HCI 110

• Title: Introduction to Interpreting*
• Number: HCI-110
• Effective Term: Spring 2009
• Course Type: Career
• Credit Hours: 3
• Contact Hours: 3
• Lecture Hours: 3
• Lab Hours:

Description:

Prerequisites: Interview and permission of the facilitator. Potential indicators of proficiency may be required.

This course provides a practical and theoretical introduction to the field of bilingual interpreting. Students will study interpreter roles and skills, modes of interpreting and translating, ethical issues, professional standards of practices, cultural competence and applied linguistics. Upon completion, students should have a strong foundation of knowledge regarding the profession of interpreting and should be ready for specific skills training. This course is taught in English. 3 hrs. lecture/wk. This course is taught in the fall semester only.

I. Roles and Responsibilities of Bilingual Interpreters  
   A. Name and define the major modes of interpreting and translating.
   B. Identify and describe major interpreting settings and describe the
role and responsibilities of the interpreter in each. 
   C. Demonstrate the ability to choose the most appropriate interpreting
mode for each situation.
   D. List the skills and core competencies required of interpreters.
   E. Identify the constituent parts of an interpreting session and
describe the functions and responsibilities of the interpreter in each. 
   F. Explain the need for accuracy, completeness and contextual
correctness in interpreting.
   G. Define and explain the converter, conduit, clarifier, listener,
intervener, advocate and mediator functions of interpreters.
   H. Identify legal issues, responsibilities and liabilities in
interpreting.

II. Ethical Issues Confronting Interpreters
   A. Describe ethical issues and obligations surrounding confidentiality
and the need to treat all information learned while interpreting as
confidential.
   B. Demonstrate understanding of the need to maintain impartiality and
refrain from counseling, advising or projecting personal biases or
beliefs.
   C. Demonstrate commitment to respecting the client’s privacy in all
matters relating to the interpreting situation. 
   D. Demonstrate commitment to maintaining professional distance and
refraining from inappropriate relationships with clients.
   E. Understand issues of professional integrity and apply them to a
variety of workplace scenarios.
   F. Develop strategies to deal with issues of discrimination that may
arise.
   G. Develop techniques to promote mutually respectful interactions among
all parties in interpreting relationships.
   H. Demonstrate the ability to apply ethical analysis and
decision-making when faced with ethical dilemmas and conflicts.

III. Business and Professional Standards of Practice to be Followed by
Interpreters
   A. List employment opportunities and job market trends in
interpreting.
   B. Describe financial costs, business practices and scheduling issues
related to freelance interpreting.
   C. Demonstrate the ability to practice effective workplace
competencies, including time management, record keeping, reporting,
accountability and teamwork.
   D. Define and discuss field liabilities (injury, burnout, economic
risks).
   E. Identify uses of computer-related technology in interpreting.
   F. Understand and explain the need for continuing education and ongoing
professional development in interpreting.
   G. Demonstrate understanding of the value and uses of professional
portfolios to interpreters. 

IV. Cultural Diversity and Cultural Competence in Interpreting Situations
   A. Demonstrate knowledge of broad issues of cross-cultural
communication and issues of cultural diversity.
   B. Define and discuss the role of culture in interpreting and explain
how it impacts the work of interpreters.
   C. Develop self-awareness of his/her own culture and his own
culturally-based assumptions and beliefs.
   D. Demonstrate an understanding of the interaction of language and
culture by identifying and explaining the effects of race, gender and
social class on communication.
   E. Demonstrate knowledge of basic characteristics of Latino/Hispanic
and other ethnic cultures.
   F. Discuss the concepts of acculturation and culture shock.
   G. Explain the role of the interpreter as culture broker.
   H. Explain the role of the interpreter as cultural teacher and
clarifier.
   I. Identify and resolve culturally based communication obstacles in
interpreting situations.

V. Basic Concepts of Linguistics
   A. Explain the differences between standard languages, regional
dialects and accents and how perception of such variations influences
interaction.
   B. Display adequate command of interpretation-related vocabulary,
terminology and field jargon by compiling a bilingual glossary of terms.
   C. Identify common interpreter errors, including code switching, false
cognates, and inappropriate word substitution.
   D. Demonstrate the ability to use correct diction, grammar and syntax
consistently when interpreting.
   E. Demonstrate understanding of basic concepts of phonetics and
phonology as applied to interpreting.

Class Participation                       20% of grade
2-3 Quizzes                               15% of grade 
Midterm Exam                              15% of grade
Final Exam                                20% of grade
3-4 Written Assignments and Glossary      30% of grade
  Total:                                 100%

Grade Criteria:
  A = 90 – 100%
  B = 80 –  89% 
  C = 70 –  79% 
  D = 60 –  69%
  F =  0 –  59%

HCI 120

• Title: Interpreting Skills I*
• Number: HCI-120
• Effective Term: Spring 2009
• Course Type: Career
• Credit Hours: 3
• Contact Hours: 3
• Lecture Hours: 3
• Lab Hours: 2.5

Description:

Prerequisite or corequisite: HCI 110 with a grade of "C" or higher

This course develops students' skills in sight translation and consecutive interpreting. Listening and memory skills, communication strategies and intervention techniques also are emphasized. Upon completion, students should be able to sight translate short written texts and consecutively interpret non-technical, interactive messages between Spanish and English. This course is taught in English with some Spanish terminology and practice. 2 hrs. lecture and 2.5 hrs lab/wk. This course is taught in the fall semester only.

I. Sight Translations Between English and Spanish of Non-technical
Written Texts
   A.  Define sight translation (translation of a written
document into spoken language) and discuss its value and
uses.
   B. Use skimming, scanning and reading ahead to sight
translate texts from English to Spanish and vice versa with
little or no prior preparation. 
   C. Correctly sight translate non-technical written forms,
lists and instructions from English into written and oral
Spanish and vice versa.

II. Listening and Memory-Retention Skills
   A. Employ techniques of paraphrasing, restatement and summarization to
spoken messages to improve listening.
   B. Use repetition, visualization, association and mnemonics to improve
memory.
   C. Employ techniques of attentiveness and concentration to shut out
distractions and focus full attention on the message to be interpreted.
   D. Employ concepts of contextual listening to improve accuracy of
interpreting.

III. Consecutive Interpreting between English and Spanish in Typical
Interpreting Settings
   A. Define consecutive interpreting, explaining when and why it is used
in interpreting.
   B. Define and explain concepts of content, context, affect, register
and style in interpreting.
   C. Generate linguistically and semantically equivalent messages in the
target language that are structurally, contextually and stylistically
consistent.
   D. Perform monolateral (non-interactive) consecutive
interpretation in a mock presentation or speech setting.
   E. Perform bilateral (interactive) consecutive
interpretation in a mock discussion, conference or
negotiation setting.
 
IV. Communication Strategies to Enhance Interpreting Accuracy
   A. Demonstrate understanding of communication theory and interpersonal
communication, including verbal and non-verbal factors, feedback,
perceptions and culture.
   B. Utilize appropriate public speaking skills while interpreting, with
special attention to vocal characteristics of fluency and inflection.
   C. Demonstrate abstracting skills by filtering irrelevant details while
summarizing the main ideas of a spoken
message.
   D. Demonstrate note-taking skills by employing
verticalization, finger counting, abbreviations and symbols
to record a spoken message.
   E. Employ effective feedback-seeking and clarification strategies in
interpreting.

V. Organization and Intervention Techniques to Enhance the Success of
Interpreting Sessions
   A. Describe how to “set the stage” for interpreting in a manner
that will put participants at ease and encourage accurate communication.
   B. Effectively facilitate the flow of communication in interpreting
settings.
   C. Appropriately manage the triadic relationship in interpreting
interviews.
   D. Employ mediation and problem-solving strategies for conflict
management during interpreting sessions.
   E. Apply effective intervention methods to enhance understanding in
interpreting sessions.   
   F. Utilize effective closure techniques in interpreting
situations.

3-4 Skills Tests                      50% of grade
Class Participation                   20% of grade
3-4 Written Tests and Quizzes         20% of grade 
Written Assignments and Projects      10% of grade
  Total:                             100%

Grade Criteria:
  A = 90 – 100%
  B = 80 –  89%
  C = 70 –  79%
  D = 60 –  69%
  F =  0 –  59%

HCI 130

• Title: Interpreting Skills II*
• Number: HCI-130
• Effective Term: Spring 2009
• Course Type: Career
• Credit Hours: 3
• Contact Hours: 3
• Lecture Hours: 3
• Lab Hours: 2.5

Description:

Prerequisites: HCI 110 with a grade of "C" or higher and HCI 120 with a grade of "C" or higher

This course develops students' skills in simultaneous interpreting and written translation. In addition, through classroom, lab and field experiences, students practice the three interpretation modes they have learned in the program and improve all aspects of their interpreting while forming good professional habits. Self-assessment, professional growth and development of a personal philosophy of interpreting are stressed. This course is taught in English with some Spanish terminology and practice. Enrollment in this course requires that you be current in payment of a professional liability fee of $16.00. This fee is required once per calendar year based on enrollment in selected courses and must be in place prior to the start of classes. Students will be notified via their JCCC student email account if they are required to pay a $16 fee. 2 hrs lecture and 2.5 hrs lab/wk. This course is taught in the spring semester only.

I. Prerequisite Skills Related to Simultaneous Interpreting
   A. Exhibit shadowing skills in Spanish and English by repeating
verbatim what is heard in the same language.
   B. Exhibit paraphrasing skills by rendering the meaning of an oral
message presented in Spanish or English into either language using words
other than those used in the original message.
   C. Demonstrate adequate dual-task performance (e.g., reciting a
well-known poem or song while writing numbers backward or forward at the
same time).
   D. Exhibit proficient lagging skills by repeating messages while
maintaining a time interval between each utterance.

II. Accurate Simultaneous Interpreting between English and Spanish in
Typical Interpreting Settings
   A. Explain when and why simultaneous interpretation is used.
   B. Simultaneously convert oral Spanish and English messages into oral
messages accurately and rapidly in the other language.
   C. Choose fewer-syllable synonyms to catch up with the speaker during
the interpretation performance.
   D. Display adequate décalage (time lag) skills.
   E. Demonstrate proficiency in use of queuing during peak information
situations.
   F. Listen attentively to his/her interpreting and make simultaneous
corrections as needed.
   G. Adjust delivery rate as needed, enunciate clearly, speak fluently
and use appropriate vocal expression.
   H. Generate grammatically and syntactically correct messages in the
target language while maintaining the style and register of the original
spoken message.

III. Fundamental Translation of Concepts and Accurate Written Translations
of Non-technical Documents
   A. Describe the core skills and competencies required of a good
translator.
   B. Define key translation concepts, including those related to
language, destination, text and equivalency.
   C. Explain and apply the four steps in the translation process (text
analysis, documentation, actual translation, revision). 
   D. Demonstrate knowledge of the rules governing the translation of
proper names.
   E. Compare the use of punctuation in both the source language and the
target language and use correct punctuation in translating text.  
   F. Demonstrate the ability to identify potential meaning, structure and
culture-related problems in written texts and apply the general principles
of translation to solve them.
   G. Demonstrate oblique and direct translation techniques and discuss
the uses, value and limitations of each.
   H. Demonstrate knowledge of and the ability to use computer-assisted
translation tools and computer resources to assist in translation.
   I. In writing, translate non-technical written documents such as forms,
labels, instructions and questionnaires into the target language.

IV. Professional Portfolio and a Written Statement of Self-assessment and
Professional Goals
   A. Develop a comprehensive portfolio of training, job  experiences and
professional activities related to  interpreting.
   B. Prepare a written self-assessment of professional skills, knowledge
and limitations as an interpreter.
   C. Building on the self-assessment, include a plan for professional
growth. 

V. In a comprehensive skills assessment,  Proficiency in major Components
of Interpreting
   A. Perform sight translation from English to Spanish and vice versa
with at least 85% accuracy.
   B. Perform consecutive interpreting from English to Spanish and vice
versa with at least 85% accuracy.
   C. Perform simultaneous interpreting from English to Spanish and vice
versa with at least 85% accuracy.
   D. Perform written translation from English to Spanish and vice versa
with at least 85% accuracy.
   E. Demonstrate adequate proficiency in conflict management, cultural
competence, professional ethics and standards of practice.

Class Participation/Activities              20% of grade
3-4 Tests and Quizzes                       20% of grade
Comprehensive Skills Test                   40% of grade
Portfolio                                    5% of grade
Self-assessment and Goals Paper              5% of grade
Written Assignments and Projects            10% of grade
  Total:                                   100%

Grade Criteria:
  A = 90 – 100% 
  B = 80 -  89%  
  C = 70 -  79%  
  D = 60 –  69%
  F =  0 -  59%   

HCI 140

• Title: Spanish Medical Interpreting*
• Number: HCI-140
• Effective Term: Spring 2010
• Course Type: Career
• Credit Hours: 3
• Contact Hours: 3
• Lecture Hours: 3
• Lab Hours:

Description:

Prerequisite: HCI 120 with a grade of "C" or higher and Prerequisites or corequisites: HCI 130 with a grade of "C" or higher and AAC 130 or HC 130 with a grade of "C" or higher

This course develops the knowledge, techniques, and practices needed to function as a bilingual interpreter in a medical environment. Students will be introduced to basic medical conditions, procedures, courses of treatment and equipment, with vocabulary and terminology in both English and Spanish. Upon completion, students should be able to apply medical interpreting and translating techniques in a variety of health care settings. This course is taught in English with some Spanish terminology. Enrollment in this course requires that you be current in payment of a professional liability fee of $16.00. This fee is required once per calendar year based on enrollment in selected courses and must be in place prior to the start of classes. Students will be notified via their JCCC student email account if they are required to pay a $16 fee. 3 hrs. lecture/wk. This course is taught in the spring semester only.

I. Roles and Responsibilities of Interpreters in the Health Care
System
   A. Identify the major components of the American health care system.
   B. Define the role and responsibilities of the interpreter in health
care settings, including pre-encounter, during the encounter and
post-encounter protocols.
   C. List the skills and core competencies required of health care
interpreters.
   D. Apply issues of ethics and confidentiality to health care
interpreting situations; discuss the interpreter’s code of ethics as
applied to medical interpreting. 
   E. Demonstrate understanding of the legal rights of patients and the
legal obligations of interpreters in health care settings.
   F. Describe the “incremental intervention” model and explain its
application in medical interpreting.
   G. Describe the appropriate doctor-interpreter and interpreter-patient
relationship in interpreting settings.
   H. Understand legal issues, responsibilities and liabilities in medical
interpreting.

II. Cultural Competence in Medical Interpreting Situations
   A. Explain the biomedical culture in the United States, highlighting
similarities and differences between the biomedical culture and the
student’s own culture.
   B. Identify traditional health care issues, practices and beliefs of
Hispanic/Latino communities and discuss their implications for medical
decision-making.
   C. Identify and discuss strategies to sensitize health care providers
to issues of cultural diversity and the impact of culture, poverty and
discrimination on medical decision making.
   D. Help identify and resolve communication stumbling blocks with
patients from other cultures.  
   E. Identify culturally sensitive strategies and approaches for working
with diverse cultures. 
   F. Demonstrate the ability to negotiate culturally effective and
appropriate care plans.

III. Knowledge of Spanish Medical Terminology
   A. Render into the target language Spanish or English equivalents of
anatomical-related terms.
   B. Employ in the target language Spanish or English equivalents of
physiological and pathological-related terms.
   C. Employ in the target language Spanish or English equivalents of
diagnostic methods and treatment-related terms.
   D. Render into the target language Spanish or English language
equivalents of names of symptoms, illnesses and medications.
   E. Name and describe common tools and items of equipment found in
health care settings in Spanish and English.
   F. Master appropriate vocabulary of Spanish and English terms related
to common health care situations, such as doctor’s office visits, ob/gyn
exams, lab visits, physical exams, and others. 

IV. Interpreting in a Mental Health Setting
   A. Explain basic concepts of mental health and describe the major
classifications of mental illness. 
   B. Describe typical mental health evaluation procedures.
   C. Identify basic signs, symptoms and treatment options of mental
illness, applying the correct names of common mental illnesses.
   D. Demonstrate a beginning knowledge of the major medications used in
the treatment of mental illness. 
   E. Explain the role of the interpreter in mental health settings. 
   F. Describe settings and procedures for mental health interpreting,
with special attention to specific concerns and cautions surrounding
mental health interpreting.
   G. Demonstrate familiarity with basic terms used in the mental health
profession. 

V. Interpreting and Translating Skills in Mock Medical Settings
   A. Accurately sight-translate into Spanish commonly used medical forms,
waivers, reports, doses and manner of administration of medication.
   B. Perform accurate consecutive and simultaneous interpreting in a mock
medical setting by serving as the medium of communication between the
physician and the non-English speaking patient during medical
examinations, health sessions and psychiatric/mental evaluations
   C. Produce accurate written translations of basic medical documents,
including surveys and questionnaires, medical histories, medicine-related
instructions and labels and other texts requiring special care or
awareness.

2-3 Written Tests and Quizzes         15% of grade
4-5 Skills Tests                      30% of grade
Update of Professional Portfolio       5% of grade
Class Participation and Discussions   25% of grade
Written Assignments and Summaries     25% of grade
   Total:                            100%

Grade Criteria:
  A =  90 – 100%
  B =  80 – 89%
  C =  70 - 79%
  D =  60 - 69%
  F =   0 - 59%

HCI 180

• Title: Medical Interpreting Practicum*
• Number: HCI-180
• Effective Term: Spring 2009
• Course Type: Career
• Credit Hours: 2
• Contact Hours: 2
• Lecture Hours: 2
• Lab Hours:

Description:

Prerequisites: HCI 130 with a grade of "C" or higher and HCI 140 with a grade of "C" or higher and Prerequisite or corequisite: HC 101 with a grade of "C" or higher

Students will observe and interpret at assigned medical facilities, participate in organized class discussions about their interpreting experiences and develop a personal philosophy of interpreting. Both classroom meetings and fieldwork are required for this class. Enrollment in this course requires that you be current in payment of a professional liability fee of $16.00. This fee is required once per calendar year based on enrollment in selected courses and must be in place prior to the start of classes. Students will be notified via their JCCC student email account if they are required to pay a $16 fee. 1 hr. lecture, 3 hrs. practicum/wk.

I. Interpreting Skills Necessary to Become a Professional Medical
Interpreter 
   A. Attend assigned field practicum sites and participate actively in
interpreting and translating (30 hours of active observation and
participation required).
   B. Practice effective workplace competencies, including time
management, record keeping, accountability, teamwork and maintaining
professional distance.
   C. Demonstrate attention to patient problems and concerns
   D. Participate in feedback sessions with their supervising interpreter
at the conclusion of each interpreting session.
   E. Prepare and submit written summaries regarding the interpreting
process, techniques, standards of practice and professional ethics
following each session.

II. Interpreter's Environment
   A. Discuss practicum observations and experiences, including issues
concerning interpreting problems, cultural influences, ethics, standards
of practice and the professional environment.
   B. Ask questions about interpreting practices they are unsure about.
   C. Discuss and develop a personalized plan for the next observation or
interpreting session.

III. Develop a personal philosophy of interpreting as a profession.
   A. Prepare and submit a written philosophy statement.
   B. Participate in a class discussion of interpreting philosophies,
values and ethics.

Practicum site attendance/performance 60% of grade
Weekly class group discussions        20% of grade
Written philosophy statement          10% of grade
Class participation                   10% of grade 
  Total:                             100%

Grade Criteria:
  A = 90 – 100%
  B = 80 –  89%
  C = 70 –  79%
  D = 60 –  69%
  F =  0 –  59%

HCI 291