Interpreting Educational Discourse: An Online Module

Facilitated by Doug Bowen-Bailey
October 26 - December 11
Online in a Moodle class
Offered for either . 7 CEUs or 1.4 CEUs in Profession Studies
(The amount of CEUs depends on the amount of work you complete in the course.)

Test Your Computer | Objectives | Schedule | CEUs | Register (REGISTRATION IS NOW CLOSED.)

Cost: $20 for NESC interpreters; $50 for non-NESC interpreters. Questions about an whether or not you are a RegionIII/NESC interpreter?

• This initiative is made possible in part by the Region III Low Incidence Project with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education– Grants to States.
• Sponsorship of RID CEUs provided by St. Catherine University CATIE Center. St. Catherine University is an approved RID sponsor for continuing education activities. This program is offered for .7 or 1.4 CEUs in professional studies and assumes some knowledge of the topic.
• Co-sponsored by the TASK12 Project who facilitated the original development of this module.

This was a module developed for educational interpreters in Arizona, and we'll be testing it out here. It uses a combination of online readings, watching videos, doing activities, and participating in bulletin board discussions. We will also use some online video chats to connect - and potentially may do some face to face meetings for support.

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Test Your Computer:

UMD has a web page to test browsers to see if they have appropriate software to participate in online courses. Test your computer by clicking here. You will also need to have a functioning web cam. If you do not have one, they are available for loan from the NESC lending library. Contact Tasha Honkola for more information about this.

Objectives:

An interpreter who has successfully completed this module can:

Knowledge Objectives

1. Describe the goals of the educational system and how those goals impact the work of an interpreter in that system
2. Explain the function of language in the classroom and how it differs from daily conversation
3. Describe the different types of discourse used in an educational setting including common language-use patterns
4. Explain how English language structure is altered significantly around third grade and how interpreting for younger students will differ from interpreting for older students

1. Analyze a classroom scenario and identify instructor goals, educational discourse patterns, and strategies for interpretation
2. Analyze interpretations (both of self and others) to determine effective strategies used to support the educational goals of the discourse

Schedule

Dates	Section(s)	Activities	Estimated Time
10/19 - 10/26	Preview	Course will be open so that people can start previewing it.  No discussion will take place during this week.	Up to you…
		Pre-Module Survey	15 minutes
10/26 – 11/2	Introduction to Educational Discourse	Review course objectives and schedule – familiarize self with course structure	1 hour
		Watch videos Melanie Metzger & Kevin Williams & participate in Bulletin Board discussion.	2 hours
		10/29 Chat Discussion on understanding discourse (Optional)	1 hour
11/2 – 11/11	Going Deeper with Discourse (Complete online reading, view videos and participate in bulletin board discussion)	Function of Language in the Classroom	1 hour
		Different types of classroom discourse	1 hour
		Discourse and Language use through the grades	2 hours
11/17	Online Chat	Discussion related to activities	1 hour
11/11 – 12/9	Applying Your Learning This involves doing analysis, sharing in a bulletin board, and taking part in discussion.	Analyze a Middle School Lecture	2 hour
		Analyze an interpretation of a Middle School Lecture	2 hour
		Analyzing a 4th Grade Lesson	1 hour
		Create/Analyze/Share interpretation of 4th grade lesson.	3 hours
		Review and discuss Sample interpretations	1 hour
		Compare/contrast ASL and English math lessons	2 hours
12/10-12/11	Wrap-up Discussion	Final Thoughts	1 hour

CEUs

This is offered for two levels of CEUs: .7 and 1.4.

• To earn .7 CEUS: you need to participate in the discussions, posting at least 3 substantive postings per week and complete at least 3 of the activities.
• To earn 1.4 CEUs, you need to participate in the discussions, posting at least 3 substantive postings per week and complete all 6 of the activities.

You do not need to choose which level of CEUs you want to receive when registering. This will be determined by your level of activity in the course.

Register:

REGISTRATION IS NOW CLOSED. We filled up the spots that we had available.

If you have further questions, you can contact Doug Bowen-Bailey.