ASL-English Interpreting

Upon completion of this course, the student will be able to:

• analyze personal ethics and mores as an American and as part of the Deaf community.
• distinguish ethical standards within the RID Code of Professional Conduct.
• formulate ethical decisions regarding presented case studies.
• assess personal and professional behaviors appropriate to intercultural interpreted interactions.
• analyze ethical fitness regarding professional integrity, conflict resolution, and lifelong learning.
• assemble portfolio documentation related to a professional business plan.

Upon completion of this course, the student will be able to:

• describe the sociolinguistic aspects that impact communication and their influence on linguistic variation in various contexts.
• identify appropriate conversational signals and incorporate prosodic features in American Sign Language (ASL) and English.
• apply a 10-step discourse analysis process to examine the meaning and structure of ASL and English texts in various contexts.
• analyze and reformulate the meaning in main ideas, idea units, and word-level translations from the source text.
• appraise translation work based on various ASL and English source texts through ongoing self-assessment and peer review.

Upon completion of this course, the student will be able to:

• assess intrapersonal and interpersonal skills and aptitudes as they relate to the interpreter, colleagues, consumers, and employers within an equity-minded framework.
• identify and discuss the major historical eras and professional organizations in the field of interpreting.
• research state regulations, state and national laws, and evaluation standards that affect the interpreting profession.
• describe current practices regarding business skills and the employment environment.

Upon completion of this course, the student will be able to:

• assess source language comprehension, cognitive processing and application of interpreting theory related to translation and consecutive interpreting.
• apply academic and world knowledge during translation and consecutive interpreting when using ASL stimuli.
• analyze and integrate register and discourse analysis.
• manage the flow of communication during the consecutive interpreting process.
• construct equivalent discourse in the target language while monitoring message output.
• analyze the effectiveness of model, self, and peer interpreting performance by applying contemporary theories of performance assessment and peer review.
• discuss appropriate personal, interpersonal, linguistic, cultural, and knowledge-based skills for professional interactions.

Upon completion of this course, the student will be able to:

• assess source language comprehension, cognitive processing and application of interpreting theory related to translation and consecutive interpreting.
• apply academic and world knowledge during translation and consecutive interpreting when using English stimuli.
• analyze and integrate register and discourse analysis.
• manage the flow of communication during the consecutive interpreting process.
• construct equivalent discourse in the target language while monitoring message output.
• analyze the effectiveness of model, self, and peer interpreting performance by applying contemporary theories of performance assessment and peer review.
• discuss appropriate personal, interpersonal, linguistic, cultural, and knowledge-based skills for professional interactions.

Upon completion of this course, the student will be able to:

• compile a list of regulations, ethics, certification, and educational requirements needed to enter the interpreting field.
• assess the core interpersonal, intrapersonal, and linguistic competencies required.
• identify job opportunities and pay scales available for interpreters.
• choose a sequencing of coursework to follow in the Interpreter Preparation program at American River College.

Upon completion of this course, the student will be able to:

• outline an overview of the DeafBlind community and working with DeafBlind persons.
• analyze the most common modes of communication used when interacting with DeafBlind people.
• demonstrate modifications to the interpreting process when working with DeafBlind people.
• describe additional considerations and responsibilities when working with DeafBlind people through an equity-minded framework.
• produce the preferred types of communication and interpretation techniques when working with DeafBlind people.

Upon completion of this course, the student will be able to:

• demonstrate heightened awareness, cultural sensitivity and responsiveness, and the need for specialized communication with Deaf and hard-of-hearing people who prefer oral communication.
• outline environmental factors influencing the oral transmission process.
• apply factors influencing the process of speechreading.
• analyze and use verbal support techniques in oral interpreting.
• analyze and use support techniques in oral interpreting.
• transmit a message orally, using various techniques.

Upon completion of this course, the student will be able to:

• analyze the depth and breadth of a multicultural and/or multilingual situation.
• appraise cultural implications of personal cultural norms, behaviors, and values.
• describe the cultural and linguistic diversity of a specific cultural group.
• interact in a culturally sensitive manner with a specific cultural group.

Upon completion of this course, the student will be able to:

• assess interpreting situations to determine if qualified to accept the job.
• appraise cognitive processing, interpreting theory, and dual-task strategies related to consecutive and simultaneous interpreting.
• evaluate academic and world knowledge during English to ASL and English to ASL simultaneous interpreting.
• assess source language comprehension and incorporate feedback from the consumer to modify interpretation.
• construct equivalent discourse in the target language while monitoring message output.
• choose appropriate personal, interpersonal, linguistic, cultural, and knowledge-based skills for professional interactions.
• examine the impact of cultural differences on interpreting situations via an equity-minded framework.
• manage the flow of communication during the interpreting process.
• provide interpreting services that reflect awareness and sensitivity to culturally and ethnically diverse groups.
• analyze the effectiveness of model, self, and peer interpreting performance by applying contemporary theories of performance assessment and peer review.

Upon completion of this course, the student will be able to:

• compare and contrast interpretation and transliteration.
• conduct linguistic assessments of various signed models.
• analyze context and content of source language in English, contact signing, and ASL through an equity framework.
• transliterate contact signing language samples demonstrating skills outlined in the contact signing strategies.
• assess and demonstrate knowledge of the variety of cultural identifications by Deaf consumers.
• produce literal to idiomatic transliterations using information processing and assessment strategies.

Upon completion of this course, the student will be able to:

• identify mandated reporting situations and their impact in K-12 settings.
• analyze the roles and responsibilities of the student, instructor, and interpreter in a variety of K-12 settings.
• describe the various non-interpreting tasks which may be required of educational interpreters (tutor, aide, notetaker, lunchroom/playground/hall monitor, sign language teacher, resource, etc.).
• identify the characteristics of settings in which educational interpreting may be provided (in-person and virtual classrooms, field trips, parent-teacher conferences, Individual Education Plan (IEP) meetings, assemblies, sporting events, theater, driver's education, etc.).
• assess communication styles and interpret Deaf children's language samples.
• apply the Registry of Interpreters for the Deaf (RID) Code of Professional Conduct and Educational Interpreter Performance Assessment (EIPA) Guidelines for Professional Conduct for educational interpreting.
• interpret effectively for mock educational environments taking into consideration power dynamics in the K-12 setting for Deaf children.

Upon completion of this course, the student will be able to:

• define the roles and responsibilities of the interpreter in a wide variety of post-secondary educational settings in which interpreting is likely to occur.
• identify translations that demonstrate lexical and syntactic flexibility for basic source texts in the educational setting.
• predict the constellation of demands that may arise for specific post-secondary educational interpreting situations and compile a list of pre, during, and post-assignment control options to address the demands identified.
• research possible resources in the academic setting and community in preparation for a given educational interpreting assignment.
• formulate and analyze the interpreted product given for Deaf students' language samples.
• demonstrate the ability to interpret effectively for live interactions and videotaped scenarios.
• demonstrate and evaluate effective team interpreting strategies.
• question the behaviors associated with interaction management, presentation of self, participant alignment, linguistic choice, and teaming strategies that contribute to the empowerment or disempowerment of Deaf consumers in post-secondary educational settings.

Upon completion of this course, the student will be able to:

• compare and contrast medical environmental strategies, including positioning and sightlines.
• choose translations that demonstrate lexical and syntactic flexibility for basic source texts in the medical setting.
• generate appropriate ethical and cultural constructs in medical situations.
• detail the role and responsibilities of an interpreter in a medical setting.

Upon completion of this course, the student will be able to:

• analyze and construct characters related to a source text.
• determine and outline appropriate environmental strategies, including positioning and sight line techniques.
• choose appropriate cultural, morphological, and syntactic linguistic features.
• compose an interpretation of a performing arts text.
• evaluate strategies in working as a member of an interpreting team.
• apply an equity mindset to the production and evaluation of cross-cultural communication strategies for a performing arts text.

Upon completion of this course, the student will be able to:

• discuss environmental strategies, including positioning and sightlines.
• produce effective interpretations in ASL and English from a source text in a variety of mock social service and employment environments.
• assess situations to determine when a team of interpreters may be necessary and what the composition of team members should be given the function of the setting.
• research and incorporate interpretation strategies regarding specific settings including Deaf Safe, designated interpreter, corporate environment, and Department of Rehabilitation.
• apply ethical and cultural considerations in social services and employment-related situations.

Upon completion of this course, the student will be able to:

• construct situation-specific strategies for interpreting on video, telephone, and via other online platforms.
• identify ethical and cultural considerations in specific settings using an equity mindset.
• assess readiness for interpreting in relay situations.
• discuss the regulations and practical factors associated with relay interpreting.

Upon completion of this course, the student will be able to:

• compare and contrast environmental strategies, including positioning, lighting, and sightlines in various religious contexts.
• plan a discourse analysis for representative religious texts.
• identify resources available for specific religious settings.
• research and outline strategies in working as a member of a team in different religious contexts.
• formulate interpretations regarding specific prayers and hymns.
• describe appropriate ethical and cultural considerations in various religious settings.
• explore the competencies required for interpreters working in various religious contexts, including but not limited to Christianity, Islam, and Judaism.

Upon completion of this course, the student will be able to:

• appraise language and communication variations within Deaf and hearing cultures in both situational and temporary contexts.
• outline the specialized skills and experience that the certified Deaf interpreter brings to the team.
• explain the role, function, and process of Deaf/hearing interpreting teams with an understanding of the possible power imbalances involved.
• examine aspects of the conjoint work involved in a collaborative interpreting process.
• Demonstrate effective team interpreting processes for constructing meaning, gathering clarifying information, managing information flow within the team, and monitoring the team interpreting process.
• Produce an ASL-to-English or English-to-ASL interpretation within a Deaf/hearing interpreter team for a given source text.

Upon completion of this course, the student will be able to:

• identify lexicon and syntax commonly used in ASL and English for substance dependency, sexual, and behavioral health situations.
• research resources regarding sobriety, sexual assault, domestic violence, and keeping safe for Deaf people.
• analyze the ASL resources available in substance dependency, sexual, and behavioral health situations.
• prepare a culturally responsive and trauma-informed interpretation for a given source text.

Upon completion of this course, the student will be able to:

• analyze the relationship between Deaf community assets and capacity of the partnership to address identified needs.
• apply models of social change and experiential learning to personal experience.
• collaborate to construct service learning projects that are responsive to community needs.
• demonstrate cross-cultural and American Sign Language (ASL) discourse competencies during direct and/or indirect interactions with Deaf community members.

Upon completion of this course, the student will be able to:

• demonstrate the ability to research and prepare for an interpretation.
• analyze and document principles of Demand Control Schema related to team interpreting.
• produce a simultaneous interpretation that contains main points.
• assess interpreting performance and identify strategies for improvement.

Upon completion of this course, the student will be able to:

• research and prepare for an interpreting assignment.
• analyze and document principles of Demand-Control Schema in an interpreted assignment.
• integrate techniques for primary tasks inclusion, text analysis, and process management.
• formulate a simultaneous interpretation while working with a team.
• assess interpreting performance and identify strategies for improvement.

Upon completion of this course, the student will be able to:

• formulate skills that enhance relationships with other employees, consumers, and the employer.
• choose specific professional skills applied to the delivery of interpreting services with Deaf and hearing consumers.
• analyze and document principles of interpreter observation and Demand-Control Schema for five different settings/days.
• research interpreting practices working with at least one interview with an interpreting services manager.
• complete employment application procedures such as a resume, business license, liability insurance, and interviewing techniques.
• prepare for and take a national skills-based assessment.
• document work throughout the ARC American Sign Language (ASL)-English Interpreting Program via a digital capstone portfolio.