INT 251 ASL/English Interpreting I Mon. 11:15-1:10 Lecture

Instructor: Eve Adelman West Wed. 9:05-11:00 Lab

Office B2-22B BR-43

215-751-8291, 8451 (Secretary)

Course Description:

INT 251 prepares students for the processing skills needed to interpret between American Sign Language and English. Students learn discourse mapping, a systematic approach for analyzing texts to produce successful, effective interpretations. Students progress from working with familiar to unfamiliar texts, and from translation to consecutive interpreting to simultaneous interpreting. Students also learn to evaluate both their work and the work of others. A field experience in which students shadow working interpreters on the job is a required feature of this course.

Required Texts and Materials:

1) Pursuit of ASL: Interesting Facts Using Classifiers, A. Petrone, 1998, Interpreting Consolidated (Videotape)

2) At least four high quality, new VHS videotapes

3) A good pocket thesaurus

4) Teacher assigned readings

Course Goals:

To develop the ability to identify the overall structures within a text
To develop the ability to identify the relationships in a text between content, context, and linguistic form
To create meaningful representations of these structures and relationships
To transition from translation to consecutive interpreting to simultaneous interpreting
To develop techniques that build skills and confidence
To apply principles and processes of interpretation to field experiences of working interpreters
To work as an individual and team member when interpreting

Course Objectives:

To produce discourse maps of source texts within a time limit
To produce sequential maps of source texts within a time limit
To produce accurate and complete retold texts within a time limit
To produce accurate and complete translations based on source text discourse maps.
To produce accurate and complete consecutive interpretations of familiar texts.
To produce accurate and complete consecutive interpretations of new texts.
To produce accurate and complete simultaneous interpretations of familiar texts.
To practice assessing discourse maps, translations, consecutive interpretations, and simultaneous interpretations for accuracy and completeness.
To experience the real world of interpreting by shadowing professional interpreters on the job.

Class Policies and Procedures:

Attendance and promptness are expected at every class. As per College policy, a maximum of two weeks worth of the semester is allowable (though not recommended) without risking failure or being dropped from the course. Lateness/early departure will count toward absences, with two latenesses/early departures equal to one absence. If extenuating circumstances prevent you from attending class, inform your instructor prior to class time. Be aware that these absences do count. Any information missed during a student’s absence is the sole responsibility of the student.

Full participation is expected in all class and lab activities. Students are expected to participate in all discussions, preparations of maps, and in teamwork. Learning to interpret from one language to another requires extensive practice. This course will use classroom time, lab time, as well as homework time outside of class.

Field experience: During the semester students will be assigned to shadow two different interpreters working in the field and attend at least four interpreted events with each interpreter. This requires you to go to sites and situations where professional interpreters work outside of this classroom. Your instructor will assign each student to a mentor. Students are responsible for follow-up and abiding by the guidelines distributed by your instructor. An experience/analysis journal will be submitted at the end of each assignment. Adherence to all aspects of the interpreter’s Code of Ethics and professional standards of behavior is expected at all times.

4. All assignments and projects must be submitted on their due dates. The final exam will be given on the scheduled day only. Permission for completing work after it is due will be granted for emergencies only. Such cases must be supported with documentation. Please discuss any problems or concerns with your teacher as soon as possible. Your instructor will not re-schedule an assignment or test because it interferes with your work or vacation plans.

5. The following are not permitted in class or lab: sleeping, eating, chewing gum, wearing hats or sunglasses, cell phones/beepers/pagers with power on, any other items that may distract from learning. Turn electronic equipment off upon entering the class or lab.

6. Personal appearance appropriate to an interpreter in an informal setting is expected at all classes. This entails wearing solid colors that allow contrast to skin tones and avoiding distracting items such as large jewelry, body art and piercing (other than earlobes), plunging necklines, hair in face, etc. This is important because a) students must be prepared to be videotaped at all classes, and b) it is beneficial to become accustomed to dressing as a professional as you move closer to completion of the INT Program.

7. Respect and cooperation in all pair, group and class activities are expected.

8. It is strongly suggested that students form practice/study groups to aid in understanding the processes, skills and content taught in this course.

Incompletes are reserved only for extraordinary circumstances. A student must be passing the course and have no more than 25% of her/his grade remaining before the possibility of an incomplete is considered.

10. Students receiving support from the Center on Disability must identify the nature of any accommodation and discuss their needs for this class with the professor during the first week of the semester.

Evaluation and grading will be based on:

1. Attendance, Preparedness, Participation.......................................................... 10%

2. Assignments................................................................................................... 25%

3. Field Experiences with journals....................................................................... 15%

4. Project #1: Translation.................................................................................... 10%

5. Project #2: Consecutive Interpretation............................................................. 10%

6. Final Presentation (Project #3): Simultaneous Interpretation............................. 15%

7. Final Examination............................................................................................ 15%

Grading scale: A 91-100

B 81-90

C 71-80

D 65-70

F 64 and below

INT 251 COURSE SCHEDULE

Fall 2004

LECTURE

LAB

DUE

9/8

Introduction, syllabus;

Activity with Silent Movie- prediction, visualization, mapping, re-telling.

Discuss Field Experience assignment.

Audio-recording of friends, family on select topics, each 2-3 minutes in length.

9/13

9/15

Discourse mapping activity with ASL text- prediction, ideas, sequence, speaker goals, linguistic features. Evaluate maps.

Reading: Goffman, The Lecture.

Activity #1 (2 weeks)-

Re-tell texts from class, both ASL and English. Prepare individually and present to class. Videotaped? Evaluate re-tellings.

9/20

9/22

Discourse mapping with English text- prediction, ideas, sequence, speaker goals, linguistic features. Evaluate maps.

Reading: Isham, Message

Analysis

Assignments #1 & #2: One re-telling in English and one in ASL of new texts. Include prediction map, map for re-telling, linguistic analysis; write self-assessment.

9/27

9/29

Discourse mapping of new

English and ASL texts.

Share as group. Discuss

features and process.

Activity #2- Re-tell texts from

class. Videotape. Peer review.

Discuss as group.

Assignment #3:

Write analysis

of re-telling.

10/4

10/6

Translation: Introduction;

Translate text from week

two. Share as group.

Reading: Winston, Space in

ASL

Activity #3 (2 weeks) – Peer review

of translations

10/11

10/13

Translation: Translate text

from week three.

Share as group.

Reading: Zimmer,

Appropriateness and

Naturalness

Assignment #4:

One translation in

English and one in

ASL of new texts.

Include prediction

map, map for

re-telling, linguistic

analysis; write

self-assessment.

10/18

10/20

Translation: New texts in

English and in ASL.

Activity #4- Peer review of texts

from Assignment #4 and from class

texts.

PROJECT #1:

Present a translation

into ASL and one

into English of

familiar texts not

already done. Include

prediction maps,

translation map,

analysis of linguistic

features. Write

self-assessment.

10/25

10/27

Consecutive Interpreting

Reading: Lawrence, Eng to ASL Expansion

Activity #5 (2 weeks)- For both ASL and English texts, prepare consecutive interpretations with unlimited pause time of texts previously viewed.

Field assignment,

Journal #1 due.

11/1

11/3

Consecutive Interpreting

Reading: Gish, Goal-to-Detail

Assignment #5:

Consecutive interpretation of familiar texts.

11/8

11/10

Consecutive Interpreting

Activity #6 (2 weeks)

11/15

11/17

Consecutive Interpreting

Reading: Colonomos, Processes

PROJECT #2: Present consecutive interpretation of one new English and one new ASL text, including maps, linguistic feature analysis, and self-assessment

11/21

11/23

Simultaneous Interpreting

Activity #7 (2 weeks)

11/29

12/1

Simultaneous Interpreting

Reading: Roy, Features of Discourse in ASL Lecture

Assignment #6: Simultaneous interpretation of familiar texts.

12/6

12/8

Simultaneous Interpreting

Activity #8

Field assignment,

Journal #2 due.

12/13

12/15

PROJECT #3: Simultaneous interpretation of new ASL and English texts.