SRJC Course Outlines

4/14/2024 10:55:11 PMASL 140 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 140Title:  PRACTICUM I  
Full Title:  Interpreting Practicum I
Last Reviewed:9/15/2008

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: 

Catalog Description:
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In this course students will become proficient in Vygotskian process mediation and simultaneous interpretation between ASL and English.

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
In this course students will become proficient in Vygotskian process mediation and simultaneous interpretation between ASL and English and well versed in interpreting business standards.
(Grade or P/NP)

Prerequisites: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


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.    Synthesize knowledge of Colonomos' Pedagogical Model of Interpretation and the Gish Information       Processing Model in several simultaneous interpreting situations.
2.    Incorporate advanced cognitive processing skills while simultaneously interpreting.
3.    Produce interpreted simultaneous text with 80% accuracy.
4.    Interpret across discourse styles in both English and ASL.
5.    Synthesize Vygotsky's self-assessment tools into a concise analysis of the interpreting process.
6.    Apply the Demand Control Theory when faced with problematic situations while interpreting.
7.    Enhance their English vocabulary.
8.    Prepare a professional portfolio of their work.
9.    Demonstrate knowledge and apply the use of Vygotskian-like interview questions after rendering a message in       order to write their own self-paced modules.
10.  Develop their own self-paced modules for continued growth in the interpreting field.
11.  Satisfy mentorship placement by providing Interpreting Services on SRJC campus. Each mentee will be placed       with an experienced mentor from Disability Resources Department Interpreting Services.  Mentorship hours       are required to be completed during the semester.

Topics and Scope
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I.  The Colonomos Pedagogical Model of ASL-English Interpreting.
      A. Model synthesis
      B. Apply with proficiency the tools used within the model
     C. Apply the model across all actual interpreting situations
II.  The Gish Information-Processing Model: Synthesis of model elements of source and target texts  
III. Cognitive Processes and Tools and their synthesis to ASL-English
      Interpreting: Attend to development of internal monitor and external feedback (audience)
IV. The Consecutive and Simultaneous Interpreting Processes
       A. Incorporate with ease the various models
       B. Variations in discourse styles
               1. Narrative
               2. Expository
               3. Inquiry
               4. Argument
V.  Interpret texts from source language to target language.
       A. Standards of accuracy.
       B.  Required competency.
VI. Incorporation of Vygotsky's guided self-assessment techniques in individual, & team interpreting situations
        A. Self-observation
        B. Root Pattern
        C. Self-analysis
        D. Self-assessment
        E. Create action plan
        F. Follow action plan
VII. Portfolio Sections to be prepared include:
        A. Cover letter
        B. Mission Statement
        C. Interpreting Samples on DVD
        D. Resume
        E. Invoices
        F. Business Cards
        G.3 Letters of Reference
VIII.   Mentorship includes actual interpreting hours.  The requirement is sixty hours for the
         semester in addition to coursework. Three hours are required each week.
         A. Schedule regular meetings with Mentor
        B. Plan to observe mentors on the job
        C. Plan to schedule interpreting work with the DRD Interpreting Services scheduler.

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1. Solidify through self-assessment strengths and weaknesses of the
    interpretation process.
2. Create weekly goals to improve areas that need strengthening in professional journal.  
3. Perform weekly exercises to strengthen processing and overall
    interpreting skills both in class and as assigned.
4. Students will work in an English enhancing workbook weekly.
5. Preparation of 3-5 simultaneous selections from ASL to spoken English.
6  Stimulus material for interpreting will be across four types of
   discourse styles.
7. Self-Assessment reports include Vygotskian approaches to the work analyzing the work and pointing out Demands and Controls in the situation.
8. 1-3 essay exams
9. 2-4 performance exams which measure accuracy of interpretation.
10. Students will compile their work in a portfolio throughout the semester.
11. Students will bring situations into classroom from Mentorship experience for discussion and feedback.

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
15 - 20%
Class participation, Portfolio

Representative Textbooks and Materials:
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1100 Words You Need to Know, (5th). Murray Bromberg and Melvin Gordon  
Barron's Educational Series: 2008
Interpretation Skills: English to American Sign Language. Marty Taylor
Interpreting Consolidated: 1993 (Classic)
Instructor prepared materials.

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