SRJC Course Outlines

6/3/2023 12:04:00 AMASL 135 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 135Title:  CONSECUTIVE INTERPRET 2  
Full Title:  Consecutive Interpreting 2
Last Reviewed:4/2/2007

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: 

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

Completion of ASL 134 or equivalent.

Recommended Preparation:
Completion of ASL 130 or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
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


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Both Certificate and Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course and at advanced levels, students will be able to:
1.  Describe and discuss the application of the Gish Information-Processing Model of Interpretation in increasingly advanced consecutive and simultaneous interpreting situations.
2.  Analyze short and medium-length examples of increasingly advanced discourse styles and texts in either English or ASL, creating an accurate version in the counterpart language.
3.  Describe and evaluate the application of various self-assessment tools in the analysis of comprehension, transference and reformulation of messages within the interpretaton 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.   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
     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
     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'
     C. Analyzing an interpreted work in terms of both process and
     D. Incorporation of Guided Self-Assessment techniques

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1.  Self-assessment reports
2.  Weekly goals to improve areas that need strengthening
3.  Performing weekly video-taped exercises to strengthen processing
4.  5-6 consecutive interpreted selections from spoken English to ASL
5.  5-6 consecutive interpreted selections translations 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%
1-3 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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Meaning-Based Translation: A Guide to Cross-Language Equivalence, Larson, Mildred L. (2nd) University Press of America, 1997 (Classic)
Interpreting For International Conferences: Problems of Language and Communication, Seleskovitch, Danica  Pen & Booth, 1994 (Classic)

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