|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||English To ASL Interpreting II|
|Prerequisite(s)||SLIP 2901, SLIP 2901L, each with a grade of "C" or better |
|Corequisite(s)||SLIP 2912 and SLIP 2912L|
This course begins work on source language English to target language ASL translations and consecutive voice to sign interpreting. It includes theories of the interpreting process, vocabulary and linguistic development, and text analysis.
The co-requisite SLIP 2912L MUST be taken with this course even if the student has taken and passed the lab previously.
|Expected Educational Results|
Upon successful completion of the course the student will be able to:
1. Define the difference between interpreting and transliterating.
2. Demonstrate shadow interpreting.
3. Continue to develop their interpreting skills independently.
4. Continue to develop their vocabulary, both American Sign Language and spoken English, by completing numerous vocabulary-building activities.
5. Interpret prepared selections at a moderately to fast rate with 90% accuracy.
6. Interpret cold selections at a moderate rate with 80% accuracy.
7. Develop materials for independent study to improve interpreting skills (accuracy, speed, processing time/time lag).
8. Give feedback to peers regarding interpreting, including: sign selection, parameters, fingerspelling, omissions, additions, and non-manual behaviors.
9. Continue applying the RID Code of Professional Conduct in various interpreting situations.
10. Continue applying Demand Control theory to their work and interpreting settings
11. Work with a team partner, demonstrating the proper techniques for "spelling" and "feeding".
12. Explain the importance of maintaining good nutrition and exercises as it relates to interpreting and hand care.
|General Education Outcomes|
1. Successfully consecutively interpret spoken passages from Spoken English into American Sign Language.
2. Incorporate the grammatical features of ASL into the interpretation.
3. Demonstrate appropriate interpreter behavior, dress, strategies, and ethics.
4. Analyze English (spoken or text) for meaning, intent, affect and register.
1. Proper warm up techniques
2. Language Skills
a. ASL vocabulary
b. ASL grammar
c. English vocabulary
d. Fingerspelling and numbers
3. Simultaneous Interpreting Skills
a. Cokely and Colonomos models of interpreting
b. Component skills listed above
c. Appropriate behavior, dress, ethics and strategies
d. Sight translation
e. Spoken English to ASL simultaneous interpreting
4. Shadow interpreting
5. Simultaneous prepared interpreting
6. Simultaneous cold interpreting
7. Team interpreting
This course is designed to be 80% hands on in class interpreting and feedback, and 20% discussion on situation related to the RID Code of Professional Conduct, application of theory from previous courses and teaching of new techniques.
|Assessment of Outcome Objectives|
The means of grading will be determined by the individual instructor. Assessments will include quizzes, examinations, prepared interpreting projects, and involvement in community activities.
DEPARTMENT ASSESSMENT OF COURSE
This course is offered once a year. At the end of the course, students will fill out a survey regarding course content. The faculty will review the course and make recommended revisions based on student feedback, direct experience, and trends in teaching ASL. The faculty teaching the course will prepare a short summary stating which educational outcomes were and were not achieved and recommending changes for future classes.
USE OF ASSESSMENT FINDINGS
After each course, instructors will review materials, student surveys, grades and grading procedure and make recommendations for modification the following year. Those recommendations and the other data will be kept on file. Every three years, a faculty committee will review the course. They will review the syllabus, the current literature, materials and samples of student work. A report included in the program review.
Last Revised: Aug. 12, 2011