SRJC Course Outlines

6/17/2024 12:14:22 AMASL 139 Course Outline as of Fall 2013

Inactive Course
CATALOG INFORMATION

Discipline and Nbr:  ASL 139Title:  SIMULTANEOUS INTERP II  
Full Title:  Simultaneous Interpreting II
Last Reviewed:4/21/2008

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 solidifies practical student skill to simultaneously interpret between ASL and English. The course will continue practice with simultaneous interpreting and introduce transliteration.  

Prerequisites/Corequisites:
Course Completion of ASL 137 and ASL 138 or the equivalent.


Recommended Preparation:
Completion of ASL 130 or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
A culmination of simultaneous interpreting processes and transliteration between ASL and English  
(Grade or P/NP)

Prerequisites:Course Completion of ASL 137 and ASL 138 or the 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

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. Demonstrate the Colonomos' Pedagogical Model of Interpretation in several simultaneous and transliteration  interpreting situations.
2. Demonstrate the Gish Information-Processing Model of interpretation in several simultaneous and transliterating interpreting situations.
3. Synthesize advanced cognitive processing skills, such as memory, chunking, decalage techniques, and multi-tasking.
4. Describe and demonstrate the overall process of  simultaneous  interpreting and transliteration between English and ASL.  
5. Analyze and accurately interpret varying discourse styles and texts in English and ASL.
6. Utilize various self-assessment tools for the interpreting process: comprehension, transference and reformulation.  

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 tasks in the model
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.  Application of the model in actual interpreting situations
III. Cognitive Processes and Tools and their application to ASL-English
    Interpreting
    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
IV. The  Simultaneous  and Transliteration Interpreting Processes
    A. Impact of various models
    B. Application of models and techniques to the interpreting process
    C. Variations in discourse styles
V. Discourse styles
   A. Narrative
   B. Expository
   C. Inquiry
   D. Argument
VI.  Self-assessment tools and revising interpreted texts
    A. The five-step follow-up process
       1) Observation
       2) Selection
       3) Analysis
       4) Assessment
       5) Action
    B. Incorporation of guided self-assessment techniques  

Assignments:
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1. Assessment through written reports identifying strengths and weaknesses  presented in class in the form of presentations.
2. Creating weekly written goals to improve areas that need strengthening
3. Applying written goals to weekly exercises to interpreting process
4. Record or present 5-6 simultaneous selections from spoken English to ASL or vice versa
5. Record or present 5 -6 selections to transliterate from ASL to spoken English or vice versa
6. Locate stimulus material for interpreting across four types of discourse styles
7. 5-6 Self-assessment reports of the 5-6 simultaneous and transliterating samples
8. 1-3 short essay 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, transliterations, 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 and transliterating demos
Exams: All forms of formal testing, other than skill performance exams.Exams
25 - 30%
Short essay 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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Instructor prepared materials
Simultaneous Interpreting from English by Carol J. Patrie.  DawnSign Press
copyright 2007  

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