Course Syllabus
Interpreting I
SLNG 2401
Semester with
Course
Reference
Number (CRN)
Instructor
contact
information
(phone number
and email
address)
Spring 2012
CRN
Office Location
and Hours
Amber avail before 9 am Mon and Weds and after 3 on the same
days. By appointment
Course
Location/Times
Course Semester
Credit Hours
(SCH) (lecture,
lab) If applicable
Total Course
Contact Hours
Continuing
Education Units
(CEU): if
applicable
Course Length
(number of
weeks)
Type of
Instruction
Amber Galloway
Amber.Galloway@hccs.edu
Annex Room A
Credit Hours 4.00
Lecture Hours 3.00
Laboratory Hours
4.00
112
16 Weeks
This class emphasizes performance-based instruction. Students will
work in small groups, individually, as well as one-on-one with the
instructor. Videotaping work for review and feedback will be an
integral part of the class. The goal is for each student to become selfdirected and autonomous in his/her ability to look at his/her work with
objectivity and set goals for improving ASL/English interpretation
skills.
Course
Description:
Course
Continuing
Education Units
(CEU):
If applicable
Course
Prerequisite(s)
Academic
Discipline/CTE
Program
Learning
Outcomes
Interpreting I is an overview of the interpreting process and current
models. It introduces the skills necessary to achieve message
equivalency in interpreting. The student will identify interpreting
process models and will apply these models to text analysis. The
student will differentiate contextual factors affecting language usage in
the interpreting process, and will begin to demonstrate an ability to
produce dynamic equivalence from source language to target language.
PREREQUISITE(S):
·
SGNL 1401
·
SGNL 1402
·
SLNG 2301
·
SLNG 1311
·
SLNG 1315
·
SLNG 1321
1.
Develop receptive and expressive skills in American Sign
Language and Fingerspelling;
2.
Develop knowledge and awareness of the differences between
the Deaf culture/deaf community and the hearing community;
3.
Accurately interpret and transliterate between ASL and English
in a variety of settings: face-to-face, small group settings,
monologue and/or large group settings;
Apply professional standards, practices, and ethics, not limited to the
tenets of the Code of Professional Conduct, to their work.
Course Student
Learning
Outcomes (SLO):
4 to 7
Understand the interpreting process theories and concepts with a
minimum of 70% accuracy
Interpret entry-level material from American Sign Language to Spoken
English in a culturally and linguistically appropriate way with a
minimum of 70% accuracy
Interpret 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%
accuracy
Understand the current best practices of professionalism for
interpreters with a minimum of 70% accuracy
Learning
The following competencies will be covered in this course.
Objectives
Learning Outcome 1: The student will demonstrate an understanding
(Numbering
system should be of the interpreting process theories and concepts with a minimum of
linked to SLO 70% accuracy.
e.g., 1.1, 1.2, 1.3,
etc.)
Performance objectives for this outcome:
1.1 various theoretical models describing the process of interpreting.
1.2 synthesize an appropriate working model to describe his or her
own interpreting process.
1.3 internalization of the theoretical models of interpreting by using
the appropriate terminology when discussing interpretation.
1.4 components of message analysis, including the following
components: primary ideas, secondary ideas, details, implicit
information, affect, and register.
1.5 paraphrasing techniques used at the lexical, phrasal, sentential, and
discourse levels.
1.6 closure and anticipatory/prediction skills as they relate to
interpreting.
1.7 visualization, form, and meaning as they relate to interpreting.
1.8 semantic chunking at the phrasal, sentential, and discourse level.
1.9 compression techniques used in voicing information presented in
American Sign Language.
1.10 parameters of sign production.
1.11 for correct fingerspelling and number production.
1.12 terminology necessary for discussing and evaluating interpreted
work.
1.13 American Sign Language expansion technique – contrasting
feature.
1.14 American Sign Language expansion technique – faceting.
1.15 American Sign Language expansion technique – reiterating.
1.16 American Sign Language expansion technique – utilizing 3-D
space.
1.17 American Sign Language expansion technique – nounlisting/examples.
1.18 American Sign Language expansion technique –
couching/nesting.
1.19 American Sign Language expansion technique – describes, and
then does.
Method of Measurement: Instructor Observation, Written
Assessment, Class Discussion
Learning Outcome 2: The student will demonstrate the ability to
interpret entry-level material from American Sign Language to Spoken
English in a culturally and linguistically appropriate way with a
minimum of 70% accuracy.
Performance objectives for this outcome:
2.1 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 ability to recognize the semantic intent of signed stimulus material.
SCANS and/or
Core Curriculum
Competencies: If
applicable
This course provides students with opportunities to work with entrylevel source materials. Focus will be on consecutive interpreting from
spoken English to American Sign Language and from American Sign
Language to spoken English
Workplace Competencies are defined in five areas: (a) resources, (b)
interpersonal skills,
(C) information, (d) systems, and (e) technology.
The following SCANS competencies will be included in this course:
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. C3- Material
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.
Interpersonal Skills: A worker must work with others effectively. C9Participate as member of a team: contribute to group effort. C10Teach Others New Skills. others responsibly challenge existing
procedures and policies. C14- Work with Diversity: work well with
men and women from diverse backgrounds.
The following foundation skills will be included in this course:
Basic Skills: A worker must read, write, perform arithmetic and
mathematical operations, listen, and speak effectively. These skills
include:
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. F4- Listening: receive, attend to, interpret, and
respond to verbal messages and other cues. 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. F7Decision making: specify goals and constraints, generate alternatives,
consider risks, and evaluate and choose the best alternative. F8Problem 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. F11- Reasoning: discover
a rule or principle underlying the relationship between two or more
Course Calendar
Instructional
Methods
Student
Assignments
Student
Assessment(s)
Instructor's
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 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.
If you experience any circumstance that has a negative impact on your
participation in this course, please make me aware of it as soon as
possible. I may be able to assist or accommodate your particular
circumstance. Do not wait until the end of the semester to ask for
advice. Communication between students and instructors can be quite
valuable.
Class Attendance
As stated in the HCC Catalog, all students are expected to attend
classes regularly. 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.
In the event of your absence or being tardy, it is your responsibility to
obtain materials provided to the class.
Cell Phones
Students with beepers and cell phones will place them on the silent
mode. If you feel you must answer a cellular phone call in class,
please leave the room and do not return until the end of the break or
the next class period. Your absence will be recorded.
Program/Discipli
ne Requirements: Global Awareness
If applicable
This class will encourage
an understanding of the importance of
diversity and difference in the college, the community, and the country.
HCC Grading
Scale
A = 100- 90
4 points per semester hour
B = 89 - 80:
3 points per semester hour
C = 79 - 70:
2 points per semester hour
F = 69 and below
1 point per semester hour
W(Withdrawn)
0 points per semester hour
I (Incomplete)
0 points per semester hour
To compute grade point average (GPA), divide the total grade points
by the total number of semester hours attempted. The grade "I" do not
affect GPA.
Instructor
Grading Criteria
Grade will be determined by the followingDetails Points Percent of Final
Average
Exams/Quizzes (10 pts each) 100
10%
Topic Projects Interpreting Project (100 pts each)
400
Workshops
1 Interpreter workshops (50 pts)50 5%
Mid-Term
Expressive and Written 200
20%
Final Expressive and Written 250
20%
TOTAL
1000 100%
Instructional
Materials
40%
Sign Language Interpreting: Exploring Its Art and Science, 2nd
edition, by Stewart et al. (2004); Pearson Longman
1100 Words You Need to Know, 4th edition, by Bromberg and
Gordon, (2000); Barrons
Multiple Meanings in American Sign Language, by Cartwright and
Bahleda; RID Press
Flip video camera
HCC Policy
Statement:
Access Student Services Policies on their Web site:
http://hccs.edu/student-rights
Early Alert
HCC has instituted an Early Alert process by which your professor
may “alert” you and DE counselors that you might fail a class because
of excessive absences and/or poor academic performance. A counselor
will then reach out to you to discuss your progress and offer any
relevant resources. This initiative is designed to provide students with
support services and resources to assist them in successfully
completing their course.
HCC Course Withdraw Policy
Beginning Fall 2007, the State of Texas imposes penalties on students
who withdraw/drop courses excessively. Students are limited to no
more than SIX total course withdrawals throughout their educational
career at a Texas public college or university. Students are encouraged
to review the HCC 6 Drop Policy.
To help you avoid having to withdraw from any class, contact your
professor regarding your academic performance. You may also want to
contact your counselor to learn about helpful HCC resources (e.g.
online tutoring, child care, financial aid, job placement, etc.).
How to Drop
· If a student decides to withdraw from a class upon careful
review of other options, the student can withdraw online
prior to the deadline through their HCC Student Center.
· HCC and/or professors may withdraw students for
excessive absences without notification (see Class Attendance
below).
· Students should check HCC’s Academic Calendar by Term
for withdrawal dates and deadlines. Classes of other
duration (flex-entry, 8-weeks, etc.) may have different final
withdrawal deadlines. Please contact the HCC Registrar’s
Office at 713.718.8500 to determine mini-term class
withdrawal deadlines.
Disability Services
Any student with a documented disability (e.g. physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable
accommodations must contact the Disability Support Services Office at
the beginning of each semester. Professors are authorized to provide
only the accommodations requested by the Disability Support Services
Office.
Students who are requesting special testing accommodations may
choose the most convenient DSS office for assistance each semester:
District ADA Coordinator – Donna Price – 713.718.5165
Central ADA Counselors – Jaime Torres & Martha Scribner –
713.718.6164
Northeast ADA Counselor- Kim Ingram – 713.718.8420
Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422
Southeast ADA Counselor – Jette Lott - 713.718.7218
Distance
Education and/or
Continuing
Education
Policies
Access DE Policies on their Web site:
http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE
_Syllabus.pdf
Access CE Policies on their Web site:
http://hccs.edu/CE-student-guidelines
Week
Number
1
Activities
and Assignment
Objectives
and Details
Discuss syllabus, 1100 words
How to be a Bi-Bi interpreter, Roles of Interpreter, grading
Homework: 1100 Words
2
Message analysis, Expansion Techniques, Project 1
Models of interpretation,
Homework: 1100 Words, Work on Project 1
3
Parameters of sign production, Closure Techniques
Professional Day Dress
Homework: 1100 Words
4
Prediction Skills, Project 2
1100 Words Quiz Project 1 Frozen Text due
Homework: 1100 Words
5
Analyzing Text in ASL Concepts, Tough Questions from Hearing
Consumers
1100 Words Quiz, Professional Day Dress,
HMW: 1100 Words Weeks
6
Discuss Miscues and define the seven categories of miscues
1100 Words Quiz, Hand out on Language Features discuss and
define
HMW: 1100 Words Weeks
7
Project 3 hand out and discuss, tape audio,
Project 2 DUE
1100 Words Quiz, Project 3 work-on, Cold Interpreting
HMW: 1100 Words Weeks & Journal Due next week
8
Prep for Mid term, Classifiers,
Journal Notebook Due
MID-TERM, Professional
Day Dress
HMW: 1100 Words Weeks
9
Spring Break NO Homework
OFF
Week
Number
Activities
and Assignment
Objectives
and Details
HMW: Have fun and be safe
Project 3 due
10
1100 Words Quiz Theories of Fingerspelling and
numbers
1100 Words Homework
Project 412 Steps program
11
1100 Words Quiz, Professional Day Dress
HWM: 1100 words
12
1100 Words Quiz
HMW: 1100 Words Weeks
Work on Interpreting project 4
13
1100 Words Quiz, Continue project 4
HMW: 1100 Words Weeks
Professionalism, Different genres of interpreting
14
1100 Words Quiz, Professional Day Dress
HMW: 1100 Words Weeks
Discuss NIC and BEI testing and take practice test
15
1100 words Quiz, Work on Finalizing Project 4
LAB
Given topic to prep and study for final
16
Prep For Final Project 4 is due
May Final
Final