| 10/31/2025 2:31:01 AM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ASL 137 | Title:
SIMULTANEOUS INTERPRET I |
|
| Full Title:
Simultaneous Interpreting I |
| Last Reviewed:11/19/2007 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 4.00 | Lecture Scheduled | 4.00 | 17.5 max. | Lecture Scheduled | 70.00 |
| Minimum | 4.00 | Lab Scheduled | 0 | 17.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 4.00 | | Contact Total | 70.00 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 140.00 | Total Student Learning Hours: 210.00 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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In this course students will become proficient with the theory and practice of simultaneous interpretation between ASL and English.
Prerequisites/Corequisites:
Course Completion of ASL 134 and Course Completion of ASL 135
Recommended Preparation:
Completion of ASL 130 or equivalent.
Limits on Enrollment:
Schedule of Classes Information
Description:
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In this course students will become proficient with the theory and practice of simultaneous interpretation between ASL and English.
(Grade or P/NP)
Prerequisites:Course Completion of ASL 134 and Course Completion of ASL 135
Recommended:Completion of ASL 130 or equivalent.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Objectives
Upon completion of this course, students will be able to:
1. Demonstrate knowledge of Colonomos' Pedagogical Model of Interpretation
and the Gish Information Processing Model in several simultaneous
interpreting situations.
2. Synthesize advanced cognitive processing skills such as: memory,
decalage techniques, and multi-tasking.
3. Describe and demonstrate the overall processes of consecutive and
simultaneous interpreting between English and ASL.
4. Analyze and interpret short and medium-length examples such as:
inquiry, narrative, expository and argument discourse styles in
both English and ASL.
5. Synthesize various self-assessment tools into a concise analysis of
comprehension, transference and reformulation of messages as elements
of the interpreting process.
Topics and Scope
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I. The Colonomos Pedagogical Model of ASL-English Interprting.
A. Basic structure of model
B. Tools used within the model
C. Breakdown of the various tasks that are part of the model
D. Using the model in actual interpreting situations
II. The Gish Information-Processing Model
A. Identifying elements of source and target texts
1) Goals
2) Themes
3) Objectives
4) Units
5) Details
B. Incorporating the model into actual interpreting situations
III. Cognitive Processes and Tools and their application to ASL-English
Interpreting
A. Memory
B. Multitasking
C. Identification of pre-chunked texts
D. Self-chunked texts
E. Processing time - decalage
F. Monitor the target language message for accuracy
G. Use cognitive processes and tools in interpreting situations.
IV. The Consecutive and Simultaneous Interpreting Processes
A. Impact of various models
B. Application of models and techniques to the interpreting process
C. Variations in discourse styles
D. Demonstration in actual interpreting situations
V. Discourse styles
A. Narrative
B. Expository
C. Inquiry
D. Argument
E. Interpret texts with at least 75% accuracy from source to target
language text
VI. Self-assessment tools and how they can be used in revision of the
interpretation
A. The five-step follow-up process
1) Observation
2) Selection
3) Analysis
4) Assessment
5) Action
B. Incorporation of guided self-assessment techniques
Assignments:
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1. Identify through self-assessment strengths and weaknesses of the
interpretation.
2. Create weekly goals to improve areas that need strengthening.
3. Perform weekly exercises to strengthen processing and overall
interpreting skills both in class and as assigned.
4. Preparation of 3-5 simultaneous selections from ASL to spoken English.
5. Stimulus material for interpreting will be across four types of
discourse styles.
6. Self-Assessment reports include analyzing the work and pointing out
successful and less successful parts of the 4-5 simultaneous samples.
7. Demonstrations of applications of the steps involved in consecutive and
simultaneous interpreting.
8. 1-3 essay exams
9. 2-4 performance exams which measure accuracy of interpretation.
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
15 - 20% |
| Written reports | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
20 - 25% |
| Interpretations, self-assessment, presentations | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 25% |
| Simultaneous interpreting demos | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
25 - 30% |
| Short essay | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
5 - 15% |
| Class participation | |
Representative Textbooks and Materials:
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Instructor prepared materials
Simultaneous Interpreting from English by Carol J. Patrie. DawnSign Press
copyright 2007
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