This course provides opportunities for students to develop an understanding of the interpreter’s role and responsibilities when working in educational settings. Strategies to work successfully as a member of the educational team and classroom discourse will be examined. Major emphasis will be on interpreting in the K-12 setting, including adapting interpretations to accommodate a child’s cognitive development and preferred learning style.
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.
Methods of Instruction
- Group work
- Student presentations
- Guest speakers
- Audio-visual presentation
Means of Assessment
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.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.