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Upon completion of this course, students will be able to:
1. Evaluate and describe the linguistic implications of social systems specific to Deaf people such as Deaf Education.
2. Analyze the interpreter's linguistic responsibility and discuss and describe situations demonstrating this responsibility in terms of handling stylistic variation in both English and ASL.
3. Describe the systematic linguistic oppression of Deaf people by hearing people or hearing attitudes in the wider context of oppression of cultural and linguistic minorities.
4. Analyze forms of discourse, including ASL discourse, through video clips, video-logs and signed resources on the Internet and written and spoken English.
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I. Factors affecting the language and culture of Deaf communities
A. The historical relationship of Deaf communities to the larger, hearing communities that surround them
B. Sociolinguistic factors that impact sign language and Deaf communities
II. Elements of a "tool box" for linguistic analysis
A. Personal, societal, cultural and linguistic norms, behaviors and values
B. Linguistic implications of language policies in institutions such as Deaf residential schools, public schools, and universities.
C. Settings and situations where the exploration of cultural and linguistic differences is beneficial, e.g. workplaces, classrooms, business environments, medical situations, performance arts, conflict management situations
D. Lexical choices and linguistic/cultural decisions that have an impact on translating or interpreting from ASL to English and
vice versa
III. The interpreter's role
A. The interpreter as a linguistic and cultural mediator
B. Interpreter as advocate
IV. Professionalism in the field
A. A principle-centered approach for solving personal and professional problems created by issues of cultural diversity and linguistic variation
B. How to live with fairness, respect, open-mindedness, and human dignity as essential principles for professional, working
interpreters
C. The concept and meaning of professional boundaries and the application of appropriate boundaries cross-linguistically as
well as cross-culturally
V. Foundation for future ASL and English discourse analyses
A. Features of sign language and spoken language discourse
B. How to analyze ASL discourse through video clips, video-logs, and signed resources on the Internet
C. How to analyze written and spoken English discourse
VI. Analyzing and resolving cultural and linguistic dilemmas
A. Exploring and developing practical guidelines for a mindful approach to analyzing and resolving cultural and linguistic
dilemmas
B. Applying practical tools for developing awareness and resolving dilemmas associated with working outside an individual's own culture and language
VII. Audism
A. How an interpreter's experience of being able to hear has a profound impact on his/her cultural and linguistic experience
B. How interpreters unknowingly contribute to inadvertent oppression through personal attitudes towards the language and
culture of others
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1. Reading: 15-20 pages of textbook, involving in-depth analysis of one major topic or case study plus one supplementary article (5-15 pages) per class .
2. Development and presentation of 2-3 in-class presentations on individual topics taken from a variety of articles and the class textbook.
3. Preparation for in-class discussions on various topics in the course.
4. Application of self-assessment tools in class discussions through homework and written assignments to encourage self-reflection in the interpreting process.
5. Analyze and discuss video clips and texts of signed and spoken languages by translation work both at home and in class.
6. 2-3 written exams on presented materials and readings, including a mid-term and final.
7. Other homework activities and research projects including interpreter interviews, journal writing and internet research.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
15 - 20% |
| Written reports, journals, essays and short papers | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
20 - 25% |
| Case studies, presentations, self assessment tools | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 25% |
| Presentations, analyzing videos clips and texts | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
25 - 30% |
| 2-3 Written exams; mid-term and final | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
5 - 15% |
| Class participation | |
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The Sociolinguistics Of Sign Languages, Ceil Lucas. Cambridge University Press: 2001
Instructor prepared materials
