Seattle CentralCommunityCollege______
Division of Health and Human Services
Course Syllabus
Course: ITP 162 ASL to English Interpreting II
Credits: 4
Class hours: Mondays/Wednesdays 9-10:50am or 1-2:50pm
Prerequisites: Completion of ITP 160 or permission of instructor
Instructor: Dave Morrison, MA, CI & CT, NIC:Advanced
Office: BE 1125 Phone: 206-344-4353 Email:
Office hours: Mon & Wed: 3 – 6 PM
Course Description:
This class is a continuation of ITP 160 with interpretation from ASL to spoken English. Discourse will increase in complexity.
Methods of Instruction:
This class will be taught workshop style; therefore extensive in class work will be emphasized. It is expected students will learn appropriate, helpful and thoughtful feedback techniques in order to assist fellow students to grow as a practitioner.
Student Outcomes:
1. Students will continue consecutive and begin simultaneous interpretation.
2. Students will increase knowledge and comfort ability with the cognitive
processing of information in English and increase their English vocabulary.
Instructor Philosophy: Learning new skills is like embarking on a long journey; no matter how prepared we THINK we are, we often are not prepared for the feelings of fear, anxiety and inadequacies this learning may cause. But I believe the process of learning becomes easier if we learn in a safe, nurturing and supportive environment. Through the quarter let us all learn the unique skills this field requires, while conquering our fears with the power of humor, compassion and dedication.
A Bit About Interpreting:
Interpreting is a mentally demanding field. Remember your brain needs time and training to put the pieces of this puzzle together. During the course of your study in the ITP, give yourself this time. Allow yourself to make mistakes. Strive to be thorough and totally engaged in learning. You each have gifts to bring to the profession. Be open to feedback. The pieces of the puzzle come together in different ways and at different speeds for students. Spend your energy on improving one day at a time and not on comparing yourself to another student.
Above all, remember that as an interpreter, you walk into people’s private lives. Continue to spend as much time as possible in the Deaf community, meeting its members, learning the culture and the language. This shows respect.
Required Materials:
Computer access to check email and type assignments
A hand held audiocassette recorder
Audiocassettes (3)
Buy audiocassettes that are suitable for recording the voice, not ones for recording high fidelity music. The tape will say “Position 1” or “Normal Bias”. It will have an A or D in the number (such as “D-30). The tapes must be 30 minutes in length but no longer.
Videotapes (3)
To preserve the equipment in the lab, please buy on of the following brands only; TDK, Maxwell, Kodak, Fugi, Sony, Memorex or BSAF.
Dictionary and thesaurus
Composition Notebook for Journal Entries
Participation
It is vital for interpreters to be at interpreting assignments on time. The classroom is preparation for the “real world” and students will be expected to be in class and on time. You will be learning a great deal during the quarter working with your classmates. If you are not present or are tardy, you adversely impact the rest of the students.
*Students are allowed to miss one class without a deduction. If you are ill, it is your responsibility to notify me before class via email or phone.
*Students are allowed one late arrival to class without a deduction. (If you arrive late to class at any time during the quarter, it is your responsibility to let me know you have arrived).
*After students miss three classes, their grade will drop by a full letter grade.
Assessment and Grades
*22 classes @ 5 pts each 110 pts
* Vocabulary building; 4 @ 10 each 40 pts
* Test 1 100 pts
* Test 2 100 pts
* Test 3 100 pts
* Project due BEFORE Friday, January 11. 10 pts
* Interpreter Observations (2 @ 10 each) 20 pts
* Consecutive observations (2 @ 10 each) 20 pts
* Voicing log 50 pts
* 3 hrs of tutoring with ITP tutor 30 pts
* 1st year / 2nd year joint project 50 pts
· You will receive points for the class ONLY if you are punctual and stay for the full class.
· Four (4) times during the quarter, each student will provide a list of 10 unusual / rarely used / uncommon English words to the class. Then, one student will be chosen to stand before the class and SIGN these words in a sentence, providing a total of 10 sentences IN ASL. For this, they will receive the 10 points. The remaining students will then TRANSLATE the 10 sentences into English using the provided vocabulary. They will be given a total of 10 points – 1 point for each correct translation.
· Tests: January 24th Feb 14th, March 6. These will be unprepared S-V work. March 6 will be simultaneous. The other two will be consecutive. THERE IS NO MAKE UP TO THESE TESTS. If you miss the test, you will receive a ‘zero’. (Please don’t ask.)
· Each student will do 2 observations of videotapes where an interpreter is interpreting for the Deaf presenter. Each of these videotapes will be either approved IN ADVANCE by the instructor, or chosen from the list below. The student will write a DS, single page observation, covering use of vocabulary into the target language, processing time of the interpreter, message management. “Living Fully” by Sign Enhancers, “Job Interview: tape 7D” by S.E., ITP #060. LIVE VOICE INTERPRETATION CAN BE SUBSTITUTED.
· For ‘consecutive interpreter’ observations, students will watch 2 videos (or live presentations) of interpreters working in the consecutive mode. The lab has several videos / DVD to choose from OR see instructor. Follow the same rules as listed above regarding the written report.
· Project: DUE BY 1-11-08. Each student will bring in a 20 – 30 minute SIGNED story / narrative. This will be SELF generated (not using a Deaf friend/family/ etc). The story will be signed SLOWLY and CLEARLY. These videos will be used in class for consecutive voicing practice. THE CONTENTS OF THE VIDEOS MUST BE CONFIDENTIAL. DO NOT SHARE YOUR VIDEO WITH ANYONE.
· 1st year / 2nd year joint project.
· Step 1 - 1st years will film themselves telling a story (fictional or not) in ASL. Minimum of of 20 minutes. Maximum of 30 minutes. Do NOT tell anyone what is on this tape. DUE BY JAN 31. (yes, this may be the same tape!)
· Step 2 – 1st years will contact a 2nd year. They make arrangements to meet.
· Step 3 – 2nd years will record themselves voicing the tape COLD! No prep. No outline. No script. 1st years will NOT interrupt, interject, feed, assist or otherwise comment to the 2nd year student during their voicing. This audio will be handed in to instructor. DUE BY FEBRUARY 15.
· Step 4 – Both students will review the VHS and the 2nd years voicing of the story. 2nd year student will EVALUATE the 1st years ASL skills – keeping in mind the 5 parameters of a sign, inflection of verbs for temporal aspects, eye gaze, etc. Provide detailed, helpful, constructive feedback on WHY you voiced the ASL the way you did. 1st years will make notes of this review process.
· Step 5 – Grading. 2nd years will be graded on two things: their detailed feedback to the 1st year and the audiocassette they hand in. 1st years will hand in their ‘evaluation’ of the 2nd year’s ability to provide helpful, constructive feedback. What did you learn? What habits do you have when you sign you never knew about? What are you going to do to change it? What grammatical features are you neglecting to do that causes a voice interpreter to become confused? DUE BY MARCH 1.
Class Schedule:
The class will be taught workshop style and will vary in speed according to the ability of the students to grasp the information. Please refer to ITP 163 (which is taken concurrently) for more information, as our class work will parallel their workbook “Cognitive Processing”
Voicing Log
Due: March 1, 2008
Instructions: You are required to consecutively interpret for at least 90 minutes outside of the classroom. These 90 minutes MUST BE PEER EVALUATED (One Peer Evaluation per ‘project’.) Therefore, if you have done 3 – 30 minutes voicing projects, you’d have 3 Peer Evals. If you’ve done 9 10 minute projects, then you’d turn in 9 Peer Evaluations. Turn in the log below WITH the peer evaluations:
What? How Long?
1.
2.
3.
4.
5.
EXAMPLE OF EVALUATION SHEET.
CLASS: ______
Evaluation Sheet for TEST #_____
Sign – To - Voice
Avoid fillers: 1 2 3
Conceptual accurate: 1 2 3 4 5 6 7 8 9 10
Recognition of NMM 1 2 3 4 5 6 7 8 9 10
Noun / Verb Agreement 1 2 3 4 5 6 7 8 9 10
Recognition of
Placement(s) 1 2 3 4 5 6 7 8 9 10
Recognition of
Detail inclusion : 1 2 3 4 5 6 7 8 9 10
Accurate to SPIRIT 1 2 3 4 5 6 7 8 9 10
Of message:
Avoid gloss: 1 2 3 4 5 6 7 8 9 10
Complete Eng Sent. 1 2 3 4 5
Appropriate Intonation: 1 2 3 4 5
Appropriate register: 1 2 3
Articulation: 1 2 3
# /F.S. Recognition 1 2 3 4 5
OVERALL SL-TO-TL ADHERANCE 1 2 3 4 5 6