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|Discipline and Nbr:
Pre-Interpreting Skills for Interpreters
|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
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 140.00||Total Student Learning Hours: 210.00||
An introduction to pre-interpreting skills such as use of memory, visualization techniques, dual-tasking, cloze skills and discourse styles necessary for the (ASL) American sign language/English interpreting process.
Course Completion of ASL 4 ( or ASL 2B or ASL 52B or SE 214D)
Eligibility for English 1A or equivalent and Completion of ASL 130 or equivalent
Limits on Enrollment:
Schedule of Classes Information
An introduction to pre-interpreting skills such as use of memory, visualization techniques, dual-tasking, cloze skills and discourse styles necessary for the sign language interpreting process.
(Grade or P/NP)
Prerequisites:Course Completion of ASL 4 ( or ASL 2B or ASL 52B or SE 214D)
Recommended:Eligibility for English 1A or equivalent and Completion of ASL 130 or equivalent
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Both Certificate and Major Applicable
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
Upon completion of this course, students will be able to:
1. Articulate ASL concepts and cross-cultural information through the use of appropriate terminology in English.
2. Demonstrate and incorporate skills in text analysis across discourse styles.
3. Apply several different techniques when translating from ASL to English and English to ASL.
4. Identify and discuss the four discourse styles pertinent to ASL and English interpreting.
Topics and Scope
I. 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
II. Introduction to cognitive processes and tools
C. Cloze skills
D. Dual-tasking activities
III. Paraphrase Activities
IV. Text Analysis
A. Inquiry Text
B. Expository Text
C. Narrative Text
D. Persuasive Text
E. Other type of texts for review
V. ASL and cross-cultural concepts in English
A. Rules for social interaction
D. Other elements of ASL and cross-cultural concepts
C. Comparative English and ASL
VII. Practice with various texts for text analysis skill building
A. Preparation of texts for assignments
B. Text analysis
C. Skill Building
VIII. Current theories in translation
IX. Fluency Building in American Sign Language
A. Shadowing activities of speakers using ASL
B. ASL Storytelling skills incorporated
C. Presentations conducted in ASL
1. Journal writing
2. Paraphrase activities involving English-English and ASL-ASL.
3. Memory, visualization techniques, prediction, cloze skills and dual-tasking exercises individually and in groups.
4. Written translations.
5. Translation from written English to ASL.
6. Translation from ASL to spoken English.
7. Presentation comparing four types of discourses styles.
8. Final exam
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
15 - 20%
|Journal writing, translations, and written reports||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
20 - 25%
|Translations in ASL or English||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
20 - 25%
|Performance exams, Paraphrasing, translations, presentations||
|Exams: All forms of formal testing, other than skill performance exams.||Exams
25 - 30%
|Final exam: Multiple choice; short essay.||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 15%
|Attendance, Class participation||
Meaning Based Translation, Mildred Larson, 1998, SIL International
Interpreting for International Conferences: Problems of Language and Communication, Danica Seleskovitch, Pen & Booth, (revised), 1994.
Sign Language Interpreting Theory and Practice in Australia and New Zealand, Jemina Napier Della Goswell and Rachel McKee, The Federation Press, 2006.