SRJC Course Outlines

6/22/2024 7:27:27 PMASL 137 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 137Title:  SIMULTANEOUS INTERPRET I  
Full Title:  Simultaneous Interpreting I
Last Reviewed:11/19/2007

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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In this course students will become proficient with the theory and practice of simultaneous interpretation between ASL and English.

Course Completion of ASL 134 and Course Completion of ASL 135

Recommended Preparation:
Completion of ASL 130 or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
In this course students will become proficient with the theory and practice of simultaneous interpretation between ASL and English.
(Grade or P/NP)

Prerequisites:Course Completion of ASL 134 and Course Completion of ASL 135
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, students will be able to:
1. Demonstrate knowledge of Colonomos' Pedagogical Model of Interpretation
  and the Gish Information Processing Model in several simultaneous
  interpreting situations.
2. Synthesize advanced cognitive processing skills such as: memory,
  decalage techniques, and multi-tasking.
3. Describe and demonstrate the overall processes of consecutive and
  simultaneous interpreting between English and ASL.
4. Analyze and interpret short and medium-length examples such as:
  inquiry, narrative, expository and argument discourse styles in
  both English and ASL.
5. 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
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I. The Colonomos Pedagogical Model of ASL-English Interprting.
  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 and target texts
      1) Goals
      2) Themes
      3) Objectives
      4) Units
      5) Details
   B. Incorporating the model into actual 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 the target language message for accuracy
    G. Use 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. Discourse styles
  A. Narrative
  B. Expository
  C. Inquiry
  D. Argument
  E. Interpret texts with at least 75% accuracy from source to target
     language text
VI.  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. Incorporation of guided self-assessment techniques

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1. Identify through self-assessment strengths and weaknesses of the
2. Create weekly goals to improve areas that need strengthening.
3. Perform weekly exercises to strengthen processing and overall
  interpreting skills both in class and as assigned.
4. Preparation of 3-5 simultaneous selections from ASL to spoken English.
5. Stimulus material for interpreting will be across four types of
  discourse styles.
6. Self-Assessment reports include analyzing the work and pointing out
  successful and less successful parts of the 4-5 simultaneous samples.
7. Demonstrations of applications of the steps involved in consecutive and
  simultaneous interpreting.
8. 1-3 essay exams
9. 2-4 performance exams which measure accuracy of interpretation.

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%
Simultaneous interpreting demos
Exams: All forms of formal testing, other than skill performance exams.Exams
25 - 30%
Short essay
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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Instructor prepared materials
Simultaneous Interpreting from English by Carol J. Patrie.  DawnSign Press
copyright 2007

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