ASL English Interpretation, B.A. - extended.unco.eduextended.unco.edu/current/undergrad/~UGDocs/Summer_2016/INTR_323...ASL – English Interpretation, B.A. Study Guide INTR 320/323

ASL – English Interpretation, B.A.

Study Guide

INTR 320/323

Introduction to Simultaneous Interpreting

and Skills Lab I (5 credits)

Summer 2016

University of Northern Colorado

American Sign Language – English Interpretation Program

Copyright 2015 by the University of Northern Colorado-Distance Opportunities for Interpreter

Training Center

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Table of Contents Purpose .................................................................................................................... 1

Impact ...................................................................................................................... 1

Objectives ................................................................................................................ 1

Required Materials ................................................................................................... 3

Class Schedule .......................................................................................................... 4

Grading Scale ........................................................................................................... 4

Plagiarism Policy ...................................................................................................... 5

Diversity Statement.................................................................................................. 5

Course Roadmap ...................................................................................................... 7

Conclusion ............................................................................................................. 15

Key Points .............................................................................................................. 16

What’s Next ........................................................................................................... 16

INTR 320/323 Page 1

Course Overview Purpose

This lecture/lab course engages students in the development of simultaneous interpreting skills, focusing on further development of the dual tasking skills associated with interpreting.

Impact

This course provides a transition from consecutive to simultaneous interpreting and begins your development of skills that are essential for effective simultaneous interpretation. Since simultaneous interpreting is critical to your interpreting success, the skills you develop in this course are extremely important for your future success as an interpreter. This course is also foundational to a lab in the upcoming fall and spring semesters.

Objectives By the end of this course, you will be able to:

Explain ways that simultaneous interpretation differs from consecutive interpretation.

Describe accurately features of an acceptable simultaneous interpretation based on discourse analysis of the source and the interpretation.

Discuss the challenges of working in simultaneous mode in relation to your professional development needs.

Describe factors impacting the use of simultaneous interpretation.

Predict accurately the demands on the interpreter related to simultaneous interpretation.

Predict accurately the impact of simultaneous interpretation on the participants.

Identify and apply techniques for the management of turns in simultaneous interpretation.

Compare turn management in consecutive and simultaneous interpreting.

Apply strategies for managing message content that requires adjustment in processing time.

Collaborate with the speaker as a factor in developing an effective simultaneous interpretation.

Employ controls appropriate to the demands of the interaction that produce an interpretation that maintains the integrity of the message and the discourse event.

Produce a culturally appropriate interpretation.

Identify the additional demands teamed interpreting creates and the additional controls needed to be effective.

INTR 320/323 Page 2

Assess the effectiveness of controls used in modeled team interpretations.

Discuss potential consumer/audience perceptions of team interpreting and the controls employed.

Articulate and apply a plan for preparation in team interpreting situations.

Describe technology interpreters are likely to encounter in large group presentations.

Utilize controls to meet demands that arise related to the use of technology in large groups.

Use presentation technology appropriately.

Describe the physical challenges of providing interpretation at a distance and list potential controls.

Explain linguistic, legal and ethical issues that arise related to distance interpretation.

Suggest controls related to linguistic, legal and ethical issues that arise related to distance interpretation.

Course Preview

This course is a transition course from consecutive to a blend of consecutive and simultaneous interpreting. During this course you will be working in live practicum situations, creating work samples of your interpreting using various media, and participating in labs within class.

The course begins with the consideration of factors and demands that support the use of simultaneous versus consecutive interpreting. You will continue to apply the skills that are essential for interpreting including the interpreting processing, memory skills, note taking skills, demand and control analysis, and discourse analysis as you make choices about interpreting along the consecutive/simultaneous interpreting continuum.

You will apply the systematic discourse analysis skills you have been learning to determine meaning, structure and implications of ASL and English texts while you engage in the interpreting in various settings. You will be moving along the continuum between consecutive and simultaneous interpreting followed by self-analysis and reflection on your process.

As well, you will explore and practice team interpreting—the art of collaborated work with a peer. You will have the opportunity to apply principles of team interpreting in several practicum situations arranged during the course and to reflect on your experiences during class discussions.

Additionally you will focus on specific linguistic aspects of English or ASL that are challenging for interpreters and develop strategies for better interpretations. You will also experience working with technology used in live and remote interpreting work.

INTR 320/323 Page 3

Required Materials

Textbooks

Seleskovitch, D. (1978) English. Interpreting for International Conferences. Washington, DC: Pen and Booth. ISBN: 0-9605686-3-8

Media Practice to Mastery DVD Series (2008). Child support VRS. Denver,

CO: University of Northern Colorado DO IT Center.

Readings (eReserves) Cokely, D. & Hawkins, J. (2003). Interpreting in teams: A pilot study on

requesting and offering support. In Journal of Interpretation, RID Press.

BarTzur, D. (2004). Team interpreting. Downloaded January 22, 2009 from http://www.theinterpretersfriend.org/misc/team-terp.html.

Viaggio, S. (1991). Teaching beginners to shut up and listen: A conference interpreter espouses silence. Paper presented at the annual meeting of the First Language International Conference, Elsinore, Denmark.

Hurry Up and Wait Independent Study Packet, Digiterp. http://www.digiterp.com/HurryWait/.

Ross, L. & Criner, S. (2002). “Equivalence assessments: Bridging the gap between theory and practice”. In Swabey, L. (Ed.) Proceedings of the 14th National Convention Conference of Interpreter Trainers: New Designs in Interpreter Education, MN.

Moody, B. (2007). Literal vs. Liberal: What is a faithful interpretation? The Sign Language Translator and Interpreter (SLTI): Volume 1, Number 2: 179-220.

Cokely, D. (2001). “Interpreting culturally rich realities: Research implications for successful interpretation” In Journal of Interpretation, RID Press.

Materials from prior courses: In addition, you will need to bring the following items received in a prior course:

Taylor, M. (1993). Interpretation skills: English to ASL. Edmonton, Alberta, Canada: Interpreting Consolidated Publishers.

Taylor, M. (2002). Interpretation skills: ASL to English. Edmonton, Alberta, Canada: Interpreting Consolidated Publishers.

Russell, D. (2002). Interpreting in the legal contexts: Consecutive and simultaneous interpretation. Linstok Press Dissertation Series. Burtonsville, MD: Linstok Press, Inc.

Mindess, A. (2006). Reading between the signs: Intercultural communication for sign language interpreters. Boston: Intercultural Press.

http://www.theinterpretersfriend.org/misc/team-terp.html

http://www.digiterp.com/HurryWait/

INTR 320/323 Page 4

Class Schedule

Meeting dates: June 8-22 Online

June 27-July 22 Onsite

See Roadmap for specific meeting times each day.

INTR 320 meeting times indicated by LEC (lecture) notation.

INTR 323 meeting times indicated by LAB (lab) notation.

Grading Scale

The points for all the assignments in a course will add up to 100 and letter grades are assigned as follows for UNDERGRADUATE classes:

A = 100 - 91 superior achievement of course objectives

B = 90 - 81 above average achievement of objectives (Reminder: you must maintain at least a “B” per class to meet graduation requirements)

C/D = 80 - 61 below acceptable achievement of objectives

60 or below is considered not passing.

Late Assignment Policy

Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been negotiated in advance with the respective Section Facilitator will NOT be graded

and students will receive a zero as the assignment grade.

Extensions for assignment due date and time can be negotiated in advance with the respective

Section Facilitator based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member.

INTR 320/323 Page 5

Plagiarism Policy

Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work but also the lifting of a substantial or essential portion

thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. For further information, go to the following website: http://www.unco.edu/dos/honor_code/defining_plagiarism.html

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate

diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful discrimination in…educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational services on the basis of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm). Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities

Accommodations Statement: Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely fashion.

http://www.unco.edu/dos/honor_code/defining_plagiarism.html

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

INTR 320/323 Page 6

Lesson Preview Week 1 Online

This week will focus on an introduction to simultaneous interpretation and how it differs from consecutive work. This will include exploration of the factors that impact the decision to use one format versus the other. As well, you will explore the demand-control-consequence-new demand (D-C-C-D) sequence as it relates to the task of simultaneous interpreting. You will set goals for yourself in the course and create you first interpretation for your Work Sample assignment.

Week 2 Online

You will continue your discussion and exploration of the Consecutive and Simultaneous Interpreting continuum through on-line discussion and completing your written reflections in an essay. You will begin to learn more about Equivalence Assessment techniques that you will apply to our work later in the term. You will be traveling at the end of this week to come together in Colorado.

Week 3 Onsite

You will all be together face to face and will begin with assessing your first Work Sample for equivalency and reflecting on the interpreting process. You will work on a variety of lab skills related to specific language production/linguistic issues as well as management of the interpreting process. You will begin to explore team interpreting. You will be doing live interpreting practicum work and creating work samples using various media.

Week 4 Onsite

You will continue working on labs, practicums and work samples. You will add working in teams as you explore various approaches and styles of teaming. You will also explore interpreting with people who are not from your same cultural or ethnic background and how to be more effective working in multicultural settings.

Week 5 Onsite

Your work in labs, practicums and work samples continues. You will add work in remote venues such as video remote interpreting and video relay settings. You will also learn to work with technology in remote and face to face settings.

Week 6 Onsite

In your final week together you will complete your work samples with a mini-portfolio focusing on how you have met the goals you set for yourself in your work and reflect on evidence of that within your work. This will assist you as you set goals for the coming semesters in the program.

INTR 320/323 Page 7

Course Roadmap Use this as your “map” for this course. All the information you need to complete the course is here in one location. Use the last column to check off each item as you complete it. Dates before or next to any activity indicate specific dates for that activity.

NOTE: This Roadmap is subject to change due to the scheduling of practicums during the weeks we are onsite.

Week 1 Online

Dates Activity Description Done!

June 8 1.1

Introduction to the course with review of Study Guide.

Explanation of setting personal goals for the course.

June 9 1.2

Post an introductory video of yourself explaining your goals, your learning style, and your background.

June 10 1.3

Review of Consecutive and Simultaneous interpreting (CI/SI). Read:

Independent Study Packet pp. 10-14 and

Russell, D. pp. 1-55.

June 11 1.4

Original Discussion posts on Consecutive and Simultaneous interpreting.

Read: Moody, B. (2007).

June 13 1.5

Read Viaggio, S. (1991).

Continue responses for discussion postings on CI/SI.

June 14

Assignment 1: Comparison Paper due by 11:59 pm MST.

Week 2 Online

June 15 2.1 Review Work Sample 1 assignment and

prepare for creating interpretation.

Read: Ross, L. & Criner, S. (2002).

June 16 2.2

Record video for Work Sample 1.

June 17 2.3

Post original responses to discussion questions on Equivalence assessment.

INTR 320/323 Page 8


June 20 2.4

Outline your interpretation of Work Sample 1 and outline divergences.

June 21 2.5

Post responses to at least 3 classmate’s discussion postings on Equivalence Assessment.

June 22 2.6 Prepare for travel. See you all soon!

Week 3 Onsite Monday June 27

Orientation

Tuesday June 28

AM-LAB

8:30-11:30

3.1 Course Overview Practicum signup Equivalence Assessments. Noting divergences in interpretation WS1 .

PM-LEC 1-5

3.2

Team Interpreting

Making decisions on the CI/SI continuum. Review register

Evening

3.3 Homework: Read: Cokely, D. & Hawkins, J. (2003) and BarTzur, D. (2004).

Wednesday June 29

PM-LAB

1:00- 4:00 PM

3.4

Interpreting management- clarification, pausing, etc. Closed mic systems

Evening 3.5 Homework: Read Seleskovitch - Chapters 3 and 4. Assignment 3 - Work Sample 1 Due 11:59 PM MST.

Thursday June 30

PM-LEC 1:00-5:00

3.6 Discussion Work Sample 1 Explanation of Work Sample 2.

INTR 320/323 Page 9


Evening 3.7 Homework: Prep and record Work Sample 2 Preview Play

Friday

July 1

AM LAB

8:30-11:30

3.8 Equivalence assessment Work Sample 2 Discussion of play and character splits

PM LEC

1-4:30

3.9 Resources for culturally diverse situations Performing Arts Interpreting

Evening Homework: Read: Cokely, D. (2001).

Mindess, A. (2006), Chapter 6 and 9. Watch Depiction lecture

Week 4 Onsite

Monday

July 4

NO CLASS. HOLIDAY!!!!

Evening Homework: Work on Work Sample 2. Work on play

Tuesday July 5

AM- Lab

8:30-11:30

4.1 Practicum presentations Debrief practicum

PM-Lecture1:00-5

4.2 Practice with culturally rich texts Discussion of cultural influences within WS 2- application of readings.

Evening 4.3 Homework Assignment 4 - Work Sample 2 due today, Tuesday 11:59 pm MST. Prep for practicums

INTR 320/323 Page 10


Wednesday July 6

PM-LEC 1:00-5

4.5 Explanation of WS3 Meaning based interpreting

Evening 4.6 Homework: Prepare for Work Sample 3. Prep for practicums

Thursday July 7

AM-LAB

8:30-11:30

4.7 Graphic organizers, content mapping, schemas, genres Discuss WS2

Evening 4.8 Homework: Record Work Sample 3

Friday July 8

AM-Lab 8:30-11:30

4.9 Interpreting with visuals. Performing arts interpreting-discussion of play preparation

PM-Lecture 1-4:30

4.10 Equivalence assessment Work Sample 3 Practicum or work on play

Evening 4.11 Homework: Practice play Complete Work Sample 3. Assignment 5 - Work Sample 3 due Sunday at 11:59 pm MST. Prep for practicums

Week 5 Onsite Monday July 11

AM Lab

8:30-11:30

5.1 VRI Interpreting Practicums

PM-LEC 1:00-5

5.2 Practicum Debrief practicum Play practice-depiction



Evening 5.3 Homework: Play practice Watch Lecture on Prosody http://www.gallaudet.edu/guriec/presentation_archives.html Spoken and Signed Language Prosody, 2012 Part 1 and Part 2

Tuesday July 12

AM-LAB

8:30-11:30

5.4 Discussion of prosody Discuss WS 3 Explanation WS4 VRS work

PM-LEC 1:00-5

5.5 Interpreting remotely - VRS and VRI- Mock session

Evening 5.5 Homework: Record Work sample 4

Wednesday July 13

PM-Lecture 1:00-5

5.6 Practicums Work on play

Evening 5.7 Homework: Work on Work Sample 4.

Thursday July 14

AM-LAB

8:30-11:30

5.8 Mock VRS calls Debrief practicums from yesterday Work on work sample 4 Play practice

Evening 5.9 Homework: Work sample 4 work Play practice Prep for practicums

Friday July 15

AM-LAB

8:30-11:30

5.10 Transitions and topic maintenance. Use of depiction



PM-LEC 1-4:30

5.11 Contextualization Depiction ASL to English work Explain WS 5

Evening 5.12 Homework: Assignment 6 - Work Sample 4 due Friday 11:59pm MST. Sunday July 17 2:00 Practicum Interpreting Play .

Week 6 Onsite Monday July 18

AM-LAB

8:30-11:30

6.1 1-1 meetings WS4

PM-Lecture 1:00-5

6.2 Depiction Working for meaning Debrief practicums

Evening 6.3 Homework: Record Work Sample 5. Prep for practicums

Tuesday July 19

AM-LAB

8:30-11:30

6.4 Equivalence assessment Work Sample 5. Prep Grand presentations DeafBlind Interpreting-interactions and guiding

PM-LEC 1-5

6.5 ASL-English work with microphones

Evening 6.6 Homework: Assignment 7 - Work sample 5 due today, 11:59 pm MST.

Interpret ASL Grand Presentations 5:30-7:30

Wednesday July 20

PM-LEC 1-5

6.7 Lecture/Discussion: TBD

Evening 6.8 Homework:

Interpret ASL Grand Presentations 5:30-7:30 Complete Observations journals.



Thursday July 21

AM-LAB

8:30-11:30

6.9

Debrief ASL grand presentations and practicums

Working with CDIs

Protactile approach to working with DeafBlind people

PM-LEC 1:00-5

6.10 Interpreting interactions- mock scenarios

Evening 6.11 Homework:

Complete Practicum journal.

PM-LEC 1-3

6.12 Wrap up course Evaluation of course Planning for fall

Save travels home! Final grades will be posted by 5 pm next Wed.

Assignments

Assignment Overview

Description Points


Description Points

Assignment 1

Comparison Paper: Write a 4-5 page comparing features of simultaneous interpretation (SI) and consecutive interpretation (CI) and the continuum between SI and CI. In this paper discuss the readings, what you have observed within your own and other people’s work, and when and how you plan to expand your use of the SI/CI continuum.

10 pts.

Assignment 2

Observation Journal: Maintain an observation journal recording four (4) demand-control analyses during the course. One observation journal required each week or as listed. At least two (2) of the observations should be of a team interaction. During a practicum note what demands you observe, controls that were applied by the working interpreters and the consequences and resulting demands. Discuss with the observed interpreter about the demands experienced in the work with a particular focus on the changes in demands during the interpretation along with the consequences they felt from the controls employed and the implications on the interpreting process. Note you what learned from the discussion, and how you can apply this to your own work.

10 pts. total

2.5 pts. each

Assignment 3

Work Sample 1

You will be creating an interpretation of the assigned text, doing an equivalence assessment of your work, and reflect upon you work. Work Sample 1 will be a baseline interpretation.

5 pts.

Assignment 4

Work Sample 2

You will be creating an interpretation of the assigned text, doing an equivalence assessment of your work, and reflect upon you work. Work Sample 2 will focus on culturally rich texts.

10 pts.

Assignment 5

Work Sample 3

You will be creating an interpretation of the assigned text, doing an equivalence assessment of your work, and reflect upon you work.

15 pts.


Description Points

Assignment 6

Work Sample 4

You will be creating an interpretation of the assigned text, doing an equivalence assessment of your work, and reflect upon you work. Work Sample 4 will focus on VRS interactions.

15 pts.

Assignment 7

Work Sample 5

You will be creating an interpretation of the assigned text, doing an equivalence assessment of your work, and reflect upon you work. Work Sample 5 will be a redo of baseline interpretation. Your reflection will include plans for continuing to improve your work during the next semesters.

15 pts.

Assignment 8

Practicum Journal

Maintain a journal of demands, controls and resulting demands experienced in your live interpreting situations. Reflect on the effectiveness of your choices and other controls you would like to develop. Four journal entries are required.

10 pts. total

2.5 pts. each

Participation, completion of labs and practicums. 10 pts.

Be sure you follow the guidelines in your Student Handbook throughout the course for each assignment.

Guidelines For Use Of Technology

Guidelines For Online Discussions

Guidelines For Written Assignments

Course Summary

Conclusion

This lecture/lab course engaged you in the development of simultaneous interpreting skills, focusing on further development of the dual tasking skills


associated with interpreting. As well, your appreciation of the demand-control-consequence-new demand cycle was also deepened. You considered the factors impacting the use of simultaneous and consecutive interpreting and how to make decisions as you move along that continuum in various settings and venues. This course provided the foundation for the next two semesters of interpreting skills lab work where your simultaneous interpreting performance of a range of texts will be furthered.

The next lab course, INTR 425, is designed to broaden your ability to interpret a range of ASL and English texts in a simultaneous format. As well, you will begin applying these skills to the area of emphasis you have chosen as part of the program. In the classes associated with your area of emphasis you will begin to apply decision-making regarding whether to use consecutive or simultaneous interpreting in specific contexts based on the content, context and consumers involved.

Key Points

What we hope you will remember from this class:

factors to consider when deciding to interpret

listening to more than what was said

working with the speaker when interpreting

multiple ways to retrieve meaning from utterances

challenges to be aware of when interpreting from ASL into English and vice versa

self-reflection and analysis is key to continued growth

the benefits of being aware of topic maintenance and topic shifts in both ASL and English

the impact simultaneous or consecutive interpreting has on the participants

when given a choice, team interpreting is the way to go

a sense of yourself as an interpreter in development

Next Steps

While this course is still fresh in your mind, pause to review your learning, looking through the lens of your final portfolio that is due at the end of your ASLEI journey. Consider the following:


1) Identify any applicable Entry-to-Practice Competencies that may be related to the course objectives;

2) Identify possible evidence items;

3) Identify potential reflection pieces that could be used in the narrative of the Coversheet;

4) Use your organizational system to house these items and thoughts until you are ready to work on writing future Coversheets; (Hint: If it's possible to work on all or part of a Coversheet at this time, why not draft it now?!) and finally,

5) Check in with classmates to see if some collaborative thinking might be worth your investment of time – what did others identify and how are they thinking of using the learning from this course?

Quality Instruction

Preparing

Qualified Interpreters

Documents

ASL English Interpretation, B.A. - extended.unco.eduextended.unco.edu/current/undergrad/~UGDocs/Summer_2016/INTR_323...ASL – English Interpretation, B.A. Study Guide INTR 320/323