, cultural, psychological, educational, folklore, legislative, specific
national Deaf group (Estonian Deaf, Polish Deaf…)
• Most of the programmes include International Sign in their curricula, and just a
few have a specific subject for team interpreting.
• Professional ethics is another subject that is present in most of the training
programmes.
• Some programmes have introduced ergonomics, disease prevention and other
subjects related to the interpreter´s health.
• Just a few training programmes have courses focused on technology applied to
interpretative situations and the labour market.
• Linguistics is present in the majority of the programmes. The difference can be
found in the approach: sign language linguistics, comparative linguistics, general
linguistics, psycholinguistics
• Some programmes also offer foreign spoken languages other than English.
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• Research and thesis are required in some of the programmes.
• The vast majority of the training programmes include training in a work place,
supervised by an experienced interpreter.
• The trainers are Deaf and hearing, most of them on a part time basis. Some
programmes have a lot of guest teachers.
• Most of the hearing trainers are required to have a university degree to be part
of the training staff.
• Deaf 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
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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
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FR Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation
French/French Sign Language, French Sign Language/French (Master
d'interprétation Français/LSF, LSF/Français), Paris
DE01 Westsächsische Hochschule Zwickau, University of Applied Sciences,
University Degree in Sign Language Interpreting-Diplom
(Diplomstudiengang Gebärdensprachdolmetschen), Zwickau, Germany.
DE02 Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, BA Sign Language Interpreting (BA
Gebärdensprachdolmetschen), Hamburg, Germany.
DE03 Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, MA Sign Language Interpreting (MA
Gebärdensprachdolmetschen), Hamburg, Germany.
DE04 Hamburg University, Institut für Deutsche Gebärdensprache und
Kommunikation Gehörloser, Academic Education for Deaf Sign
Language Interpreters (akademische Weiterbildung für taube
Gebärdensprachdolmetscher), Hamburg, Germany.
IE Trinity College Dublin, Centre for Deaf Studies, Bachelor in Deaf Studies,
Dublin, Ireland
FI01 Diaconia University of Applied Sciences, Degree programme of sign
Language Interpretation (Viittomakielentulkin koulutusohjelma), Turku,
Finland.
FI02 HUMAK University of Applied Sciences, Degree programme of sign
language interpreting (Viittomakielentulkki AMK), Kuopio and Helsinki,
Finland.
FR01 Sorbonne Nouvelle, University Paris 3, ESIT, Master in interpretation
French/French Sign Language, French Sign Language/French (Master
d'interprétation Français/LSF, LSF/Français), Paris, France.
FR02 University Paris 8, Professional Master in sign language interpretation
(Master professionnel interprétariat en langue des signes), Paris, France.
LT Vilniaus kolegija/University of Applied Sciences, Sign language (Gestų kalba),
Vilnius, Lithuania.
NO01 Sør-Trøndelag University College, Tegnspråk- og tolkeutdanningen, Bachelor
Sign Language and Interpreting (Bachelor i tegnspråk og tolking),
Trondheim, Norway.
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NO02 Oslo & Akershus University College, Bachelor's degree in sign language
and interpreting (Bachelor i tegnspråk og tolking), Oslo
NO03 Bergen University College., Bachelor in sign language and sign language
interpreting (Bachelor i tegnspråk og tolking ),Bergen, Norway.
PL University of Warsaw, Faculty of Polish Studies, Polish Sign Language
postgraduate studies, (Polska studia podyplomowe język migowy), Warsaw,
Poland.
SI Association of Slovene Sign language interpreters ,The preparing
programme for sign language interpreter on national professional
qualification (Pripravljalni program za pridobitev poklica tolmač slovenskega
znakovnega jezika), Ljubljana, Slovenia.
SV Södertörns folkhögskola - Gamla stan, Swedish Sign Language interpreter
and interpreter for persons with Deafblindness (Teckenspråks- och
dövblindtolkutbildning vid Södertörns folkhögskola - Gamla stan), Stockholm,
Sweden.
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Appendix 2: Sign language interpreters training
programmes survey
1. INTRODUCTION
The main objective of this survey is to update and bring together information about the different training
programmes for sign language interpreters in Europe. One of the most important aims for efsli is to build up
a standard curriculum for sign language interpreters in Europe. In order to achieve this objective, we would
like to know in detail the content of the training programmes and collect all the best practices prior to our
working seminar on 14th and 15th November.
For any information or questions on the survey, please contact Lourdes Calle, efsli project coordinator:
2. THE TRAINING PROGRAMME:
1. What is the official name of your training programme?
2. In what country is your training programme located?
3. Please fill out your name and your email address so we can contact you if something is unclear. Your name
and email address will be kept confidential and used for this purpose only.
3. TRAINING PROGRAMME: OFFICIAL DEGREE
1. Name of the programme /official degree you finish with:
2. This qualification, which educational level corresponds with?
a. VET
b. Bachelor degree (BA) - college
c. Master degree (MA) - college
d. Bachelor degree (BA) – university
e. Master degree (MA) - university
f. Other (specify):
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3. Training programme length:
ECTS (or equivalence in hours)
Theoretical classes
Training in work places
4. STUDENTS REQUIREMENTS
1. Which are the qualifications students need to access this programme? Tick all that apply
a. None
b. To pass an entry exam
c. To pass an interview prior to the start of the programme
d. Secondary education diploma
e. Bachelor degree
f. Other (specify):
2. Which sign language level is required l to access your interpreter training programme?
(Click here to see the table of European language levels:
http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en)
a. No level
b. Basic level (equivalent to Europass A1-A2)
c. Medium level (equivalent to Europass B1-B2)
d. Advanced level (equivalent to C1-C2)
e. Interpreter with professional experience
f. Other (specify):
4. SUBJECTS
Please fill out the following tables with all the different subjects which are present in your training
programme. Note that we have divided the subjects in 7 different categories. If you think that one or
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some of the subjects in your programme does not fit in any of these categories, please include them in
the 8th category “Other subjects”.
1. Sign language and expressive skills
For example: Body shifts, mastering signing space, sign language grammar, vocabulary...
Subjects In which semester Aims and contents ECTS or hours equivalence
2. Voice to sign interpreting
Subjects In which semester Aims and contents ECTS or hours equivalence
3. Sign to voice interpreting
Subjects In which semester Aims and contents ECTS or hours equivalence
4. Areas of specialty interpreting
For example: deafblind people, mental health, legal...
Subjects In which semester Aims and contents ECTS or hours equivalence
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5. Deaf community and Deaf culture
For example: Deafness, Deaf and Deafblind people from a socio-cultural point of view, History of the
Deaf community, technical aids...
Subjects In which semester Aims and contents ECTS or hours equivalence
6. International settings
For example: International sign, English, team work with deaf interpreters...
Subjects In which semester Aims and contents ECTS or hours equivalence
7. Professional issues
For example: history of interpreting, ethics, code of conduct and professional regulations, new
technologies, professional diseases and prevention, interpreter associations...
Subjects In which semester Aims and contents ECTS or hours equivalence
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8. Other subjects
Subjects In which semester Aims and contents ECTS or hours equivalence
5. TRAINING IN THE WORK PLACE / INTERNSHIP / PRACTICAL PLACEMENT
Only fill it if applies
Institutions where it can
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
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3. Hearing trainers in the educational programme. Requirements:
Teaching Subjects Qualification required Working experience required Other requirements
4. Are there deaf trainers? If the answer is “Yes”, go to question 5. If not, go to section 7 “Number of
students”
5. Deaf trainers
Teaching Subjects Qualification required Working experience required Other requirements
7. NUMBER OF STUDENTS
1. How many students are currently enrolled in all levels of the programme?
2. What is maximum number of students in each classroom?
a. Up to 15
b.15-20
c.15-20
d.20-25
e. Other (specify):
f. There is not a maximum number of students
8. BEST PRACTICES
1. In order to bring together all the best practices around Europe, thinking of a future standard
curriculum for all the European countries, what do you think are the strongest points of your training
programme?
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9. TRAINING PROGRAMME POSSIBLE IMPROVEMENTS
1. In order to design a curriculum based on best practices we would like to ask you which are the main
points that can be improved in your training programme.
Thank you very much for your collaboration. The results of this survey will be presented in the efsli
working seminar on 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.
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Appendix 3: Utrecht working seminar. Outcomes from the
workshops. Best practices in teaching sign language
interpreting
In November 2011, in Utrecht (The Netherlands) took place the first working seminar “Towards a
standard curriculum”. During two days 75 participants, most of them sign language interpreter´
trainers, discussed in workshops with groups of 20-25 people about the best practices in teaching
sign language interpreting, divided by areas.
The seminar was opened with a presentation by Anne Potters, from the European Life Long
Learning CINOP agency in the Netherlands, who presented on European actions which
programmes can undertake. She explained that the EU in relation to education is now focused on
two main aspects the ET 2020 and the Youth on the Move programme, which look at new skills for
new jobs. In addition, she explained the Vocational Educational Training (VET) EU programmes
which are dedicated to professions.
Potters advised the participants of the seminar to focus on learning outcomes at the end of a
training of sign language interpreters. Learning outcomes are statements of what a learner knows,
understands and is able to do after the completion of the training. These outcomes are divided in
knowledge, skills (cognitive & practical) and competence (the way knowledge & skills are used). She
continued to explain the European Quality Framework (EQF) in which there are eight levels of
learning outcomes and in which the different competence levels can be distinguished.
Following the keynote speaker the participants were involved in four rounds of interactive
workshops. The workshops covered the main subjects mentioned in the curricula. Best practices
and needs for the specific subjects were discussed. The results of these findings were then
presented at the closing of the seminar. Following you can read the main outcomes of those
workshops.
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Sign to spoken language interpretation
The discussion in this workshop focused on several points. Regarding the reception of sign
language, it was said that first of all students must fully understand what is being signed, in order to
interpret it. That is why it is important to meet a variety of Deaf people, not just the teachers. In
addition, there is a need to work with appropriate levels of texts. Regarding production, the
discussion touched several topics (text analysis, register analysis, variation – regional, identity and
language use, diction). On the issue of processing there were some suggestions: consider models
like Daniel Gile’s Effort Models of Interpreting, making discourse mapping tasks, interactive
discourse analysis, understanding turn-taking processes and the importance of confidence .
Summarizing, the best practices brought together in this workshop are the following:
• Make learning outcomes explicit to students
• “Can do” statements for interpreters (akin to Common European Framework of Reference
for Languages ‘can do’ statements)
• Check levels of student´s confidence before starting a task and work on improving students'
confidence
• Practice summary work and paraphrasing before start interpreting
• Use of language laboratories
• Work on spoken language development (often considered as a given)
• Work with written texts with different registers.
• Bring in guest presenters, different Deaf people, in order to make the students get used to
different ways of signing.
• Get students to present in class as presenters. This presentation is translated or interpreted.
After this exercise the students give feedback to each other honestly. This way the students
improve their communication skills.
• Get students to do a task in a sign language, then a few days later get them to talk about the
same task in spoken language. The aim of this is to get diminish the anxiety of the memory not
being good enough.
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Trainers also must be familiar with current research in the field so they can apply this in the
classroom. In addition, alignment in teaching is needed between sign language teachers and sign
language interpreting teachers.
Question to consider: what research models are framing our idea of what good interpreting is?
Spoken to sign language interpreting
The main point: interpreting is not, or not in the first place, about the languages involved, it is
about the meaningful coherence.
• Important to teach consecutive interpreting, even though this is not what the norm is in sign
language interpreting.
• There are some examples of good practices teaching translating, which is like interpreting but
without the time constraint: take a text, summarize it on one slide (with a week time),
comment on how you did this, on the choices you made.
• Conference interpreting: use one sentence to summarize the first five or six sentences that
students have heard, and then produce a second sentence, summarizing the next 5 to 6
sentences. Only after that, start to include more information. When students feel they lose
coherence they should return to summarizing.
• Start with translation, after that consecutive interpreting, after that simultaneous interpreting
of small chunks, after that simultaneous interpreting of longer stretches of text. Go back when
students struggle.
• Teaching note taking: included in many training programmes, but not writing down words but
rather using symbols and pictures. Aims:
o To give students confidence that they do not only have to rely on memory
o Visualize the structure/coherence of a discourse/text
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o Use the paper as a representation for the signing space
• Monitoring one’s own signed production. Take into account different levels of monitoring:
overall process monitoring, pre-production and post-production.
• Judging a student’s production; hearing students/teachers often do not only see the signed
production but also hear the spoken source text. This may impact on their judgment. Advice
for hearing teachers: make sure you cannot hear the source text. Example for an exercise:
students videotape their own signed production, watch it again after approximately 10 days
(without hearing the source text), and see if they (still) fully understand.
Deaf people and Deaf culture
• Deaf culture and sign language are related, they cannot be separated. Sign language must be
taught from a cultural perspective
• In teaching Deaf culture, different perspectives from different users must be presented
• Just as there is no single "hearing culture" nor is there a single "Deaf culture". There are
different Deaf identities which must taught to the students
• Deaf culture should be taught from a sociological point of view, using the sociolinguistic
approach
• In order to learn what Deaf culture means students should spend time in Deaf settings. A good
practice is an immersion week in a Deaf setting.
• Material should be developed according to the country and their Deaf culture. Each country
does have differences in their Deaf culture
• Use the notion of ‘Deaf gain’
• Deaf culture must be made more explicit in teaching and applied to most the modules and
subjects
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International settings
Firstly, in this workshop the scope of (inter) national settings was defined: International Sign,
national sign languages, migrant languages and spoken languages. Depending on the situation there
are diverse methods of improving the skills for interpreting in international settings:
• Institutional solutions. For example, bi-/multilingual countries with more than one
spoken/signed language (Malta/Switzerland etc.) or universities where sign language is one
among other languages to be chosen as working languages for interpreting (e.g. Graz/UK)
• Individual solutions: exchange programmes (e.g. Erasmus) or individual internships
(interpreting practice)
• There are different constellations that have to be taken into account in order to include them
into the training programmes:
o Hearing-> hearing interpreters
o Deaf-> hearing interpreters
o Hearing-> Deaf interpreters
o Deaf->Deaf interpreters
• The skills that must be developed for interpreting at international settings are:
o Interpreting skills
o Intercultural skills
o Interpersonal kills
• Levels (depending on situation in country)
o Undergraduate: cooperation/interpreting
o Undergraduate: functional English
o Graduate: International Sign
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Training Deaf interpreters
Shared notions:
• Why do we need Deaf interpreters?: regardless of Deaf or hearing we should strive for the
best interpreting services. Deaf interpreters tend to have the full language and culture and
therefore can often provide excellent services.
• A Deaf interpreter works:
o As a translator (sign language to written forms and vice versa)
o As an interpreter (between two sign languages and/ or International Sign)
o Intermediary with use of minimal language skills
• Deaf persons must be trained as interpreters, not anyone who is a sign language user and Deaf
is also an interpreter
• Arguments need to be collected to convince the general public and stakeholders of why Deaf
interpreters are needed
Recommendations:
• Define: what is a Deaf interpreter
o Design a professional profile
• Define the learning outcomes of the Deaf interpreter in training
• To start the use and training of Deaf interpreters one must start where there are the least
objections. Sometimes this can be within the government or other times within associations
or training programmes.
• Organise a working seminar for Deaf interpreters to advise efsli on how the development of
this profession must move forward and to find the answers to the questions above.
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Sign Language
• Create a rich sign language environment, e.g. by teaching other subjects also in sign language
and in spoken language (eventually with the assistance of a SLI and then gradually the support
of the sign language interpreter decreases), so that exams can be taken in sign language in
fourth year
• Before entering the programme, organise a summer course/immersion week to get students
to level A1. Try and install the visual language elements first
• Do immersion weeks during the terms. In this way students get rid of their fear and it
increases the team spirit.
• Start with iconic/visual signs and International Signs during three to four months. Afterwards
start with the national sign language.
• Create a sign language didactics framework for Europe
Professional issues
• Training the students in such a way that they understand that each situation is different and
they cannot apply the same approach to an identical situation
• Teach the students decision making:
o Decision making as a tool
o Decision making on language and interpersonal aspects
o Decision making is teachable
o Decision making = having choices. The students must learn that there are different
choices possible in each situation.
• Students must be encouraged individually
• Reflection on the role of the interpreter:
o Through case studies of interpreting situations
o On power dynamics: minority versus majority
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• Code of ethics:
o Can be an obstacle for the student and the practicing interpreter.
o Students must learn how to deal with the code in a flexible way.
o Maybe an alternative to the code can be found, since it is often experienced as
more limiting.
o Should be used more as a guideline
o Deaf (and hearing) consumers could also have a different understanding of the
content of the code than the interpreter. The consumers must be informed.
Recommendations:
• The use of research as a source for training should be used more. More research is needed
on professional issues. We must continue to combine research & practice
• Open discussion with Deaf consumers on professional issues, such as the interpretation of
the code and interpreted situation as cases, is needed in order to increase understanding of
the limitations of the code and the role of the interpreter.
• Deaf and hearing consumers must be trained and informed on how to work with an
interpreter.
• A definition must be agreed upon on what is ‘right’ and what is not right (in relation to the
regional or national culture).
• Students' own culture, which is quite unconscious, needs to become more conscious
• Collect best practices on how to teach students decision making and professional ethics.
Training of Deaf and hearing trainers
Generally there is very little training for sign language interpreters´ trainers, and most training
occurs informally or on the job. Trainers should be trained in pedagogy, which includes:
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• Curriculum design
• Teaching methodology and practice
• Assessment, evaluation, giving feedback
• Learning outcomes (can also be used to define what knowledge, skills and competences)
Trainers should also receive specific training related to the field of sign language interpreting:
• Theory and interpreting models
• Linguistic theory to inform practice
• Team work between Deaf/hearing colleagues
• There is a need to ensure that Deaf trainers have access to training and certification or
recognition of their professional skills
• Several innovative uses of technology allow Deaf trainers to work in contexts from which
otherwise they would not have access to (subtitled audio visual texts as source in speech)
Areas of specialist interpreting
Most basic training courses offer a sampling of different interpreting areas to familiarise students
with the variety of contexts that they might work in when qualified, but this is far from specialist
training. An important distinction to make is between specialist interpreting and techniques used
with specific populations. The second category includes interpreting/guiding for Deafblind people,
sign-supported speech, text transcription, note taking and so on. Many of these techniques are
included in basic sign language interpreter training.
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Specialising in a specific area involves having knowledge and skills related to that specific field and
knowing how to apply them in interpreting practice. This means having strategies which may be
technical or professional in nature. Technical strategies involve overcoming specific linguistic and
lexical problems (this is especially relevant for sign languages, which often do not have a developed
lexicon for certain specific technical fields), whereas professional strategies area about adapting
behaviour and practice to the specific context
A specialist training successfully implemented should have a combination of different types of
learning:
• Classroom (theory and content)
• Work placement
• On the job learning
In the second and third contexts, mentoring by an experienced, specialised sign language
interpreter can play a fundamental role in ensuring that the trainee's learning experience is
successful. Once more, the definition of Learning Outcomes would help to guarantee training (and
therefore professional) standards in specialist areas.
One of the best practices is a collaborative professional training: sign language interpreters and
another professional group. In this specific case trainee interpreters team up with trainee nurses.
The nurses are learning about how to deal with Deaf patients, and sign language interpreters learn
the technical knowledge involved in that professional area.