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

Pedagogical considerations

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.
Article outline
  • Introduction
  • 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
  • Conclusion
  • Note
  • References
Published online: 18 June 2019
https://doi.org/10.1075/ata.xix.06met
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