한국 수화통역사 양성을 위한 교육과정 연구 = (The) Curriculum Research for Korean Sign Language Interpreter

다국어 초록 (Multilingual Abstract)

This study was designed to compare domestic and overseas sign language interpreter courses in universities and graduate schools, and seek for measures to further develop domestic sign language interpreter course.
theoretical background, the concept of sign language interpretation, qualification of sign language interpreter, language skill, and knowledge base were investigated. Based on these theoretical background, overseas courses such as American Sign language(ASL) undergraduate Program of the University of Rochester in US, Master's course in the Department of ASL and Deaf Studies of Gallaudet University in US, course of training the sign language　interpreters in the National Rehabilitation Center for Persons with Disabilities and the Setagaya Fukushi professional school in Japan, and a diploma course in sign language interpreting of Hamburg University in Germany were compared.
To sum up the characteristics of curriculum in those overseas universities, undergraduate courses put focus on sign language and great emphasis on linguistics and basic knowledge, and graduate courses are organized with practical interpreting skill centered lectures and exercises.
As domestic courses, there are an undergraduate course in the department of sign language interpretation in Korea National College of Rehabilitation and Welfare, and a graduate course in international sign language interpretation and an undergraduate course in the department of sign language interpretation in rehabilitation college of Korea Nazarene University. Curriculums of these three courses are not that different in overall view, but minor course is noticeably differentiated depending on 2 year course and 4 year course. Korea National College of Rehabilitation and Welfare, which is a 2 year college, organized the curriculum to let the students additionally take a care giver certificate, while Korea Nazarene University which is a 4 year university arranged the curriculum to let the students take social worker certificate and therapeutic recreationist certificate. The graduate course of this university includes such subjects that train foreign sign language including American Sign Language. It was found that, however, sign language related subjects are very similar one another.
Based on these findings, as the developmental measures, the author suggests intensifying thorough and systematic intensive training of interpreter and field-oriented practices during vacations. In the undergraduate course, such subjects should be organized with weight that students can obtain systematic language skills and various common senses. It needs to introduce a certificate system that recognizes the graduates of sign language interpretation pertaining departments as qualified for sign language interpretation certificate. Current sign language interpreter certificate system in the nation needs to be further subdivided in interpreter grades and interpretation areas, as in the sign language interpreter exam in US. Refreshment training should pursue after quality improvement through connection of schools and Korean Deaf Association, and very urgently sub divide the subjects of sign language interpretation.
Along these conclusions, the author makes a few suggestions.
Firstly, Korea Deaf Association should made a forward-looking decision to integrate the sign language interpreter preparation courses into school so as to advance it through quality training.
Secondly, National rehabilitation University(2 year course), Korea Nararene University undergraduate course(4 year course), and graduate course( 5 semesters over 2 and a half years) should be connected and reformed into an integrated course.
Thirdly, governmental support should be provided to raise and secure competent faculties for practical operation of efficient curriculum.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적과 의의 = 3
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 수화통역의 개념 = 4
• 2. 수화통역의 모델 및 수화통역사의 조건 = 7
• 3. 언어 능력과 지식기반 = 9
• Ⅲ. 국내·외 수화통역사 양성교육과정 실태 = 11
• 1. 국외 수화통역사 양성교육과정 = 11
• 1) 미국 대학 교육과정 = 11
• (1) 로체스터 농공과 대학교 수화통역사 양성학부 = 12
• (2) 갈로뎃 대학교 대학원 수화통역전공(석사과정) = 12
• 2) 일본 대학 교육과정 = 14
• (1) 국립 신체장애자 재활센터 수화통역학과 = 15
• (2) 세타가야(世田谷) 복지전문학교 수화통역학과 = 17
• 3) 독일 함부르크 대학교의 수어학부 = 20
• 2. 국내 수화통역사 양성교육과정 = 25
• 1) 학부 과정 = 25
• (1) 국립 한국재활복지대학 수화통역과 = 25
• (2) 나사렛대학교 수화통역학과(2005년 신설) = 28
• 2) 대학원 과정 = 30
• -나사렛대학교 재활복지대학원 국제수화통역학전공 = 30
• Ⅳ. 수화통역사양성교육과정의 발전방안 = 31
• 1. 국내 대학 및 대학원의 수화통역사 양성교육과정 분석 = 31
• 2. 한국수화통역사 양성교육과정의 발전방안 = 35
• Ⅴ. 결론 및 제언 = 40
• 참고문헌 = 42
• ABSTRACT = 46