|Mapa da ESE Setúbal|
Traineeship/Internship in Professional Contexts I
Scholar Year: 2021/2022 - 2S
||Línguas e Literatura
||N. of students
|Maria José Duarte Freire||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Portuguese Sign Language
-Knowing the different contexts of working as a Sign Language Interpreter.
-Know how to select and adopt the most appropriate translation strategies to each of these contexts.
-Know how to verify and monitor the effectiveness of their performance and amend the necessary
procedures to carry out their work successfully.
-Practical application of acquired knowledge in professional contexts.
-Initially in everyday contexts (deaf associations and similar, health centers and hospitals, government
offices, other public services).
-Progressively, in situations of higher complexity.
Demonstration of the syllabus coherence with the UC intended learning outcomes
In order to establish direct contact with the reality of the work/activity of the Sign Language interpreter in a
professional context, should under supervision, apply the practical and theoretical knowledge developed
throughout the course.
The places of internship activities should be diversified to cover those more common situations in the
professional performance of a Sign Language Interpreter and should correspond to places where
graduated Sign Language Interpreters can perform on-site monitoring of the activities.
Regular follow-up meetings will be held in order to answer questions, provide guidance and propose to the
students theoretical questions, relevant in this transition period.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is expected that students / trainees developing the activities of this unit of Intervention in Professional
Contexts 1 (internship 1), can acquire some experience about what can be expected in everyday life of the
future performance of their duties as Sign Language Interpreters. Should know how to analyze and
question the proposed situations and finding the best solutions for their effective resolution.
Assessment methodologies and evidences
The evaluation is made on an individual ICP file:
a.Daily reports and Weekly maps of internship activities completed by students
b.Internship activities follow-up reports completed by teachers / coordinators of this curricular unit and
Sign Language Interpreters or other officials on-site.
c.1 descriptive report prepared by the students reporting contexts, activities and personal observations on
d.Evaluation is done by assigning a weight of 40% to the assessment made by the responsible Sign
Language Interpreters and 60% to the individual file.
Exams: Assessment in exam periods only applies to the improvement of the writing component of this CU, it will never substitute real time accomplished by the students at designated internship places.
Berk-Seligson, S., (1994) The bilingual Courtroom – Court Interpreters in the Judicial Process, Chicago,
London: University of Chicago Press
Frishberg, N., (1990) Interpreting an Introduction, Silver Spring, Maryland: RID Publications, Revised
McIntire, M.L. (ED.), (1990) Interpreting: The Art of Cross Cultural Mediation – Proceedings of the Ninth
National Convention of the Registry of Interpreters for the Deaf, July 4-8, 1985, Silver Spring: RID
Mindess, A., (1999) Reading Between the Signs – Intercultural Communication for Sign Language
Interpreters, Yarmouth, Maine – USA: Intercultural Press, Inc.
Seal, B. C., (1998) Best Practices in Educational Interpreting, Boston, …: Allyn and Bacon
Stewart, D.A., J.D. Schein, B.E. Cartwright, (1998). Sign Language Interpreting – Exploring its Art and
Science, Boston, London, Toronto, Sydney, Tokyo, Singapore: Allyn and Bacon