SRJC Course Outlines

5/22/2024 3:36:25 AMASL 141 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 141Title:  PRACTICUM II  
Full Title:  Interpreting Practicum II
Last Reviewed:9/29/2008

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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Through additional mentorship, students will continue application and exemplify proficiency in Vygotskian process mediation, simultaneous interpretation between ASL and English, and applying business standards.

Course Completion of ASL 130, 139 and 140.

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Through additional mentorship, students will continue to practice Vygotskian process mediation, simultaneous interpretation between ASL and English, and applying business standards.
(Grade or P/NP)

Prerequisites:Course Completion of ASL 130, 139 and 140.
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. Sythesize knowledge of both the Colonomos' Pedagogical Model of Interpretation and the
Gish Information Processing Model in several simultaneous interpreting and transliterating situations.
2. Incorporate advanced cognitive processing skills while simultaneously interpreting.
3. Produce interpreted simultaneous text at a professional standard of accuracy. .
4. Interpret across discourse styles in both English and ASL.
5. Synthesize and apply Vygotsky's self-assessment tools.
6. Apply Vygotskian interview questions after rendering a message.
7. Develop their own self-paced modules for continued growth in the interpreting field.
8. Develop and present portfolio.

Topics and Scope
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I. The Colonomos Pedagogical Model of ASL-English Interpreting.
   A. Model synthesis
   B. Tools used within the model
   C. Application across actual interpreting situations
II. The Gish Information-Processing Model: Synthesis of model elements of source and target texts  
III. Cognitive Processes and Tools and ASL-English Interpreting: Internal monitor and external feedback  
IV. Consecutive and Simultaneous Interpreting Processes Models
   A. Narrative
   B. Expository
   C. Inquiry
   D. Argument
V. Vygotsky's guided self-assessment techniques in individual and team interpreting situations.
     A. Root pattern
     B. Self-analysis
     C. Action plans
     D. Implementing action plan
VI. Portfolio Development
       A. Cover letter
       B. Mission statement
       C. Interpreting samples on DVD
       D. Resume
       E. Invoices
       F. Business Cards
       G. Letters of reference
       H. Portfolio presentation
VII. Mentorship requirements

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1.  Self-assessment reports: strengths and weaknesses of the interpretation process
2.  Weekly goals to improve areas that need strengthening in a professional journal  
3.  Weekly exercises to strengthen processing and overall interpreting skills both in class and as assigned
4.  Weekly English enhancing workbook assignment
5.  3-5 simultaneous selections from ASL to spoken English
6  Stimulus material for interpreting across four types of discourse styles
7. Self-Assessment reports including Vygotskian with situational demands and controls
8. 1-3 essay exams
9. 2-4 performance exams which measure accuracy of interpretation
10. Class participation and DVD portfolio
11. Presentation of mentorship experiences

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 reports, presentations from mentorship
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 and DVD portfolio

Representative Textbooks and Materials:
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Toward Competent Practice: Conversations With Stakeholders.  Witter-Merithew, Anna and  Johnson, Leilani J. Registry of Interpreters for the Deaf, Inc: 2005 (Classic)
Instructor prepared materials

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