SRJC Course Outlines

6/3/2023 1:22:31 AMASL 138 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 138Title:  INTERP DIVERSE SETTINGS  
Full Title:  Interpreting Across Diverse Settings
Last Reviewed:12/3/2007

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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Students will acquire techniques for interpreting in various settings such as: education, medicine, legal, and community.  Populations include:  multicultural,  deaf and blind populations.  Students will perform simultaneous interpreting from ASL to English and English to ASL across discourse styles including:  inquiry, narrative, expository, and argument.  

Course Completion of ASL 135

Recommended Preparation:
Completion of ASL 130 or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Students will acquire techniques for interpreting in various settings such as: education, medicine, legal, and community.  
(Grade or P/NP)

Prerequisites: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 appropriate aspects of cultural competence while interpreting cross-culturally.  
2. Identify, discuss, and apply techniques used when interpreting across discourse styles such as inquiry, narrative, expository, argumentative texts.
3. Describe and demonstrate the overall process of team interpreting across discourse styles including with deaf/hearing dyads.
4. Interpret short and medium-length examples of varying texts and discourse styles in either English or ASL creating an accurate version in the counterpart language with 75% accuracy.
5. Synthesize and incorporate 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. Interpreting in culturally diverse situations
A. Cross-cultural materials from the National Multicultural Interpreter Project
B. Cross-cultural linguistic variation into interpreting processes
C. African American Deaf people
D. Asian Deaf people
E  Latino Deaf people
F. Native American Deaf people
G. Gay, Lesbian, Bisexual and Transgendered Deaf people
II. Interpreting different discourse styles in medical, educational, community and legal settings
A. Inquiry
B. Narrative
C. Expository
D. Persuasive
III. Effective team interpreting techniques in
   simultaneous interpreting processes
A. Deaf/Hearing interpreting teams
B. Hearing teams
C. "Feeding" the working interpreter
D. Switching techniques
IV.  Self-assessment tools for interpreted texts
A. The five-step follow-up process
1) Observation
2) Selection
3) Analysis
4) Assessment
5) Action
B. Analyzing an interpreted work in terms of both process and product
C. Guided self-assessment techniques  

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1. Interpreting across diverse settings by exposure to multicultural scenarios through visual media and/or speakers.
2. Weekly exercises out of class to incorporate overall techniques into the interpreting process effectively.
3. 3-5 simultaneous interpretations from spoken English to ASL (classroom presentation)
4. 3-5 simultaneous interpretations from ASL to spoken English (classroom presentation)
5. Self-Assessment reports, written and live, pointing out successful and less successful aspects of  3-5 simultaneous samples
6. Demonstrations and application of the steps involved in simultaneous interpreting
7. Written exams
8. Performance exams
9. Participation 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%
Interpretations in ASL and English, self-assessment of strength and weakneses, developing weekly goals
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 25%
Simultaneous interpreting demonstrations, classroom presentations, performance exams
Exams: All forms of formal testing, other than skill performance exams.Exams
25 - 30%
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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Interpretation Skills: English to American Sign Language by Marty Taylor Ph.D. (1993)
Interpreting Consolidated ISBN 0.9697792-4-0 (classic)
Interpretation Skills: American Sign Language to English by Marty Taylor Ph.D. (1993)
Interpreting Consolidated ISBN 0.9697792-0-8 (classic)
Instructor prepared materials
National Multicultural Interpreter Project (online materials)  

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