Chapter published in:The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices
Edited by David B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído
[American Translators Association Scholarly Monograph Series XIX] 2019
► pp. 117–140
Undergraduate and graduate level interpreter education
This chapter focuses on pedagogical issues addressed in an academic department at Gallaudet University in the United States that educates interpreters at both the undergraduate 4-year degree (Bachelor of Arts) and graduate 2-year degree (Master of Arts) levels. The graduate program has been in place for over 25 years, the undergraduate program for 10 years. A description of the contrast between these levels of academic programs currently in place in the Gallaudet University interpreter education programs is included in the chapter, along with discussion of the inter-relationship of foundation skills as they map onto subsequent skills development and professional practice courses.
- Historical context
- American Sign Language (ASL) – English historical view
- Historical context at Gallaudet University: AA, MA, BA and PhD
- Curriculum design considerations
- General models of curriculum design
- Curricular design in interpreter education
- Curricular design at Gallaudet University
- Similarities and differences between the BA and MA programs
- Structure of the BA and MA programs
- Curricular design
- Additional curricular considerations
Published online: 18 June 2019
Frauenfelder, U., & Schriefers, H.
(2018) Investigating the impact of ASL proficiency levels on ASL-English Interpretation (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
n.d.). Developing a coherent curriculum for the future of higher education: A comparative analysis of curriculum patterns that could meet future challenges. Retrieved from http://www.unet.univie.ac.at/~a0651816/Isabel_Heger_Developing_a_Coherent_Curriculum_for_the_Future_of_Higher_Education.php?lang=en
Hobsbaum, A., Peters, S., & Sylva, K.
Hunt, D. I. J., Cagle, K., & Metzger, M.
(2017) The role of language and cognition in US undergraduate and graduate curricula . Presentation at the International Symposium on Signed Language Interpretation and Translation Research held March 31–April 2, 2017 at the Kellogg Hotel and Conference Center, Gallaudet University, Washington, DC.
Hunt, D. I. J., & Nicodemus, B.
Jimenez-Silva, M., & Olson, K.
(2012) A community of practice in teacher education: Insights and perceptions. International Journal of Teaching and Learning in Higher Education, 24(3), 335–348. ISSN 1812-9129. Retrieved from http://www.isetl.org/ijtlhe
Knight, P. T.
Lohani, V., Mallikarjunan, K., Wolfe, M. L., Wildman, T., Connor, J., Muffo, J., Lo, J., Knott, T. W., Loganathan, G. V., Goff, R., Chang, M., Cundiff, J., Adel, G., Agblevor, F., Gregg, M., Vaughan, D., Fox, E., Griffin, H., & Mostaghimi, S.
(2005) Work in progress: Spiral curriculum approach to reformulate engineering curriculum. Proceedings Frontiers in Education 35th Annual Conference .Retrieved from https://ieeexplore.ieee.org/document/1611895
Macnamara, B. N., & Conway, A. R. A.
(2015) Source attribution instructional methods in ASL-English interpreter education (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
(2013) Cognition in interpreter education: An examination of admissions screening in ASL-English interpreter education programs (Unpublished manuscript). Gallaudet University, Washington, DC.
(2006) Salient studies of signed language interpreting in the context of community interpreting. In E. Hertog & B. van der Veer (Eds.), Linguistica antvertica. Taking stock: research and methodology in community interpreting (Vol. 5, pp. 263–291). Antwerpen, Hoger Institute voor Vertalers en Tolken.
Metzger, M., & Roy, C.
(2018) The use and perceived effectiveness of situated learning in American Sign Language-English Interpreter Education (Unpublished doctoral dissertation). Gallaudet University, Washington, DC.
(1957) An investigation into conference interpreting (with special reference to the training of interpreting) (Master’s thesis). University of London, England.
Ross, A. M., Noone, J., Luce, L. L., & Sideras, S. A.
Shaw, R., Collins, S., & Metzger, M.
Totté, N., Huyghe, S., & Verhagen, A.
(2013) Building the curriculum in higher education: A conceptual framework. Paper presented at the International Enhancement Theme Conference: Enhancement and Innovation held on 11th–13th June 2013 at the Crowne Plaza Hotel, Glasgow. http://www.enhancementthemes.ac.uk/docs/paper/building-the-curriculum-in-higher-education-a-conceptual-framework.pdf?sfvrsn=10
Tyler, R. W.
(2014, October 8). Sign Language Interpreter Education: Time for a National Call to Action. Street Leverage. Retrieved from https://www.streetleverage.com/2014/10/sign-language-interpreter-education-time-for-a-national-call-to-action
Whysong, C., Lo, J., & Mallikarjunan, K.
(2007) Improving ethics studies through a spiral themed curriculum: Implementing ethics discussion at the sophomore level. Proceedings of the Annual Conference and Exposition of the American Society for Engineering Education . Retrieved from https://peer.asee.org/improving-ethics-studies-through-a-spiral-themed-curriculum-implementing-ethics-discussion-at-the-sophomore-level