SRJC Course Outlines

6/18/2024 7:55:08 AMASL 134 Course Outline as of Fall 2013

Inactive Course
CATALOG INFORMATION

Discipline and Nbr:  ASL 134Title:  CONSECUTIVE INTERPRET 1  
Full Title:  Consecutive Interpreting 1
Last Reviewed:12/18/2006

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled017.5 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.00 Contact Total70.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total 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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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: Untitled document
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:
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Upon completion of this course, students will be able to:
1.  Describe the Gish Information-Processing Model of interpretation and explain the use of this model in consecutive interpreting situations.
2.  Describe the proposed Giles' translation and effort models and apply them to translation and consecutive interpreting situations between English and ASL.
3. Describe and demonstrate the overall process of consecutive interpreting between English and ASL.
4.  Use various self-assessment tools to analyze 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 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:
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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 organizational elements of 4-5 text samples.
8.  Develop and present demonstrations of applications of the steps involved in consecutive interpreting.
9. Take 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%
Translations, 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%
4 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:
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Consecutive Interpreting From English Student Workbook.  Patrie, Carol J. Dawn Sign Press 2009.
Instructor prepared materials

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