Interpreting II
Central College
SLNG 2402 – Interpreting II
CRN 71107 – Fall 2015
Central Campus - Room San Jacinto Bldg. Room 101 | 5:30 - 9:00 pm | Mon/Wed
4 credit hours/ 3 Lecture hours and 4 Laboratory hours / 112 hours per semester
16 weeks
Instructor: Claudette Saunders
Instructor Contact Information: Claudette.saunders@hccs.edu
Office location and hours: Office hours are by appointment only.
Please feel free to contact me concerning any problems that you are experiencing in
this course. You do not need to wait until you have received a poor grade before asking
for my assistance. Your performance in my class is very important to me. I am
available to hear your concerns and just to discuss course topics.
Course Description
SLNG 2402 is a continued development of discourse analysis and interpreting skills for
increasingly complex task. It utilizes consecutive and simultaneous interpreting
scenarios including monologues and dialogues, and it emphasizes skill development,
self-analysis, and peer evaluation.
Prerequisites
SGNL 1401
SGNL 1402
SGNL 2301
SLNG 2302
SLNG 1311
SLNG 1315
SLNG 1321
SLNG 2401 (2301)
Course Goal
Lecture, Instructor Observation, Peer Evaluations, Written Assessment, PowerPoint, Handouts
and Class Discussions.
SLNG 2402 – page 2
Student Learning Outcomes
1. Understand the interpreting process theories and concepts with a minimum of 70%
accuracy
2. Interpret more advanced entry-level material from American Sign Language to Spoken
English in a culturally and linguistically appropriate way with a minimum of 70%
accuracy
3. Interpret more advanced entry-level material from Spoken English to American Sign
Language in a culturally and linguistically appropriate way with a minimum of 70%
accuracy
4. Analyze and evaluate interpreted material with a minimum of 70% accuracy
5. Understand the current best practices in the interpreting profession with a minimum of
70% accuracy
Learning Objectives
Learning Outcome 1: The student will demonstrate an understanding of the interpreting
process theories and concepts with a minimum of 70% accuracy.
1.1 The student will demonstrate an understanding of the various theoretical models describing
the process of interpreting.
1.2 The student will synthesize an appropriate working model to describe his or her own
interpreting process.
1.3 The student will demonstrate internalization of the theoretical models of interpreting by using
the appropriate terminology when discussing interpretation.
1.4 The student will demonstrate an understanding of the components of message analysis,
including the following components: primary ideas, secondary ideas, details, implicit
information, affect, and register.
1.5 The student will demonstrate an understanding of paraphrasing techniques used at the lexical,
phrasal, sentential, and discourse levels.
1.6 The student will demonstrate an understanding of closure and anticipatory/prediction skills as
they relate to interpreting.
1.7 The student will demonstrate an understanding of visualization, form, and meaning as they
relate to interpreting.
1.8 The student will demonstrate an understanding of semantic chunking at the phrasal,
sentential, and discourse level.
1.9 The student will demonstrate an understanding of American Sign Language expansion
techniques – contrasting feature; faceting; reiterating; utilizing 3 – D space; noun
listing/examples; couching/nesting; describe then do.
SLNG 2402 – page 3
1.10 The student will demonstrate an understanding of compression techniques used in voicing
information presented in American Sign Language.
1.11 The student will demonstrate an understanding of the parameters of sign production.
1.12 The student will demonstrate an understanding of the rules for correct fingerspelling and
number production.
1.13 The student will demonstrate an understanding of the terminology necessary for discussing
and evaluating interpreted work.
1.14 The student will demonstrate an understanding of various thinking map strategies.
1.15 The student will demonstrate an understanding of approaches to interpreting frozen register
material.
Method of Measurement: Instructor Observation, Written Assessment, Class Discussion.
Learning Outcome 2: The student will demonstrate the ability to interpret more advanced entrylevel material from American Sign Language to Spoken English in a culturally and linguistically
appropriate way with a minimum of 70% accuracy.
2.1 The student will demonstrate appropriate visual observational skills in order to identify
eye/head/body shifts, reference markers, non-manual grammatical markers, non-manual affective
markers, speech-reading skills, and other visual context clues.
2.2 The student will demonstrate the ability to recognize the semantic intent of signed stimulus
material.
2.3 The student will demonstrate the ability to identify fingerspelled information presented in
signed stimuli material.
2.4 The student will demonstrate the ability to identify numerical information presented in signed
stimuli material.
2.5 The student will demonstrate the ability to take the semantic intent of the signed and
appropriately compose it in the target language.
2.6 The student will demonstrate the ability to maintain message equivalence from source
language to target language, (primary ideas, secondary ideas, transitions, and spirit).
2.7 The student will demonstrate appropriate physical production of spoken English,
(pronunciation, articulation, vocal inflection, voice quality, and volume).
2.8 The student will demonstrate adequate English vocabulary that is sufficient to convey
information in a conceptually accurate manner.
2.9 The student will demonstrate appropriate spoken English fluency, (pace, rhythm and
cadence, pausing, and flow of ideas).
2.10 The student will demonstrate the ability to use appropriate grammatical components of
spoken English, (syntax, complete utterances, appropriate verb tense, appropriate person,
subject-verb agreement, and appropriate phrasing).
2.11 The student will demonstrate the ability to exude appropriate demeanor, (comfort, error
management, processing, meta-comments, and non-distracting behaviors).
2.12 The student will demonstrate the ability to appropriately incorporate closure and
anticipatory/prediction skills.
2.13 The student will demonstrate the ability to draw upon visualization skills in processing
passages for simultaneous interpreting.
2.14 The student will demonstrate an understanding of auditory and visual memory techniques as
they relate to interpreting.
SLNG 2402 – page 4
2.15 The student will demonstrate the ability to apply visual memory techniques to controlled
segments of information.
2.16 The student will demonstrate the ability to incorporate compression techniques for voicing
information presented in American Sign Language.
Method of Measurement: Evaluation of Videotaped Performance, Instructor Observation,
Written Assessment.
Learning Outcome 3: The student will demonstrate the ability to interpret more advanced entrylevel material from Spoken English to American Sign Language in a culturally and linguistically
appropriate way with a minimum of 70% accuracy.
3.1 The student will demonstrate the ability to maintain message equivalence from source
language to target language, (primary ideas, secondary ideas, transitions, and spirit).
3.2 The student will demonstrate appropriate physical production of signs, (formation, clarity,
control, and space).
3.3 The student will demonstrate appropriate physical production of fingerspelling, (accuracy,
clarity, and appropriate incorporation).
3.4 The student will demonstrate appropriate physical production of numbers, (accuracy, clarity,
and appropriate numbering conventions).
3.5 The student will adequately sign vocabulary that is sufficient to convey information in a
conceptually accurate manner.
3.6 The student will demonstrate the ability to appropriately incorporate American Sign
Language Expansion Techniques.
3.7 The student will demonstrate appropriate sign fluency, (pace, rhythm and cadence, pausing,
and flow of ideas).
3.8 The student will demonstrate the ability to use appropriate grammatical components of
American Sign Language, (syntax, complete utterances, non-manual markers, indexing and
referents, spatial elements, classifier usage and role-shifting).
3.9 The student will demonstrate the ability to exude appropriate demeanor, (comfort, error
management, processing, meta-comments, and non-distracting behaviors).
3.10 The student will demonstrate the ability to appropriately incorporate closure and
anticipatory/prediction skills.
3.11 The student will demonstrate the ability to draw upon visualization skills in processing
passages for simultaneous interpreting.
3.12 The student will demonstrate the ability to apply auditory and visual memory techniques to
controlled segments of information.
3.13 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – contrasting feature.
3.14 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – faceting.
3.15 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – reiterating.
3.16 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – utilizing a 3 – D space.
3.17 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – noun-listing/example.
SLNG 2402 – page 5
3.18 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – couching/nesting.
3.19 The student will demonstrate the ability to incorporate the American Sign Language
expansion technique – describe, then do.
3.20 The student will demonstrate the ability to interpret frozen register material.
Method of Measurement: Evaluation of Videotaped Performance, Instructor Observation,
Written Assessment.
Learning Outcome 4: The student will demonstrate an ability to analyze and evaluate
interpreted material with a minimum of 70% accuracy.
4.1 The student will demonstrate the ability to perform pre-performance analysis of more
advanced entry-level material presented in English, identifying primary ideas, secondary ideas,
implicit information, transitions, and spirit.
4.2 The student will demonstrate the ability to perform pre-performance analysis of more
advanced entry-level material presented in American Sign Language, identifying primary ideas,
secondary ideas, implicit information, transitions, and spirit.
4.3 The student will demonstrate the ability to perform pre-performance analysis of more
advanced entry-level material presented in English, by using appropriate paraphrasing
techniques.
4.4 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into English for message equivalence identifying additions, omissions, and
skews.
4.5 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into American Sign Language for message equivalence, identifying
additions, omissions, and skews.
4.6 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into English for message equivalence, with focus on affect and spirit.
4.7 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into American Sign Language for message equivalence, with focus on affect
and spirit.
4.8 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into English for physical production, identifying appropriateness of
pronunciation, articulation, inflection, vocal quality, and volume.
4.9 The student will demonstrate the ability to perform post-performance analysis and evaluation
of work interpreted into American Sign Language for physical production, identifying
appropriateness of sign formation, clarity, control, sign space, fingerspelling, and numbers.
4.10 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for vocabulary, identifying adequate repertoire,
register, semantic accuracy, and idiomatic usage.
4.11 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into American Sign Language for vocabulary, identifying
adequate repertoire, register, semantic accuracy, and idiomatic usage.
4.12 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for source language intrusion.
SLNG 2402 – page 6
4.13 The student will demonstrate the ability to perform post-performance analysis and
evaluation or work interpreted into American Sign Language for source language intrusion.
4.14 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English identifying appropriate incorporation of compression
techniques.
4.15 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into American Sign Language, identifying appropriate
incorporation of expansion techniques.
4.16 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for fluency.
4.17 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into American Sign Language for fluency.
4.18 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for grammar and syntax.
4.19 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for subject/verb agreement.
4.20 The student will demonstrate the ability to perform post-performance analysis and
evaluation of work interpreted into English for verb tense.
4.21 The student will demonstrate the ability to appropriately evaluate the grammar and syntax
of work interpreted into English.
4.22 The student will demonstrate the ability to appropriately evaluate the subject/verb
agreement of work interpreted into English.
4.23 The student will demonstrate the ability to appropriately evaluate the verb tense of work
interpreted into English.
4.24 The student will demonstrate the ability to appropriately evaluate the grammar and syntax
of work interpreted into American Sign Language.
4.25 The student will demonstrate the ability to appropriately evaluate the non-manual
components of work interpreted into American Sign Language.
4.26 The student will demonstrate the ability to appropriately evaluate the spatial components of
work interpreted into American Sign Language.
4.27 The student will demonstrate the ability to appropriately evaluate the use of classifiers in
work interpreted into American Sign Language.
4.28 The student will demonstrate the ability to appropriately evaluate the incorporation of roleshifting in work interpreted into American Sign Language.
4.29 The student will demonstrate the ability to appropriately evaluate the overall comfort level
in interpreted work.
4.30 The student will demonstrate the ability to appropriately evaluate the error management in
interpreted work.
4.31 The student will demonstrate the ability to appropriately evaluate the presence of observable
processing in interpreted work.
4.32 The student will demonstrate the ability to appropriately evaluate the presence of metacomments in interpreted work.
4.33 The student will demonstrate the ability to appropriately evaluate the presence of distracting
behaviors in interpreted work.
4.34 The student will demonstrate the ability to appropriately identify strengths present in work
interpreted into English.
SLNG 2402 – page 7
4.35 The student will demonstrate the ability to appropriately identify strengths present in work
interpreted into American Sign Language.
4.36 The student will demonstrate the ability to appropriately identify deficits present in work
interpreted into English.
4.37 The student will demonstrate the ability to appropriately identify strengths present in work
interpreted into American Sign Language.
4.38 The student will identify specific goals for improvement of work interpreted into English.
4.39 The student will identify methods for improving those goals.
4.40 The student will identify specific goals for improvement of work interpreted into English.
4.41 The student will identify specific goals for improvement of work interpreted into American
Sign Language.
4.42 The student will identify specific strengths in work interpreted into English.
4.43 The student will identify specific strengths in work interpreted into American Sign
Language.
4.44 The student will incorporate the terminology used in discussing and evaluating interpreted
work.
4.45 The student will demonstrate the ability to perform pre-performance analysis of more
advanced entry-level material presented in English by using appropriate thinking map strategies.
Method of Measurement: Written Assessment, Class Discussion.
Learning Outcome 5: The student will demonstrate an understanding of the current best
practices in the interpreting profession with a minimum of 70% accuracy.
5.1 The student will demonstrate the ability to express information appropriately.
5.2 The student will demonstrate the ability to exhibit appropriate interpersonal skills.
5.3 The student will demonstrate the ability to produce and submit quality assignments.
5.4 The student will demonstrate the ability to accept and incorporate feedback from self and
others.
5.05 The student will demonstrate the ability to dress appropriately in keeping with parameters
of each assignment.
5.6 The student will exhibit dependability with attendance and assignments.
5.7 The student will demonstrate the ability to focus on tasks and follow directions.
5.8 The student will demonstrate the ability to be prepared with assignments and materials for
each class meeting.
5.9 The student will demonstrate the ability to establish peer relationships conducive to
providing and receiving feedback.
5.10 The student will demonstrate the ability to make interpersonal adjustments for differences in
opinion, learning style, and approach to interpreting.
5.11 The student will demonstrate the ability to identify appropriate channels through which
needs can be met.
5.12 The student will demonstrate the ability to work tactfully with a variety of personalities.
Method of Measurement: Written Assessment, Class Discussion.
SLNG 2402 – page 8
SCANS or Core Curriculum Statement and Other Standards
Credit: 4 (4 lecture)
Understand the interpreting process theories and concepts with a minimum of 70% accuracy
Interpret more advanced entry-level material from American Sign Language to Spoken English
in a culturally and linguistically appropriate way with a minimum of 70% accuracy
Interpret more advanced entry-level material from Spoken English to American Sign Language
in a culturally and linguistically appropriate way with a minimum of 70% accuracy
Analyze and evaluate interpreted material with a minimum of 70%
Understand the current best practices in the interpreting profession with a minimum of 70%
accuracy.
Workplace Competencies are defined in five areas: (a) resources, (b) interpersonal skills, (C)
information, (d) systems, and (e) technology.
Resources: A worker must identify, organize, plan, and allocate resources effectively. C1- Time:
select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. C3Material and facilities: acquire, store, allocate, and use materials or space efficiently. C4- Human
Resources: assess skills and distribute work accordingly, evaluate performance and provide
feedback.
Information: A worker must be able to acquire and use information. C5- Acquire and evaluate
Information. C6- Organize and maintain information. C7- Interpret and communicate
Information. C8- Use computers to process information.
Interpersonal Skills: A worker must work with others effectively. C9- Participate as member of
a team: contribute to group effort. C10- Teach Others New Skills. C14- Work with Diversity:
work well with men and women from diverse backgrounds.
Systems: A worker must understand complex interrelationships. C15- Understand systems:
know how social, organizational, and technological systems work and operate effectively with
them. C16- Monitor and correct performance: distinguish trends, predict impacts on system
operations, diagnose deviations in systems' performance and correct malfunctions. C17- Improve
or design systems: suggest modifications to existing systems and develop new or alternative
systems to improve performance.
Technology: A worker must be able to work with a variety of technologies. C18- Select
technology: choose procedures, tools or equipment including Computers and related
technologies. C19- Apply technologies to task: understand overall intent and proper procedures
for setup and operation of equipment. C20- Maintain and troubleshoot equipment: prevent,
identify, or solve problems with equipment, including computers and other technologies.
Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen,
and speak effectively. These skills include:
SLNG 2402 – page 9
Foundation Skills are defined in three areas: (a) basic skills, (b) thinking skills, and (C) personal
qualities. F1- Reading: locate, understand, and interpret written information in prose and in
documents such as manuals, graphs, and schedules. F2- Writing: communicate thoughts, ideas,
information, and messages in writing, and create documents such as letters, directions, manuals,
reports, graphs, and flow charts. F5- Speaking: organize ideas and communicate orally.
Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize,
know how to learn, and reason effectively. These skills include: F6- Creative thinking: generate
new ideas. F7- Decision making: specify goals and constraints, generate alternatives, consider
risks, and evaluate and choose the best alternative. F8- Problem solving: recognize problems and
devise and implement plan of action. F9- Visualize ("seeing things in the mind's eye"): organize
and process symbols, pictures, graphs, objects, and other information. F10- Knowing how to
learn: use efficient learning techniques to acquire and apply new knowledge and skills. F11Reasoning: discover a rule or principle underlying the relationship between two or more objects
and apply it when solving a problem.
Personal Qualities: A worker must display responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty. F12- Responsibility: exert a high level of effort and
persevere toward goal attainment. F13- Self-esteem: believe in one's own self-worth and
maintain a positive view of oneself. F14- Sociability: demonstrate understanding, friendliness,
adaptability, empathy, and politeness in group settings. F15- Self-management: assess oneself
accurately, set personal goals, monitor progress, and exhibit self Control. F16- Integrity and
honesty: choose ethical courses of action
SLNG 2402 – page 10
16 Week Calendar
**This syllabus is tentative and may be revised to suit the needs of the class.
**it is imperative that you submit assignments on the due dates. Late assignments will not be accepted.
Lecture
Assignment Due
Week 1
Monday, August 24, 2015
Introduction, syllabus,
Wednesday, August 26, 2015
Week 2
Monday, August 31, 2015
Wednesday, September 2, 2015
Reading for class
RID Standard practice
papers: "Professional
Sign Language
Interpreting"
Quiz, Introduction of interpreting II, Assessments
HW: Introduction video "Why you want to be an Interpreter"
Due 8/31/2015
LABOR DAY HOLIDAY
Quiz, Process for Change and Skill development. Goal Setting
and Preparation. , BEI: Interpreters responsibilities
Introduction Video:"Why you want to
be an Interpreter?" 8/31/2015
RID: Modes of
Interpreting:
Simultaneous,
Consecutive & Sight
Translation.
Week 3
Monday, September 7, 2015
Wednesday, September 9, 2015
Interpreting and Transliteration, Multiple meaning,
Storytelling
Quiz, Continue: Interpreting and Transliteration
HW: Bring a copy of the CPC Due 9/14/2015
ASL Know Your 5
Parameters
RID: A copy of Code of
Professional Conduct
week 4
Monday, September 14, 2015
Friday, September 18, 2015
Week 5
Monday, September 21, 2015
Friday, September 25, 2015
Week 6
Monday, September 28, 2015
Wednesday, September 30, 2015
Week 7
Monday, October 5, 2015
Wednesday, October 7, 2015
***Week 8
Monday, October 12, 2015
Wednesday, October 14, 2015
Week 9
Monday, October 19, 2015
Wednesday, October 21, 2015
Week 10
Monday, October 26, 2015
Wednesday, October 28, 2015
Week 11
Monday, November 2, 2015
Wednesday, November 4, 2015
Week 12
Monday, November 9, 2015
Wednesday, November 11, 2015
Week 13
Monday, November 16, 2015
Wednesday, November 18, 2015
Week 14
Monday, November 23, 2015
Wednesday, November 25, 2015
Week 15
Monday, November 30, 2015
Wednesday, December 2, 2015
Week 16
Tuesday, December 8, 2015
Thursday, December 10, 2015
Sunday, December 13, 2015
Monday, December 14, 2015
Friday, December 18, 2015
Code of Ethics and Dual Roles
HW: "Ethic Paper"
Quiz, Multiple Meaning Story group
Deaf Awareness Week
Deaf Community Forum at HCC-Central
In Class Evaluation
copy of CPC Due 9/14/2015
RID Standard practice
papers: Multiple Roles
Journals Due 9/25/2015
Multiple meaning, Storytelling
Quiz,
Sara Parks story exercise
Quiz,
Review for Midterm Exam
Review for Midterm Exam
Lecture
Midterm Exam
Quiz, In class assignment 1:1 meeting
Code of Ethics Project Due 10/5/15
Assignment Due
Children Story Due 10/19/2015
Group Project: Special Topic*11/23/2015
Group Project: Special Topic*11/23/2015
Interpreting in medical settings
Quiz, Expressive
Receptive Exercises
Quiz,
Journals Due 11/11/2015
Receptive/Expressive
Quiz
Group Presentation
No Classes 11/25/15-11/27/15
Final Exam Written
Final Exam Performance
Final Week
Fall Semester Ends
Grades Due by 12 noon.
Grades Available to Students
Portfolio Due 11/23/2015
Reading for class
SLNG 2402 – page 11
Instructional Methods
SLNG 2402 is a required course for all interpreter training majors.
As an instructor, I want my students to be successful. I feel that it is my responsibility to
provide you with knowledge concerning the field of interpreting, modeling good teaching
strategies, and organizing and monitoring the field experience that allows you to
connect the information that you learn in this course to the real world of interpreting.
As a student wanting to learn about the field of interpreting, it is your responsibility to
read the textbook, submit assignments on the due dates, view self-videos, complete
self-assessment, do peer reviews/assessments, study for the exams, participate in
classroom activities, attend class, attend workshops and immerse yourself in the
Deaf/Interpreting community and enjoy yourself while experiencing the real world of
interpreting.
As I believe that engaging the students in the learning is essential for teaching to be
effective, you will spend the majority of class time involved in collaborative activities.
You will be involved in discussions with your classmates and your instructor. As you will
want to contribute to these discussions, you will need to come to class prepared to
discuss, analyze and evaluate information from your reading assignments and social
events.
Student Assignments
Assignments have been developed to enhance your learning experience. In order to
work effectively on your interpreting skills, you will be given assignments on key
information that you will need to remember for your success in field of interpreter.
Students will be required to successfully complete the following:
Weekly Quizzes
Portfolio
Oprah Winfrey Eulogy for Rosa Parks-Expressive Interpreting
Receptive interpreting project
Children Story Group Project
Code of Ethics Project
Special Topic Group Project
Journal
2 Workshops
Midterm Exam
Final Exam
Instructor Requirements
The faculty members of the Department of American Sign Language and Interpreter
Training are committed to your successful completion of our classes without lowering
the college’s academic standards. I understand that students face additional pressures
SLNG 2402 – page 12
from work and family, as well as have other obligations outside of their academic
pursuits. I realize that at times issues beyond the control of a student interfere with class
requirements.
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student
grades are to be derived
 Facilitate an effective learning environment through class activities, discussions,
and lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make
up
 Provide the course outline and class calendar which will include a description of
any special projects or assignments
 Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the reading materials and videos
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all self-videos, paperwork, including this syllabus, handouts and
all assignments
 Complete the field study with a 80% passing score
Program/Discipline Requirements
The Field Study is a discipline requirement of SLNG 2402. The field study is essential
in your deciding if interpreting is the right career path for you. The field study also
reinforces what you are learning in class by connecting theory to the real world of
education. This assignment is very important and as such, it must be completed with
70% of possible points or you will not receive a passing grade in this class.
Class Attendance
As stated in the HCC Catalog, all students are expected to attend classes/lab regularly and on
time... Student absences will be recorded from the first day the class meets. Both tardiness and
early departure from class may be considered forms of absenteeism. In all cases, students will be
held responsible for completion of course requirements covered in their absence. In the event of
your absence or being tardy, it is our responsibility to obtain materials provided to the class.
Student who are absent for any reason should always consult with their instructors. Your regular
participation is required.
Although it is the responsibility of the student to withdraw officially from a course, the
professor also has the authority to withdraw students. HCCS's policy states a student may be
administratively dropped after missing 6 clock hours of class in a semester.
SLNG 2402 – page 13
Cell Phones
Students are required to silence all electronic devices (e.g., pagers, cellular phone, etc.) when
in classrooms, laboratories and the library. If you feel you must answer a cellular phone call,
please leave the room.
HCC Grading Scale
A = 1000 – 900;……………………………………4 points per semester hour
B = 890 – 800: …………………………………….3 points per semester hour
C = 790 – 700: …………………………………….2 points per semester hour
D = 690 – 600: …………………………………….1 point per semester hour
590 and below = F………………………………..0 points per semester hour
IP (In Progress) …………………………………0 points per semester hour
W(Withdrawn)……………………………………0 points per semester hour
I (Incomplete)…………………………………… 0 points per semester hour
AUD (Audit) …………………………………… 0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must reenroll to receive credit. COM (Completed) is given in non-credit and continuing
education courses. To compute grade point average (GPA), divide the total grade
points by the total number of semester hours attempted. The grades “IP,” “COM” and
“I” do not affect GPA.
Grading Criteria
Your instructor will conduct quizzes, exams, and assessments that you can use to
determine how successful you are at achieving the course learning outcomes (mastery
of course content and skills) outlined in the syllabus. If you find you are not mastering
the material and skills, you are encouraged to reflect on how you study and prepare for
each class. Your instructor welcomes a dialogue on what you discover and may be able
to assist you in finding resources on campus that will improve your performance.
Grades will be determined by the following:
Possible earning points
Class Assignments/Projects/Homework
Attend 2 Workshops (prior approval required)
5 Quizzes
Midterm Exam –Voice to Sign
Final Exam-Written, Receptive and Expressive
Total
580 points
20 points
100 points
100 points
200 points
1000 Points
***Note: In the world of interpreting, it is imperative that you submit assignments,
reports, self-video with assessments on time thus I require you to submit your
papers on the due dates. Late assignments will not be accepted. .
SLNG 2402 – page 14
Instructional Materials
Goreact Account
USB/Flash Drive
Pen/Pencil/Highlighter
Paper
Flip video camera / recording device
Composition notebook-Journal entry
Syllabus
Binder
Portfolio Binder
Access to the Internet
Headphone with long extension
HCC Policy Statements
Access Student Services Policies on their Web site:
http://central.hccs.edu/students/student-handbook/
Access DE Policies on their Web site:
All students are responsible for reading and understanding the DE Student Handbook,
which contains policies, information about conduct, and other important information. For
the DE Student Handbook click on the link below or go to the DE page on the HCC
website.
The Distance Education Student Handbook contains policies and procedures unique
to the DE student. Students should have reviewed the handbook as part of the
mandatory orientation. It is the student's responsibility to be familiar with the handbook's
contents. The handbook contains valuable information, answers, and resources, such
as DE contacts, policies and procedures (how to drop, attendance requirements, etc.),
student services (ADA, financial aid, degree planning, etc.), course information, testing
procedures, technical support, and academic calendars. Refer to the DE Student
Handbook by visiting this link:
http://de.hccs.edu/media/houston-community-college/distance-education/studentservices/DE-Student-Handbook.pdf
Access CE Policies on their Web site:
http://www.hccs.edu/continuing-education/
*Note: “Becoming an interpreter is a journey, not a race. Some of you are further along
in your journey than others. If you have not been actively participating in the Deaf
Community, we urge you to do so now! The more time spent with Deaf people, the
better your skills will become, and the better your performance will be on the State
Certification Exam. Regularly attending class, studying in the lab, and independent
study are important to start you on your interpreting journey