Traineeship/Internship in Professional Contexts II

Scholar Year: 2022/2023 - 1S

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 3,00 Joana Pereira   3,20

Teaching language

Portuguese

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

Other language: Portuguese Sign Language.

This UC aims at complementing the academic training of the student. Following the work developed in ICP1, it provides the student with a second opportunity of exploring the contrasts between theory and practice by coming into contact with professional life at schools, Deaf Associations, and other institutions connected to the Deaf Community. The goal is to provide the student with training conducted at a real site of professional work, giving him/her some professional experience, to begin with. The goals of this UC are for the student to get to know the different work contexts of Sign Language Interpreters, to become knowledgeable on how to select and adopt the most appropriate translation strategies within each context, and to know how to verify and monitor the effectiveness of his/her performance and make the necessary procedure amendments when needed, in order to successfully carry out his/her work.

Syllabus

The practical application of acquired knowledge in professional contexts, in everyday contexts (Deaf
Associations and similar settings, health centers and hospitals, government offices, and other public services).
The practical application of acquired knowledge in professional contexts in more complex and sophisticated
contexts that require a more demanding and more difficult performance (the courtroom, educational settings, conferences, etc.).

Demonstration of the syllabus coherence with the UC intended learning outcomes

In order to establish direct contact with the reality of the Sign Language interpreter's work/activity in a professional context, the student should, under the supervision of professional Sign Language Interpreters, apply practical and theoretical knowledge developed throughout the program.

Teaching methodologies

The places of internship activities should be diversified in order to cover the most common situations occurring in the professional performance of a Sign Language Interpreter. Moreover, they must be places where Sign Language Interpreting graduates work and can thus perform on-site monitoring of the students' activities during ICP2.
Any changes to the planned activities can only occur provided that the teacher(s) of the UC (internship coordinators) have been informed of such changes and have approved them.
Regular follow-up meetings will be held between the coordinator and the student in order to answer questions, provide guidance and propose theoretical questions which are relevant in this transition stage from student to working life.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Upon developing the activities of this UC of Intervention in Professional Contexts 2 (internship 2), students/interns are expected to acquire some experience on what their future professional lives will contain, in the performance of their duties as Sign Language Interpreters. Students/interns should develop the ability to analyze and question particular details regarding the proposed internship situations, and to find the best solutions for their effective resolution.

Assessment methodologies and evidences

The evaluation is conducted based on an individual ICP file, containing:
a. Daily reports and Weekly maps concerning internship activities, to be completed by the students, thus constituting proof of a minimum of 72 hours of internship.
b.Internship activity follow-up reports completed by the teachers/coordinators of this UC, by Sign Language Interpreters (internship advisors), or by other officials on-site who accompany students during their activities of ICP2.
c.One descriptive and elaborate report, prepared by the students, depicting internship contexts, activities developed, and the student's personal observations on his/her experience. This is to be complemented by a video/presentation, with a duration of 3 to 5 minutes, signed in Portuguese Sign Language, and containing a summary of the internship experience, as well as a personal reflection regarding the placement.
d. Student evaluation is composed of an assessment of the student's individual file (60% of the final grade) and of the performance assessment conducted by the supervising Sign Language Interpreters (assigned a weight of 40%) together with the signed video/presentation mentioned in the previous paragraph.

Attendance and participation are considered in the evaluation processes.

Students are expected to attend the lessons and have active participation in them, one that shows interest and cooperation, considered to be essential to the individual progress of interns and to the respective attainment of successful grades.

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

Attendance system

Please consult the "Regulamento das Atividades Académicas e Linhas Orientadoras de Avaliação de Desempenho Escolar dos Estudantes do IPS" and the "Regulamento de Frequência e Avaliação da 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

- http://www.classroominterpreting.org/eipa/index.asp
- http://www.rid.org/aboutRID/initiatives/index.cfm/AID/131
- http://deafness.about.com/cs/interpretgeneral/a/edinterpreters.htm
- http://www.youtube.com/watch?v=jyvaSwwhiyI
- http://www.youtube.com/watch?v=T4VqaYEJEGc
- http://clerccenter.gallaudet.edu/InfoToGo/edinterp.html
- clearinghouse.infotogo@gallaudet.edu
- http://clerccenter.gallaudet.edu/Odyssey/Winter-Spring2001/index.html