Interpreting in Educational Settings
The following global ideas guide the design and delivery of this course:
- Interpreters need to differentiate between language facilitation and instruction.
- Competent practitioners adjust their communication to the language need and level of comprehension of the students for whom they interpret.
- Competent practitioners establish appropriate boundaries with students in and out of the classroom.
- Individuals are unique in how they learn. Interpreters can enhance individuals’ learning processes by recognizing, identifying, respecting and responding to learning characteristics and linguistic needs of the people for whom they interpret.
- Interpreters working in educational settings must be aware of the changing profile of various age groups.
- An understanding of linguistic and cognitive development is integral to the role of sign language interpreters working in classroom settings.
- Interpreters are required to determine and explain their role in the educational setting.
- Effective practitioners work within the teaching team to maximize the learning potential of each situation.
- Practitioners’ awareness of their personal teaching and learning styles increases field effectiveness.
- Group work
- Student presentations
- Guest speakers
- Audio-visual presentation
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Attendance and participation
- Written assignments
- Group presentations
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
- Compare use of interpreting strategies and ethical practices used in community interpreting with interpreting in educational settings
- Discuss the components of being a part of the educational team and working within a system, and recognize parental rights in educational decision-making regarding their children
- Explain how to adapt interpreting strategies to meet the cognitive and linguistic needs of individuals in learning environments
- Adjust communication to meet educational needs of children and youth.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for INTR 2320|
|University of the Fraser Valley (UFV)||UFV MOLA 4XX (2)|