SRJC Course Outlines

6/3/2023 1:57:10 AMASL 142 Course Outline as of Fall 2013

Inactive Course

Discipline and Nbr:  ASL 142Title:  CAPSTONE:ASL/ENGL INTERP  
Full Title:  Capstone Course in ASL/English Interpreting
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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Students will synthesize and integrate their ASL interpreting proficiencies for diverse discourse styles and situations while applying interactional competencies individually and in teams.

Course Completion of ASL 139

Recommended Preparation:
Completion of ASL 130 or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Students will synthesize and integrate their ASL interpreting proficiencies for diverse discourse styles and situations while applying interactional competencies individually and in teams.
(Grade or P/NP)

Prerequisites:Course Completion of ASL 139
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 skill and knowledge of the Colonomos' Pedagogical Model of Interpretation and the Gish Information Processing Model in several simultaneous interpreting and transliterating (English-like signing) situations.
2. Produce simultaneously interpret in ASL or English on an individual basis with 85% accuracy.
3. Demonstrate successful interpretation between ASL and English in a variety of discourse styles and interpreting situations.  
4. Examine and continue to improve their cultural and interactional competences (I.C.) framework.
5. Work with Deaf and hearing teams to produce simultaneously interpreted text materials in ASL or English with 85% accuracy.

Topics and Scope
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I. Interpreting Models
 A. The Colonomos' Pedagogical Model of ASL-English Interpreting
  B. The Gish Information-Processing Model
  C. Synthesis of interpreting in both source language and target texts  
II. Interpreting texts
   A. Source language: ASL; Target language: English
   B. Source language: English; Target language: ASL
   C. Transliteration: Source Language: English; Target language: English-like signing
   D. Standard of accuracy
   E.  Required competency
III. Variations in discourse styles
     A. Types of interpreted situations
        1. Inquiry      
        2. Narrative
        3. Expository
        4. Argument
    B. Range and difficulty of interpreting styles
        1. Simultaneous interpreting
        2. Transliterating
IV. Cultural and Interactional Competencies
     A. Examining personal issues
     B. Unlearning "isms"
     C. Becoming aware of personal "filters"
     D. Working with people of diverse backgrounds
     E. Post-interpreting-task self-assessment processes
V. Working with Deaf - Hearing Interpreting Teams
    A. Exploring the intersections of this work
    B. Handling cross-cultural Deaf/hearing dyad situations
VI. Successfully Preparing for the Exit Exam

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1. 4-6 interpreted assignments of increasing length and complexity with the goal of 85% accuracy between English and ASL and ASL
2. At least four interpreted passages across the following discourse styles: Inquiry (interactive), narrative (monologue), expository and argument.
3. Readings, written reports and dialogue dealing with an on-going exploration of the student's own cultural competence.
4. Role-plays of 4 - 6 interpreting situations which incorporate team interpreting with Deaf and hearing interpreters.
5. 1-3 essay exams
6. 2-4 performance exams, which measure accuracy of interpretation.
7. Final Exam

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 - 40%
Short essay exams, final exam
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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Open Your Eyes: Deaf Studies Talking.  Bauman, H-Dirksen L.  University of Minnesota Press: 2008
Understanding Whiteness, Unraveling Racism: Tools for the Journey. Helfand, Judy and Lippin, Laurie  Thompson Learning: 2001
Instructor Prepared Materials

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