4/28/2024 8:59:36 AM	ASL 135 Course Outline as of Fall 2007	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  ASL 135	Title:  CONSECUTIVE INTERPRET II
Full Title:  Consecutive Interpreting II
Last Reviewed:4/2/2007

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:

Using interpreting models introduced in ASL 134, this course will complete the foundation in consecutive work needed to transition to simultaneous interpreting processes.

Prerequisites/Corequisites:
Completion of ASL 134 or equivalent.

Recommended Preparation:
Completion of ASL 130 or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description:

Using interpreting models introduced in ASL 134, this course will complete the foundation in consecutive work needed to transition to simultaneous interpreting processes.

(Grade or P/NP)
Prerequisites:Completion of ASL 134 or equivalent.
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:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
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:

Upon completion of this course, students will be able to:

1.  Discuss and demonstrate the Colonomos' Pedagogical Model of

   Interpretation in several advanced consecutive and simultaneous

   interpreting situations.

2.  Describe and demonstrate Gish Information-Processing Model of

   Interpretation and demonstrate its use in several advanced

   consecutive and simultaneous interpreting situations.

3.  Synthesize advanced cognitive processing skills such as memory,

   decalage techniques, multi-tasking exercises, identify

   meaningful chunks and incorporate various levels of processing

   within simultaneous interpretation.

4.  Describe and demonstrate the overall processes of consecutive and

   simultaneous interpreting between English and ASL.

5.  Analyze short and medium-length examples of advanced discourse

   styles and texts in either English or ASL, creating an accurate

   version in the counterpart language.

6.  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

I.    The Colonomos' Pedagogical Model of ASL-English Interpreting

     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 texts

        1. Goals

        2. Themes

        3. Objectives

        4. Units

        5. Details

     B. Incorporating the model into 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 target language messages for accuracy

     G. Using 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.    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. Use of professional models and language to describe students'

        work

     C. Analyzing an interpreted work in terms of both process and

        product

     D. Incorporation of Guided Self-Assessment techniques

Assignments:

1.  Students will indicate progress through self-assessment reports.

2.  Creating written weekly goals to improve areas that need

   strengthening.

3.  Performing weekly video-taped exercises to strengthen processing.

4.  Preparation of 5-6 consecutive selections from spoken English to ASL.

5.  Preparation of 5-6 consecutive selections from ASL to spoken English.

6.  Interpret four discourse styles based on signed and spoken stimulus

   material.

7.  Self-Assessment reports analyzing the work and pointing out

   successful and less successful parts of the 4-5 simultaneous samples.

8.  Demonstrations of applications of the steps involved in consecutive

   and simultaneous interpreting.

9.  Written exams (1-3).

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%
Consecutive and 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:

Textbooks:

Larson, M. (1998), MEANING BASED TRANSLATION, Second Edition, University

  Press of America, Lanham, MD.

Selekovitch, D. (1994) INTERPRETING FOR INTERNATIONAL CONFERENCES:

  PROBLEMS OF LANGUAGE AND COMMUNICATION, Washington, D.C., Pen & Booth.

Selected Readings:

Isham, W.P. (1986) THE ROLE OF MESSAGE ANALYSIS IN INTERPRETATION. In M.

  McIntyre, (Ed.).

Gish, S. (1987) INTERPRETING:  THE ART OF CROSS CULTURAL MEDIATION

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