Curricula for the Dutch Sign Language Teacher/Interpreter degree-programme
How effective and efficient are the bachelor curricula for the Dutch Sign Language Teacher and Interpreter degree-programme? Is there a clear route to the exit qualifications, are the learning objectives compatible with course content and are the teaching methods used innovative and evidence-based?
The objective of this project was to establish how effective and efficient the current curricula are for the Dutch Sign Language Teacher/Interpreter and Associate Degree Speech to Text Interpreter bachelor’s degree programmes.
Houkes, L., Vinke, K., Hammer, A., & Nijen Twilhaar, J. (November 2017). Research report (phase 1) on the Dutch Sign Language Teacher/Interpreter degree programmes. HU University of Applied Sciences Utrecht, Research group Deaf Studies, internal publication (Dutch).
Phase 2 has been delivered in the form of various publications:
- Van Loon, E. & Boers-Visker, E. (April 2019). Report on learning objectives for the Dutch Sign Language learning continuity pathway. HU University of Applied Sciences Utrecht, Research group Deaf Studies, internal publication (Dutch).
- Houkes, L. & Hammer, A. (June 2019). Learning from the past: A retrospective case study of a curriculum for sign language interpreting in The Netherlands. Presentation at Critical Link International 9, 14 – 16 June Tokyo Japan.
- Hammer, A., Wulffraat, L. & Houkes, L. (June 2019). A situated learning approach towards the development of interpersonal competence in sign language interpreter students. Poster presentation at Critical Link International 9, 14 – 16 June Tokyo Japan.
01 January 2017 - 01 August 2019
In this project, we studied the Dutch Sign Language and Interpreter Skills learning continuity pathways in a literature review.
A course is effective if:
- it systematically works towards the achievement of the exit qualifications in question;
- the learning objectives for the course have been formulated on the basis of the learning continuity pathway;
- the learning objectives increase in difficulty.
A course is efficient if:
- its content is reflected in the learning objectives;
- sufficient use is made of educational innovations like 'blended learning' and Provisto feedback software (in which students give lecturers feedback by video);
- sufficient use is made of evidence-based teaching methods like peer reviews and formative assessments.