Traineeship/Internship in Professional Contexts I

Scholar Year: 2022/2023 - 2S

Courses

Head Teacher Responsability Maria José Duarte Freire Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Cristina Gil   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Portuguese Sign Language (LGP)

This UC aims to complement the academic training of the student, enabling the confrontation between theory and practice, contact with professional life in schools, Deaf associations or other institutions linked to the Deaf community, in order to provide the student with a training in a real working situation that facilitates their future integration in the labor market, providing the student, when possible, with a minimum professional experience. Acknowledgement of the various working contexts of Portuguese Sign Language Interpreters. Knowledge on how to select and adopt the translation strategies most appropriate to each of these contexts. Knowledge on how to check and control the effectiveness of your performance and change the procedures considered necessary to perform your job successfully.

Syllabus

-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), and 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 of a professional Sign Language Interpreter, apply the practical and theoretical knowledge developed throughout the course.

Teaching methodologies

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 attesting the completion of 90 hours of internship.
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
the field, complemented by a video/presentation with 3 to 5 minutes in LGP with the summary of the internship experience and a personal input on it.
d.Evaluation is done by assigning a weight of 60% to the individual file and 40% to the assessment made by the responsible Sign Language Interpreters together with the video/presentation mentioned previously.

For evaluation, attendance and participation of students is considered.
Attendance and an active participation is expected, as well as collaborating and interest from the students, which is essential to the progress of the internship and to achieve a successful evaluation.

Exams: Assessment in exam periods only applies to the improvement of the writing component of this UC, it will never substitute real time accomplished by the students at designated internship places.

Attendance system

Check Regulamento das Atividades Académicas e Linhas Orientadoras de Avaliação de Desempenho Escolar dos Estudantes do Instituto Politécnico de Setúbal & Regulamento de Frequência e avaliação of ESE-IPS.

Bibliography

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
Edition
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
Publications .
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