SELF-PACED ONLINE COURSES
The Utah State University TASK12 Interpreter, Mentorship, Education, & Training (IMET) Program offers a variety of independent study, self-paced, online training courses produced for sign language interpreters. The courses are designed to be completedd independently on various knowledge & skillbased topics. Courses access is available until June 30, 2024. Download the IMET Online Course Flyer (PDF) with the same details as this webpage.
OVERVIEW
Participating TASK12 Member States have collaborated with the IMET Program to provide access to various online professional development courses created for sign language interpreters. Certificates of Completion and RID CEUs are available upon successful completion. The courses have been designed to be completed online, independently, and at your own pace.
ONLINE COURSES
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REQUIREMENTS
- Must live or work in a participating State to participate (AL, AK, AZ, HI, ID, IA, KS, MT, NC, ND, NE, NM, OK, OR, UT, WY).
- Courses are offered at no cost to the participant.
- Courses are self-paced and fully online using the Canvas platform.
- Certificate of Completion & RID CEUs are available.
REGISTRATION
IMET Online Course Registration Form (via Google Forms)
For more information contact the IMET Project Coordinator, LeeAnn Lundgreen This email address is being protected from spambots. You need JavaScript enabled to view it.
SELF-PACED ONLINE COURSES
ASSESSMENT & PATTERN IDENTIFICATION
In this course, participants will be guided through the foundations skills of moving toward a growth mindset,
effective pattern and miscue pattern identification, development of self-assessment skills, and utilizing the
discourse analysis process for deep level meaning identification. Through developing these skills,
participants can take ownership of their work with the ultimate goal of autonomous and confident
professional development practices.
Primary Learning Objectives (8 Week - 16 Hours course)
As a result of completion of this course, participants will be able to:
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- Describe the psychological skills of confidence and self-efficacy and identify ways they can boost feelings of confidence and self-efficacy in relation to their interpreting work.
- Identify common patterns in ASL-to-English and English-to-ASL interpreting work.
- Apply knowledge of common interpreting patterns during guided discourse-focused assessment activities.
- Assess their level of confidence
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COHESION & PROSODY DEVELOPMENT
This course is designed for interpreters who want to improve the application of language features associated with message prosody & cohesion to reach the goal of improving the quality and accuracy of interpretations from ASL to English and from English to ASL.
Primary Learning Objectives (8 Week - 16 Hours course)
As a result of completion of this course, participants will be able to:
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- Explore the meaning and implication of message prosody & cohesion in interpretations.
- Analyze ASL and spoken English texts for the purpose of comprehension and to isolate specific language features that contribute to message coherence and prosody.
- Accurately identify and label specific language features that contribute to message coherence and prosody in ASL and spoken English.
- Interpret ASL and English texts and self-assess performance to determine effective application of language features associated with prosody & cohesion.
- Compare and contrast the interpreting performance of experience interpreters, and personal performance
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ENHANCING ASL COMPREHENSION
This course was developed to enhance ASL narratives in preparation for interpreting from ASL into spoken English. Participants will be guided through an analysis of meaning of various ASL narratives through structured practice activities building to final interpretations.
Primary Learning Objectives (8 Week - 16 Hours course)
As a result of completion of this course, participants will be able to:
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- Adopt a structured approach to improving receptive skills needed to comprehend a variety of ASL narratives focused on different topics.
- Identify and label specific language features that impact the comprehension of ASL narratives.
- Identify interpretation strategies used by experienced, certified interpreters during the interpretation of ASL narratives into spoken English.
- Self-assess the effectiveness of their comprehension and interpretation of ASL narratives through the use of course answer keys and other related tools.
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FOSTERING FULLER INCLUSION THROUGH VISUAL-SPATIAL STRATEGIES
Full title: Fostering Fuller Inclusion of Deaf Students in Classroom Content Through the Use of Visual-Spatial Communication Strategies.
In this course, interpreters will be introduced to, and practice strategies for, fostering greater inclusion in the classroom content for deaf students through more active engagement in the teaching-learning space utilized by the classroom teacher. The objective of this course is for interpreters to foster fuller inclusion of deaf students in classroom content through using all strategies for communicating visual-spatial references (like discourse mapping, signposting, and depiction) among other visual-spatial strategies.
Primary Learning Objectives (8 Lessons - 16 Hours course)
As a result of completion of this course, participants will be able to:
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- Describe the role of a K-12 interpreter through the contemporary lens of Role Space.
- Adopt an approach to the interpreting task in K-12 classroom settings that fosters more visual-spatial engagement of deaf students with classroom content.
- Apply strategies associated with visual-spatial communication to achieve greater access to discourse functions utilized by teachers as part of the teaching-learning cycle.
- Analyze classroom discourse to identify specific opportunities to apply visual-spatial communication features.
- Analyze the interpreting performance of experienced, certified, professional interpreters interpreting K-12 classroom content to identify examples of linguistic features used to achieve discourse mapping of the content and accuracy of message meaning.
- Apply specific language features; such as sign-posting, depiction, discourse mapping and referential indexing to achieve greater inclusivity of deaf students in their English to ASL interpretations.
- Self-assess their effectiveness in generating visually-spatially accessible interpretations of classroom content.
- Compare and contrast their interpreting performance of classroom content with that of interpreting performance of experienced, certified, professional interpreters.
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OPTIMIZING VISUAL ACCESS FOR DEAF STUDENTS
This course has been designed to educate interpreters on the responsibility of mitigating the competing visual demands a deaf student can experience in the classroom and on how various effective strategies can be implemented.
Primary Learning Objectives (6 Week - 12 Hours course)
As a result of completion of this course, participants will be able to:
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- Implement strategies for competing visual demands that Deaf students face
- Describe four strategies for optimizing visual access
- Practice implementing optimizing visual access while interpreting
- Analyze their interpreting work for the inclusion of potential strategies
- Explain how educational interpreters can be agents of change
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PREPARING OUR MINDS FOR THE WORK
This course is designed to guide interpreters through learning about the mind and its impact on readiness for skill development. Participants will learn strategies that are practical and impactful for interpreters to feel more confident and comfortable with their own knowledge and abilities in the skill development process.
Primary Learning Objectives (6 Week - 12 Hours course)
As a result of completion of this course, participants will be able to:
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- Explore how cultural elements influence language and communication.
- Provide examples of CII/LII.
- Review literature and research on the topic of CII/LII
- Identify CII/LII in both English and ASL texts.
- Mediate CII/LII instances from a source language to a target language.
- Analyze their interpreting work for effective and missed opportunities of mediation of CII/LII.
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INTERPRETING LINGUISTICALLY & CULTURALLY INDUCED INFORMATION
This course is meant to provide strategies and tactics for interpreters as they mediate linguistically induced information and culturally induced information (LII/CII) while interpreting.
Primary Learning Objectives (8 Week - 16 Hours course)
As a result of completion of this course, participants will be able to:
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- Explore how cultural elements influence language and communication.
- Provide examples of CII/LII.
- Review literature and research on the topic of CII/LII
- Identify CII/LII in both English and ASL texts.
- Mediate CII/LII instances from a source language to a target language.
- Analyze their interpreting work for effective and missed opportunities of mediation of CII/LII.
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For more information contact the IMET Project Coordinator, LeeAnn Lundgreen This email address is being protected from spambots. You need JavaScript enabled to view it.