INT 3205C - Introduction to Interpreting

Communications Department

Credit(s): 4
Contact Hours: 62
Effective Term Fall 2018 (550)

Requisites

Prerequisite ASL 1140C with a minimum grade of C and
Prerequisite ASL 1150C with a minimum grade of C and
Prerequisite ASL 1160C with a minimum grade of C and
Prerequisite ASL 2210C with a minimum grade of C and
Prerequisite ASL 1300 with a minimum grade of C and
Prerequisite ASL 1510 with a minimum grade of C

Course Description

Designed to provide students development in English-to-American Sign Language (ASL) and ASL-to-English interpreting skills, receptive fingerspelling, the use of conceptually accurate sign production, speed and accuracy when interpreting complex subject matter, and comparing and contrasting ethical decisions relative to the similarities and differences between Registry of Interpreters Code (RID) of Professional Conduct and the Educational Interpreters Code of Conduct.

Learning Outcomes and Objectives

  1. The student will develop cognitive processing of English to American Sign Language (ASL) interpreting appropriate to the educational setting (K-12) environment by:
    1. Practicing expressive fingerspelling with appropriate speed and accuracy of information presented during message transmission.
    2. Illustrating advanced sign vocabulary, non-manual markers and appropriate facial grammar to portray English to ASL content.
    3. Differentiating contextual factors affecting language usage including affect, mood, idiomatic language use, and register in the voice- to- sign interpreting process.
  2. The student will compare and contrast English to ASL and ASL to English interpreting situations and examine the accuracy of the choices made relative to the setting and the ability to relay the information in an equivalent form by:
    1. Processing receptive fingerspelled information with at least 80% accuracy and with appropriate speed during message transmission.
    2. Differentiating contextual factors affecting language usage including affect, mood, idiomatic language use, and register in the sign-to-voice interpreting process.
    3. Representing the use of advanced English vocabulary production, non-manual markers and facial grammar to portray sign-to-voice information accurately.
  3. The student will analyze the ethical considerations in the Registry of Interpreters for the Deaf (RID) Code of Professional Conduct and compare those to the Educational Interpreter Code of Conduct using case scenarios in a variety of interpreting situations and citing tenets from the RID Code of Professional Conduct and the Educational Interpreter Code of Conduct by:
    1. Differentiating the role of an interpreter and identifying ethical applications of the Code of Professional Conduct.
    2. Comparing and contrasting the ethical role of an interpreter in both educational and non-educational settings.
    3. Incorporating these ethical principles in specific interpreting situations in both educational and non-educational settings.

Criteria Performance Standard

At the completion of this course the student will, with a minimum of 70% accuracy, be able to receive American Sign Language (ASL) and/or spoken English and express information effectively during simultaneous interpreting, using affect, mood, and inflection to match the source language; receive information in ASL or spoken English and use appropriate register for a variety of interpreting situations; and apply ethical solutions to interpreting assignments in both educational and non-educational settings during an Exit Interview conducted in ASL.

History of Changes

C&I Approval: 02/09/2018, BOT Approval: 04/17/2018, Effective Term: Fall 2018 (550)

Related Programs

  1. Educational Studies and Community Leadership (EDST-BS) (665) (Draft)
  2. Educational Studies and Community Leadership (EDST-BS) (660) (Active)
  3. Educational Studies and Community Leadership (EDST-BS) (610) (Draft)