Introduces concept of interpreting as a profession and exploring what student needs to know and do to be a professional interpreter.

Focuses on theories of child development and acquisition of first language, understanding of children's/youths' development and integral role language plays in that development.

Delves into language acquisition and cognition, focusing on children who are deaf or hard of hearing, and on acquisition of ASL and types of discourse common in classroom, BICS, CALP.

Prerequisites

EDI 111 with a minimum grade of D-

Overview of public education/deaf education practices, legal foundation for inclusion in public schools, and Individualized Education Plan.

Prerequisites

EDI 101 with a minimum grade of D-

Covers historical background and current efforts in development of professional guidelines for Educational Interpreting, focusing on standards guiding role, responsibilities, and practices of the profession.

Prerequisites

(EDI 101 and EDI 111 and EDI 112 and EDI 113 with a minimum grade of D-)

Investigate languages/communication modes used particularly by deaf students in public schools, acquire ASL transcription skills, and discuss implications language choices have interpreters.

Prerequisites

(EDI 101 and EDI 113 with a minimum grade of D-)

Focuses on discourse/language, its analysis, and meaning in classroom. Discusses how interpretation requires understanding of context and intent, not simply individual words/signs, and its effect on students' access to information.

Prerequisites

EDI 121 with a minimum grade of D-

Focuses on foundational skills essential to effective interpreting including text analysis, abstracting, paraphrasing, linguistic/meaning analysis, feedback/self-assessment skills, and glossing/transcription.

Focuses on skill development for educational interpreters including language (signed, spoken) and interpreting/translitering skills. Students develop self-assessment skills and practice professional feedback strategies.

Further skill development, focused on visual language, continued application of self-analysis/transcription skills to enhance interpret effectiveness, and assignment of mentor (to foster fluency in signing). Formats: WebCT, videotape exchange, feedback.

Prerequisites

(EDI 124 and EDI 131 with a minimum grade of D-)

Further/final skill development lab, focused on visual language, continued application of self-analysis/transcription skills enhancing interpret effectiveness, and assignment of mentor (to foster fluency in signing). Formats: WebCT, videotape exchange, feedback.

Prerequisites

(EDI 124 and EDI 131 and EDI 132 with a minimum grade of D-)

Introduces framework of public school educational process, including standards that define content and learning theories, styles influencing instructional methods and trends in classrooms.

Prerequisites

(EDI 113 and EDI 114 with a minimum grade of D-)

Provides overview of tutoring support for students who are deaf and hard of hearing, including planning, preparation, and delivery phases of tutoring sessions.

Prerequisites

EDI 211 with a minimum grade of D-

Focuses on linguistics and discourse analysis as well as techniques for assessing language of students, teachers, and communication events in educational settings.

Prerequisites

(EDI 111 and EDI 112 and EDI 113 and EDI 114 and EDI 121 and EDI 122 with a minimum grade of D-)

Focuses on interpretation of K-12 content materials, using actual practice time, discussions of classroom goals/language/mode choice, and development of prepared consecutive and simultaneous materials.

Prerequisites

(EDI 131 and EDI 132 and EDI 133 with a minimum grade of D-)

Focuses on interpreting activities outside academic areas through actual practice time using appropriate content material, discussions of classroom goals/language/mode choice, and development of prepared consecutive and simultaneous materials.

Prerequisites

(EDI 131 and EDI 132 and EDI 133 with a minimum grade of D-)

Focuses on enhancement of student's simultaneous interpretation by engaging in frequent practice with review by peers/skills specialists (continuation of EDI 280).

Prerequisites

(EDI 131 and EDI 132 and EDI 231 and EDI 232 and EDI 280 with a minimum grade of D-)

All previous EDI courses. Explores ethical standards and practices related to the profession as well as specific application of ethical standards and practice in the educational context.

All previous EDI courses. Capstone of Educational Interpreting Program in which student demonstrates ability to meet core competencies by reflecting upon and integrating what student has learned in program. Also projects student's professional development.

Focuses on aspects of interpretation of ASL to English/English to ASL through assignment of mentor to foster fluency and application of self-analysis/transcription skills for self-monitoring effectiveness as educational interpreter.

Prerequisites

(EDI 131 and EDI 132 and EDI 231 and EDI 232 with a minimum grade of D-)

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.