4/27/2024 4:41:57 PM	ASL 134 Course Outline as of Spring 2007	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  ASL 134	Title:  CONSECUTIVE INTERPRET I
Full Title:  Consecutive Interpreting I
Last Reviewed:12/18/2006

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:

This course introduces models of translation and interpretation between ASL and English, demonstrates practical applications of various cognitive processing skills to the translating and interpreting process and helps develop knowledge and skills used in consecutive interpreting situations.

Prerequisites/Corequisites:
Course Completion of ASL 131 and Course Completion of ASL 132

Recommended Preparation:
Completion of ASL 130 or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description:

This course introduces models of translation and interpretation between ASL and English, demonstrates practical applications of various cognitive processing skills to the translating and interpreting process and helps develop knowledge and skills used in consecutive interpreting situations.

(Grade or P/NP)
Prerequisites:Course Completion of ASL 131 and Course Completion of ASL 132
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.  Describe the Colonomos' Pedagogical Model of Interpretation and

   demonstrate the use of this model in several consecutive

   interpreting situations.

2.  Synthesize advanced cognitive processing skills such as memory,

   acuity and discrimination, delayed repetition, word and phrase level

   pattern inference, and decalage techniques and apply them to a

   variety of interpreting situations.

3.  Articulate the Gish Information-Processing Model of interpretation and

   and demonstrate the use of this model in several consecutive

   interpreting situations.

4.  Articulate the proposed Giles' translation and effort models and

   demonstrate them in several translation and consecutive interpreting

   situations.                                                       .

5.  Describe and demonstrate the overall process of consecutive

   interpreting between English and ASL.

6.  Identify the discourse styles of varying English and ASL texts and

   use translation techniques to create an accurate version in the

   counterpart language.

7.  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.   Cognitive Processes and Tools and their application to ASL-English

     Interpreting

     A. Memory

     B. Delayed repetition

     C. Intralingual skills

     D. Inference

     E. Processing time

     F. Monitor the target language message for accuracy

     G. Using cognitive processes and tools in interpreting situations

III.  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 actual interpreting situations

IV.   Giles' Proposed Translation Model (1994) and Effort Model (1995)

     A. Description of the model

     B. Analysis of elements

     C. Actual translations

        1.  ASL (videotext or DVD) to Written English

        2.  Written English to ASL

        3.  Incorporate into consecutive interpreting exercises

V.    The Consecutive Interpreting Process

     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

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. Use of professional models and language to describe students'

        work

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

        product

Assignments:

1.  Self-assess and identify strengths and weaknesses according to the

   various models of translation and interpretation.

2.  Create written weekly goals to improve areas that need strengthening.

3.  Perform progressively more difficult weekly exercises to strengthen

   processing and inter-lingual skills.

4.  Prepare  3-5 translations of texts ranging from one paragraph to ten

   pages from written English to ASL.

5.  Prepare 3-5 translations of ASL video clips ranging from 5-45 minutes

   in length from ASL to spoken English.

6.  Make presentations comparing four types of discourse styles.

7.  Develop and present reports analyzing the organizing elements of

   4-5 text samples.

8.  Develop and present demonstrations of applications of the steps

   involved in consecutive interpreting.

9.  Participate in four written exams.

10. Participate in classroom activities.

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%
Translation, self-assessment, class presentations
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 25%
Translations, consecutive interpreting demos
Exams: All forms of formal testing, other than skill performance exams.		Exams 25 - 30%
Written exams
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:

CONSECUTIVE INTERPRETING FROM ENGLISH STUDENT WORKBOOK.  Patrie, Carol J.

  Dawn Sign Press: 2004.

Selected Readings:

MEANING BASED TRANSLATION, Second Edition. Larson, M. University Press of

  America, Lanham, MD: 1998.

INTERPRETING FOR INTERNATIONAL CONFERENCES, Seleskovitch. Pen and Booth.

  Washington, D.C.: 1978

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