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Name:
Submission
Date:
Hilda A Pettit
12/6/2013
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU006976
Date: 06-DEC-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Joanne Arhar, jarhar
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Establish
Faculty member submitting this proposal: Kathy Geething
Requested Effective Term: 201480
Campus: Kent
College: EH-Education, Health and Human Services
Department: LDES-Lifespan Development and Educational Sciences
Course Subject: SPED-Special Education
Course Number: 43113
Course Title: ASL to English Interpreting Processes
Title Abbreviation: ASL to Eng Interp Processes
Slash Course and Cross-list Information: DPRF 43113 + SPED 53113
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1.
2.
3.
Can this course be repeated for credit: No
Repeat
Course Limit:
Course Level: Undergraduate
Grade Rule: B-Standard letter
OR Maximum Hours:
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2.
3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description:
Catalog Description (edited): Guides students in developing interpreting skills from their L2 (ASL) to their L1 (English).
Students will learn strategies for increasing their ASL and English vocabularies for the purposes of understanding
equivalents when applying English vocabulary to ASL signs. Students will examine their ability to apply this proficiency to
various registers of ASL. Course will also emphasize incorporating Academic English into written scholarly papers to increase
students' abilities to apply this to their interpretations.
Prerequisites (edited): ASL 29202, SPED 43102
Corequisites (edited):
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
Topic Description
Dynamically equivalent interpretations:
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producing ASL to English
interpretations given a variety of
settings, registers, and consumers
while incorporating Academic English
and advanced English vocabulary.
Advanced ASL and English vocabulary
expansion.
Examining English and ASL: grammar,
puncutation, fragments, phonology.
Written translations: Applying correct
English grammar and vocabulary to
written English translations of ASL
texts.
Oral presentations: taped presentations
to examine their spoken English
proficiency: grammatically, lexically,
and prosodically. Evaluate their ability
to identify and produce appropriate
characterisitics of each register.
Linguistic conflicts between the two
languages: Passive and active voice,
prepositions, verb tenses,
pluralizations, pronominalization.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Kelly, J.E., ASL to English interpretation: Say it like they mean it. Al exandria, VA: RID
Press; Smith, R. Kent Building vocabulary for college. Wadsworth, Cengage Learning.
Writing Expectations: Scholary academic paper written on an assigned topic. Written analysis of voiced interpretations.
Grad students will produce two academic papers and interpretation analysis.
Instructor(s) expected to teach: SPED Faculty
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
This is a new course created for the ASL English Interpreting concentration to reinforce and expand English and ASL
grammatical knowledge and to increase the quantity and quality of students' vocabulary in each language for the purposes
of applying this information to interpretations. Professional sign language interpreters need to be masters, not only of
English (L1), but of their second language (L2,) as well. Research has shown that L1 success predicts a language learner's
success in L2. Sign language interpreters are then constrained by their success in L2 based on their facility with the English
language. This course will enable them to have a firm foundation and confidence in English with which to apply new
information in ASL. Students need to be familiar with register nuances between English and ASL and develop the facility to
match registers in their interpretations. An emphasis in this course will be connecting grammar and vocabulary of students'
L1 to a corresponding equivalent in their L2 (ASL). In addition to linguistic differeneces between the two languages,
interpreting from a manual-visual language to an aural-oral language creates unique demands on the interpreter's shortterm memory, processing time, and English proficiency. Students struggle to visually receive an incoming ASL message and
mentally determine its meaning - while simultaneously producing a spoken message applying correct English grammar and
selecting appropriate English vocabulary. This skills requires extensive practice to develop and current curriculum does not
afford the concentrated focus required. The students will do the following: 1). write scholarly papers and give oral
presentations on topics demonstrating Academic English; 2). compile lists of diverse lexical synonyms from L1 to L2; 3)
create categories of English and ASL vocabulary respective of different registers; 4). produce receptive interpretations and
written translations which include correct English grammar and word choices; 5). produce receptive interpretations which
include correct English grammar and several lexical iterations in different registers. Through the applications of these
learning strategies, the students will be able to do the following: 1). incorporate advanced vocabulary in their speaking,
writing, and receptive interpretations; 2). develop their receptive processing through consecutive and simultaneous
interpretations; 3) analyze their English proficiencey and develop strategies for improvement; 4). identify vocabulary
differences between registers; 5). produce ASL to English interpretations that demonstrate appropriate decisions regarding
grammar, vocabulary, and register; 6). produce dynamically equivalent interpretations.
Explain how this proposal affects program requirements and students in your unit:
This course is a new required addition to the interpreting curriculum. A significant portion of an interpreter's work involves
producing appropriate translations from ASL to English. This skill is also a critical component of the national certification
exam. The interpreting curriculum does not currently have a course dedicated to this essential skill. Total graduation credits
will remain the same. SPED 43010 is being removed from the program because content is not pertinent to the work of an
interpreter.
Explain how this proposal affects courses, program requirements and student in other units:
This will not impact other students or programs.
Explain how this proposal affects enrollment and staffing:
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All interpreting majors will be required to take this course. The College Dean has approved hiring a new faculty member to
support the ASEI program. With the hiring of this full-time NTT instructor, no additional faculty will be needed.
Units consulted (other departments, programs or campuses affected by the proposal):
No other dept or program is affected by this proposal. Dr. Pam Luft was consulted reqarding the creation of this class.
Comments (500 Character Maximum):
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Approve
Comments:
Date
12/6/2013
Return To Initiator
User
Susan M Augustine
Return To Prior Approver
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Comment
No comments available.
History:
Date
User
Status
12/6/2013 Susan M Augustine Approved
12/6/2013 Susan M Augustine Submitted
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12/6/2013