Traineeship/Internship in Professional Contexts III

Ficha de unidade curricular - Ano letivo 2021/2022

Code: LGP30009
Acronym: ICPIII
Section/Department: Communication and Language Sciences
Semester/Trimester: 2nd Semester
Courses:
Acronym Curricular Years ECTS
LGP 4
Teaching weeks: 15
Weekly workload:
Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes
Head: Maria José Duarte Freire
Lectures: Maria José Duarte Freire

Teaching language

Portuguese

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

Portuguese Sign Languagge.

-Deepen and consolidate the work started in ICP 1 and 2 (Internship 1 and 2), including contact with
working life, schools, deaf associations or other institutions linked to the deaf community and the
community at large.
-Training in a real work situation will develop the knowledge and abilities of students, beginning here to
extend the professional contexts to more complex and sophisticated environments.

Syllabus

-Practical application of acquired knowledge in professional contexts in everyday contexts (deaf
associations and similar, health centers and hospitals, government offices, other public services).
-Practical application of acquired knowledge in professional contexts in more complex and sophisticated
contexts which require an act of greater demand and difficulty (courts, education, conferences, etc.).


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.

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 3 (internship 3), can acquire and widen their experiences 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
the field, complemented by a 3-5 minute video in LGP, with a summary of the internship and a personal reflection on it.
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.

Bibliography

Frishberg, N., (1990) Interpreting an Introduction, Silver Spring: RID Publications
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
http://www.classroominterpreting.org/eipa/index.asp
http://www.rid.org/aboutRID/initiatives/index.cfm/AID/131
http://clerccenter.gallaudet.edu/Odyssey/Winter-Spring2001/index.html
http://www.vrid.org/legis/states.html
http://www.netac.rit.edu/publication/taskforce/interpreting/interpreting.html
http://www.nad.org/infocenter/infotogo/asl/InterpStateLaws.html
http://www.fldoe.org/ese/pdf/y1995-5.pdf
http://www.youtube.com/watch?v=dZIUDZmK6vc

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