See interpreting training outline.
- Nationally accredited for 12 hours of CE credits with CCHI (valid until April 2018)
- Approved for CE credits for Oregon Court Interpreters: 6 language specific credits and 6 general credits (total 16)
Language: This training module is delivered in Spanish.
Module duration: 12 hours
Language proficiency in English and Spanish measured pursuant to OHA requirements. One ACTFL OPI test included in cost of training when combined with skills module.
Each week we will focus on a different body system, focusing on helping the students know how to study on their own and increase their knowledge after the class is over. Six of the following units will be covered, based on the interests of the students. The evaluation methods will be adapted to match the set of units chosen by the group.
Students may be interested in specializing in court, medical or educational interpreting. Regardless of their field, the principles of terminology research will be common to all, and medical terminology is used in all fields. Resources for other fields will also be provided.
Medical terminology syllabus
|Parallel text reading
Introduce Merck Manuals – interpreter as reproducer of register
|Physical assessment: introductory, first meeting with patient
||Submit summaries of two parallel texts, one in each language.
||Analysis: Submit summary and outline of parallel texts from Merck.
||Students give oral presentations based on material studied.
This helps them learn how to prepare and speak like a doctor or a patient.
|Submit outlines of two parallel texts, one in each language.
||Analysis – build bilingual terminology database. This is how dictionaries are made. Using Merck parallel texts, find term/definition/use in context in both languages.
||Chapter 15 – rehabilitation.
||Submit three terms in a terminology database given by the instructor.
||Research in the Merck – find a system and learn about it, and give a presentation.
Find three different ways to say something.
|Chapter 9, test results (urinary system)
Find some tricky sentence, and discuss three different ways to say them in English without losing meaning.
|The instructor will assign a sentence in each language. Participants will write three different ways to say it in the same language and one translation into the other language.
||Analysis – note taking. Make outlines of Merck chapters on reproductive system in English and FL.
Give presentations based on outlines.
|Chapter 8, labor and delivery
What strategies did you have to use?
|The instructor will evaluate short class presentations.
||Research list of pediatric illnesses and immunizations in the Merck Manual.
Instructor summarizes presentation on pain submitted at ATA in 2016.
|Patient intake forms.
||Submit translations of immunization and pain terms to instructor.
||Common terms for asthma and diabetes
||Research these topics in teams and give presentations
||Teams will give presentations and be evaluated. Presentations will be 10 minutes each.
||Submit translations of asthma and diabetes terms to instructor.
||Combination of all:
Two terms in database
Two sentence summary
|Chapter 11, nutrition and diet.
||Instructor observes use of terminology in practical interpreting of dialogs in class.
Summative evaluation: Multiple choice questions and essay questions graded per rubric.