EDI 101: The Interpreting Field (1 credit)
This course provides an introduction to the art and profession of interpreting for deaf and hearing persons, and is designed for those students who already have some knowledge of, or training in, sign language. The student learns what is expected of an interpreter (knowledge, skills, behaviors) and applies this knowledge to a variety of settings.
EDI 111: Child and Language Development (1 credit)
This course focuses on various theories of child development and the acquisition of a first language. It provides the learner with the opportunity to form an overall understanding of how children and youths grow and develop, and the integral role of language in that development.
EDI 112: Language & Learning in Deaf Children (2 credits)
This course provides in-depth information on second language learning, especially as it relates to deaf children. This course also covers the impact of first language acquisition on second language learning, the cultural ramifications of diglossia in the classroom, the development of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), theory of mind, and implications for interpreters.
EDI 113: Public & Deaf Education in the US (1 credit)
This course provides an overview of public education and deaf education practices in the US, including: philosophies and purposes of education, school organization, issues and social problems, financial considerations, and accountability. The education of deaf children will be considered from sociocultural view and in relation to public school education.
EDI 114: Educational Interpreting (1 credit)
This course provides students with an understanding of the history of special education and the education of deaf children, as well as the changes in laws, regulations, and trends that have resulted in the mainstreaming of deaf children in public schools. Students become aware of the ethics, roles, and responsibilities of interpreting as a team member in the classroom.
EDI 121: Languages and Signed Systems (1 credit)
This course explores and reviews the communication modes and languages used in public school settings, with a focus on those used by deaf children. Students will become familiar with the languages and systems in the mainstream educational process, including the structures of American Sign Language, spoken English, and English-influenced sign systems.
EDI 122: Discourse Analysis: Language Use in Education (1 credit)
This course introduces the educational interpreter to an understanding of language, especially as it is used in the mainstreamed classroom with deaf students. Focus is on concepts of discourse analysis in general, and specifically in different types of classrooms. Students analyze and compare classroom discourse as it occurs in classrooms with hearing children and classrooms with deaf children.
EDI 124: Discourse Analysis: Interpreting Discourse (1 credit)
This course focuses on the analysis of discourse structures as a process for successful growth as an interpreter. Foundational skills essential to effective interpreting are the basis of this course, and include text analysis, abstracting, paraphrasing, linguistic and meaning analysis, glossing and transcription, feedback and self-assessment skills.
EDI 131: Skills Development Lab I: Foundational Skills (4 credits)
This course focuses on skill development for educational interpreters, including both language (signed and spoken) and interpreting/transliterating skills. Students develop self-assessment skills and practice professional feedback strategies while focusing on their skill development.
EDI 132: Skills Development Lab II: Translation-Sign to Spoken (1 credit)
This course focuses on translation skills. Students work from signed source texts to spoken texts, focusing on the skills in their Skill Development Plan. They continue to develop their self-assessment and feedback skills, working with mentors assigned through the program.
EDI 133: Skills Development Lab III: Translation-English to Sign (1 credit)
This course focuses on translation skills. Students work from spoken source texts to signed target texts, focusing on the skills identified in the Skill Development Plan. They continue to develop their self-assessment and feedback skills, working with mentors assigned through the program.
EDI 231: Educational Interpreting: Content Areas K-12 (2 credits)
In this course, participants will practice interpreting the subjects taught in public school classes. Included with practice interpreting and transliterating in ASL and various other systems, will be discussion of the class goals, instructional style, interpreter roles and ethics, language or mode choice, and analysis of the classroom for accessibility and appropriateness for interpreting. This course is primarily a skills development course.
EDI 232: Skills Development: Non-Content Areas K-12 (2 credits)
This course provides students the opportunity to practice analyzing a variety of non-content area settings for interpretability, to identify factors that are unique to any given setting, and to practice interpreting and feedback techniques for these settings. Skills development begins with prepared consecutive exercises and progresses to prepared simultaneous materials.
EDI 233: Skills Development Lab IV: Interpreting (3 credits)
This course gives students the opportunity to assess their skills as educational interpreters and discuss ways to more effectively interpret/transliterate in targeted school classes and activities. This course is designed to center upon individual needs of students. Interpreted selections will be assessed by the student and the instructor, followed by discussion of individualized professional development activities.
EDI 280: Internship: Educational Interpreting (2 credits)
This course provides an internship experience within the various duties and responsibilities, which the educational interpreter encounters on the job. The Internship provides maximum opportunities for practical experience in educational interpreting settings. Mentors from both within the setting and from EICP will provide necessary supervision.
EDI 211: Curriculum Methods and Materials: K-12 (1 credit)
This course develops an awareness of the teaching styles and learning styles that the educational interpreter may encounter. An understanding of the strengths and weaknesses of these factors provides the interpreter with a foundation for improving the delivery of interpreting services.
EDI 212: Tutoring Techniques (1 credit)
The purpose of this course is to address the challenges faced by educational interpreters in providing effective tutoring for students who are deaf and hard of hearing. Issues addressed include: the role of the interpreter as tutor; academic challenges; experiences by students who are deaf and hard of hearing; effective strategies for daily tutoring; and building collaborative relationships.
EDI 223: Communication Assessment (1 credit)
This course acquaints the student with the techniques used to informally assess the communication used by deaf students, hearing students, and teachers, and the communication events that occur in educational settings. Also included will be techniques for using information gathered in formal and informal assessments to interpret in the most effective manner for all participants.
EDI 234 Professional Educational Interpreter (1 credit)
This course provides students the opportunity to assimilate and discuss the principles, practices, and knowledge they have been exposed to in the program. Topics include professionalism in the work place, professional development activities, ways to effectively integrate the role of the interpreter into the educational system, and current issues in the field of educational interpreting.
EDI 238: Portfolio (2 credits)
This course introduces the notion of a professional portfolio and provides students with the opportunity to collect artifacts and attestations that effectively demonstrate the knowledge and skills they have developed. Students will discuss the purposes and goals of a portfolio, and will decide which materials will be added to their portfolio.