Interpreter Training (INTR)
Courses
INTR 122 Intermediate American Sign Language I* (3 Hours)
Prerequisites: INTR 121 or ASL 121 or FL 181 with a grade of "C" or higher.
Corequisites: Students accepted in the interpreter training program must take corequisites of INTR 130 and INTR 126 and (INTR 147 or ASL 145) and (INTR 145 or ASL 145) all with a grade of "C" or higher.
This course will focus on the development of intermediate American Sign Language communication skills. Comprehension skills and linguistic features of the language taught in context will be emphasized. 6 hrs. integrated lecture/lab/wk. The daytime sections only are open to students in the interpreter training program. INTR 122, FL 270 and ASL 122 are the same courses; only enroll in one.
INTR 123 Intermediate American Sign Language II* (3 Hours)
Prerequisites: INTR 122 or ASL 122 or FL 270 with a grade of "C" or higher.
Corequisites: For students accepted in the interpreter training program: INTR 131 and INTR 135 and INTR 242 and INTR 248 all with a grade of "C" or higher.
The course will continue study of intermediate American Sign Language. It is designed to develop further intermediate communication skills in American Sign Language. Information about the linguistic and cultural features will be included in the context of language learning experiences. 6 hrs. integrated lecture-lab/ wk. The daytime sections are open only to students in the interpreter training program. INTR 123, FL 271 and ASL 123 are the same courses; only enroll in one.
INTR 126 Classifiers in American Sign Language* (2 Hours)
Prerequisites: INTR 121 or ASL 121 with grade of "C" or higher and acceptance in the interpreter training program.
Corequisites: (INTR 122 or ASL 122) and INTR 130 and (INTR 147 or ASL 147) and (INTR 145 or ASL 145).
The course will provide an in-depth analysis of classifiers in ASL through discussion and demonstration of the three different categories of classifiers in ASL: representative classifiers (noun and its action), descriptive classifiers (size-and-shape, extent, perimeter, pattern and texture), and instrumental classifiers (manipulative and handle). Students will learn to comprehend and produce classifiers from all three categories. 4 hrs. integrated lecture/lab/wk.
INTR 130 Survey of the Interpreting Profession* (3 Hours)
Prerequisites: INTR 121 or FL 181 or ASL 121 with a grade of "C" or higher and acceptance in the interpreter training program.
Corequisites: (INTR 122 or ASL 122) and INTR 126 and (INTR 147 or ASL 147) and (INTR 145 or ASL 145) all with a grade of "C" or higher.
This course provides an introduction to interpreting as an occupation. Students will come to understand interpersonal communication skills, professional ethics, parameters of responsibilities, community resources and legal ramifications as they relate to the interpreter. 3 hrs. lecture/wk.
INTR 131 Interpreting Preparation Skills* (2 Hours)
Prerequisites: INTR 130 with a grade of "C" or higher and acceptance into the interpreter training program.
Corequisites: INTR 123 and INTR 135 and INTR 242 and INTR 248 all with a grade of "C" or higher.
This course provides students with a foundation in the theory of interpretation. Students will explore the Colonomos Model of interpreting and apply this model by first using pre-interpreting skills in isolation. Then students will progress from producing translations to interpreting consecutively. 4 hrs. integrated lecture-lab/wk.
INTR 135 Intro to American Sign Language Linguistics* (3 Hours)
Prerequisites: INTR 122 or ASL 122 or FL 270 with a grade of "C" or higher.
Corequisites: for students accepted in the interpreter training program enroll in: INTR 123 and INTR 242 and INTR 131 and INTR 248 all with a grade of "C" or higher.
This course introduces students to the structural and grammatical principles of ASL. Students will explore concepts of equivalency between English and ASL 3 hrs. integrated lecture/lab/wk. The daytime sections are open only to students in the interpreter training program. INTR 135 and ASL 135 are the same course; do not enroll in both.
INTR 145 Introduction to the Deaf Community* (3 Hours)
Prerequisites: Acceptance to interpreter training program.
Prerequisites or corequisites: ANTH 125 and SPD 120 for Interpreter Training Program Corequisites for Interpreter Training Prog: INTR 122 and INTR 126 and INTR 130 and INTR 147 all with a grade of "C" or higher Note: Prerequisite or corequisite of INTR 120 or ASL 120 or FL 180 required for students in the American Sign Language Studies Certificate.
This course will prepare students to develop and recognize the diversity within the Deaf Community, significant events and figures in Deaf History, and basic norms and values of Deaf Culture. Students will examine and compare Deaf Culture and hearing culture in America. The daytime sections are open only to students in the interpreter training program. 3 hrs. lecture/wk. INTR 145 and ASL 145 are the same course; do not enroll in both.
INTR 147 Fingerspelling I* (2 Hours)
Prerequisites: INTR 121 or FL 181 or ASL 121 with a grade of "C" or higher.
Corequisites: For students accepted in the interpreter training program, enroll in: (INTR 122 or ASL 122) and INTR 126 and INTR 130 and (INTR 145 or ASL 145) all with a grade of "C" or higher.
Students will work on developing beginning expressive and receptive fingerspelling skills based on word recognition principles. 3 hrs. integrated lecture/lab/wk. The daytime sections are open only to students in the interpreter training program. INTR 147 and ASL 147 are the same course; do not enroll in both.
INTR 181 Interpreting Practicum I* (1 Hour)
Prerequisites: INTR 130 and INTR 145 with a grade of "C" or higher.
Corequisites: INTR 223 and INTR 226 and INTR 250 all with a grade of "C" or higher.
Students will observe skilled interpreters in various interpreting situations in a variety of settings during the semester. 2 hrs. lab, field work/wk.
INTR 223 Advanced American Sign Language* (3 Hours)
Prerequisites: INTR 123 or ASL 123 or FL 271 with a grade of "C" or higher.
Corequisites: INTR 250 and INTR 226 and INTR 181 all with a grade of "C" or higher.
This course is a continuation of Intermediate American Sign Language II. Students will learn about culturally significant topics related to the Deaf community, more complex ASL grammatical features and conversational skill development. Comprehension skills and linguistic features of ASL will be taught to a variety of contexts in simulated, typical interaction. Students will have opportunities to utilize what they learn about advanced ASL through class activities, dialogues, short stories, general conversations and class discussions. Sign comprehension and production skills will be emphasized. This course meets for six hours of internship/week.
INTR 226 Specialized and Technical Vocabulary* (2 Hours)
Prerequisites: INTR 123 or ASL 123 with a grade of "C" or higher.
Corequisites: INTR 181 and INTR 250 and INTR 223 all with a grade of "C" or higher.
This course will expand the interpreter training students' vocabulary related to specialized and technical contexts. Students will discuss vocabulary use in a variety of contexts to include socially restricted terms and phrases Deaf people use; colloquialisms; varying registers; terminology in medical, mental health, religion, sex, drugs; and strong language in ASL. Students' development of comprehension and production skills in common formal and informal settings will be emphasized. Students will also discuss Signing Exact English (SEE II) and the differences from American Sign Language (ASL). 4 hrs. integrated lecture-lab/wk.
INTR 242 Fingerspelling II* (2 Hours)
Prerequisites: INTR 147 with a grade of "C" or higher Core. INTR 123 and INTR 131 and INTR 135 and INTR 248 all with a grade of "C" or higher.
This course focuses on continued development of expressive and receptive fingerspelling skills based on word and phrase recognition and expression. 3 hrs. integrated lecture/lab/wk.
INTR 248 Deaf Community Ethnography* (3 Hours)
Prerequisites: INTR 145 or ASL 145 with a grade of "C" or higher.
Corequisites: (INTR 123 or ASL 123) and INTR 131 and (INTR 135 or ASL 135) and INTR 242 all with a grade of "C" or higher.
This advanced course will provide students the opportunity to explore power and oppression issues experienced by d/Deaf people. Specific attention will be given to society's views of the d/Deaf community and the influence of various media on these views. 3 hrs. lecture/wk.
INTR 250 Interpreting I* (6 Hours)
Prerequisites: INTR 131 with a grade of "C" or higher.
Corequisites: INTR 181 and INTR 223 and INTR 226 all with a grade of "C" or higher.
In this introduction to interpreting principles, emphasis will be on English-to-ASL and ASL-to-English skills. Students will participate in sequential drills and apply these skills in class. 10 hrs. integrated lecture/lab/wk.
INTR 251 Interpreting II* (2 Hours)
Prerequisites: INTR 250 with a grade of "C" or higher.
Corequisites: INTR 262 and INTR 282 and AAC 150 all with a grade of "C" or higher.
This is an advanced course concentrating on continued develop of English-to-ASL, ASL transliteration skills development. Students will have the opportunity to use these skills as stimulus material gradually becomes more advanced. 4 hrs. integrated lecture/lab/wk.
INTR 262 Seminar on Interpreting* (3 Hours)
Prerequisites: INTR 250 with a grade of "C" or higher.
Corequisites: INTR 251 and INTR 282 and AAC 150 all with a grade of "C" or higher.
This course provides students with knowledge of stress management as applied to both the physical demands and mental conditions of sign language interpreting. Students will learn and apply decision-making techniques in regard to the Interpreter (RID) Code of Ethics. Additionally, the course provides students with knowledge of career development theory, career decision-making and the job-search process. 3 hrs. lecture/wk.
INTR 282 Interpreting Practicum II* (6 Hours)
Prerequisites: INTR 181 with a grade of "C" or higher.
Corequisites: INTR 251 and INTR 262 and AAC 150 all with a grade of "C" or higher.
This course provides students with an opportunity to observe and interpret in an off-site setting with the supervision of an experienced interpreter. Students will actively engage in discussions relating to the difficulties and rewards of working in a realistic interpreting environment. The fieldwork totals 270 hours a semester.
INTR 291 Independent Study* (1-7 Hour)
Prerequisites: 2.0 GPA minimum and department approval.
Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.
INTR 122
- Title: Intermediate American Sign Language I*
- Number: INTR 122
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 6
- Lecture Hours:
- Other Hours: 6
Requirements:
Prerequisites: INTR 121 or ASL 121 or FL 181 with a grade of "C" or higher.
Corequisites: Students accepted in the interpreter training program must take corequisites of INTR 130 and INTR 126 and (INTR 147 or ASL 145) and (INTR 145 or ASL 145) all with a grade of "C" or higher.
Description:
This course will focus on the development of intermediate American Sign Language communication skills. Comprehension skills and linguistic features of the language taught in context will be emphasized. 6 hrs. integrated lecture/lab/wk. The daytime sections only are open to students in the interpreter training program. INTR 122, FL 270 and ASL 122 are the same courses; only enroll in one.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate low/mid intermediate skills in the receptive and expressive competencies in ASL grammar/structure.
- Demonstrate an intermediate sign vocabulary (continuation of Elementary ASL II).
- Demonstrate receptive and expressive competencies in ASL conversation at the low/mid intermediate level.
Content Outline and Competencies:
I. Demonstrate Proficiency in Non Verbal Communication A. Communicate the context of a message through appropriate eye contact, facial expressions, body language and ASL II. Demonstrate Intermediate ASL Verbal Communication Skills A. Read and receive intermediate ASL signs and grammar B. Express and send intermediate ASL signs and grammar III. Demonstrate Proficiency in Manual/Physical Coordination A. Communicate the context of a message using manual and physical coordination in ASL IV. Demonstrate Receptive and Expressive Competencies in ASL Conversation at the Low/Mid Intermediate Level A. Complain, make suggestions and requests 1. Complain about others, make suggestions, make requests, ask for permission, express concern, decline and explain why, agree with condition, agree with shortcoming and ask for clarification 2. Use recurring time signs, continuous time signs, temporal aspects: recurring and continuous, inflecting verbs, role shifting, conditional sentences and clock numbers B. Talk about the weekends 1. Ask about the weekend, describe weekend activities, express opinions/feelings 2. Tell about disrupted plans, temporal sequencing, time signs with durative aspect 3. Use element classifiers C. Exchange personal information 1. Ask/tell when, tell about life events (when clauses, phrasing for sequencing events) 2. Ask nationality of name, narrate family immigration and history, correct and elaborate 3. Use possessive forms, descriptive and locative classifiers, numbers, dates and addresses D. Locate things around the house 1. Give reason and make request, ask where, give specific location, correct and confirm information, open conversations 2. Use topic-comment structure, weak hand as reference, locative classifiers, yes/no questions, wh-questions E. Describe and identify objects 1. Ask what a word means, give definition, describe object 2. Use descriptive classifiers (for shapes, patterns and textures), instrument classifiers, weak hand as reference, topic-comment structure, non-manual markers and money numbers. F. Practice producing and receiving numbers 1. From 120 – 1,000 2. Ordinal: 101-109 3. Multiples of 100 to 1,000
Method of Evaluation and Competencies:
Expressive/Receptive Tests 60% of grade Final Exam 25% of grade Papers on Deaf Social Functions and Interviewing with Deaf People 3% of grade ASL Storytelling 2% of grade Pop Quizzes 10% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 123
- Title: Intermediate American Sign Language II*
- Number: INTR 123
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 6
- Lecture Hours:
- Other Hours: 6
Requirements:
Prerequisites: INTR 122 or ASL 122 or FL 270 with a grade of "C" or higher.
Corequisites: For students accepted in the interpreter training program: INTR 131 and INTR 135 and INTR 242 and INTR 248 all with a grade of "C" or higher.
Description:
The course will continue study of intermediate American Sign Language. It is designed to develop further intermediate communication skills in American Sign Language. Information about the linguistic and cultural features will be included in the context of language learning experiences. 6 hrs. integrated lecture-lab/ wk. The daytime sections are open only to students in the interpreter training program. INTR 123, FL 271 and ASL 123 are the same courses; only enroll in one.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate mid/high intermediate skills in the receptive and expressive competencies in ASL grammar/structure.
- Demonstrate a mid/high intermediate sign vocabulary.
- Demonstrate receptive and expressive competencies in ASL conversations at the mid/high intermediate level.
- Demonstrate increased awareness of specific influences on the culture and community of Deaf individuals.
Content Outline and Competencies:
I. Demonstrate Proficiency in Manual/Physical Coordination A. Communicate the context of a message using manual and physical coordination in ASL B. Demonstrate receptive and expressive competencies in ASL conversations at the mid/high intermediate level. II. Demonstrate Receptive and Expressive Competencies in ASL Conversations at the Mid/High Intermediate Level. A. Narrate unforgettable moments 1. Receive and express passing, throwing, spilling, tripping and falling 2. Receive and express information about injuries and mishaps 3. Use appropriate language to express kissing, hugging and poking in a Deaf culture setting. 4. Receive and express information about unforgettable moments B. Share interesting facts 1. Receive and express information about the whole-part of facts 2. Receive and express listing facts and comparing facts 3. Receive and express information about illustrating a fact C. Explain rules 1. Receive and express information about different rules we live by 2. Practice card games and group games D. Tell about accidents 1. Receive and express information about accidents with horses 2. Receive and express information about accidents with transportation 3. Describe an accident
Method of Evaluation and Competencies:
Expressive/Receptive Tests 60% of grade Final Exam 25% of grade Papers on Deaf Social Functions 3% of grade Videotape Project 2% of grade Pop Quizzes 10% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 126
- Title: Classifiers in American Sign Language*
- Number: INTR 126
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 4
- Lecture Hours:
- Other Hours: 4
Requirements:
Prerequisites: INTR 121 or ASL 121 with grade of "C" or higher and acceptance in the interpreter training program.
Corequisites: (INTR 122 or ASL 122) and INTR 130 and (INTR 147 or ASL 147) and (INTR 145 or ASL 145).
Description:
The course will provide an in-depth analysis of classifiers in ASL through discussion and demonstration of the three different categories of classifiers in ASL: representative classifiers (noun and its action), descriptive classifiers (size-and-shape, extent, perimeter, pattern and texture), and instrumental classifiers (manipulative and handle). Students will learn to comprehend and produce classifiers from all three categories. 4 hrs. integrated lecture/lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Define and explain the three different categories of Classifiers in ASL.
- Demonstrate appropriate use of Classifiers in ASL.
- Demonstrate conversational skills incorporating Classifiers in ASL.
Content Outline and Competencies:
I. Define and Give Examples of Classifiers in ASL From Each Category: A. Representative Classifiers 1. Semantic Classifiers 2. Locative Classifiers 3. Body Part Classifiers 4. Plural Classifiers B. Descriptive Classifiers 1. Size and Shape Specifier (SASS) Classifiers 2. Body Classifiers 3. Element Classifiers 4. Letter/Number Classifiers C. Instrumental Classifiers 1. Manipulative Classifiers 2. Handle Classifiers II. Demonstrate Appropriate Use of Classifiers in ASL From Each Category: A. Representative Classifiers 1. Semantic Classifiers 2. Locative Classifiers 3. Body Part Classifiers 4. Plural Classifiers B. Descriptive Classifiers 1. Size and Shape Specifier (SASS) Classifiers 2. Body Classifiers 3. Element Classifiers 4. Letter/Number Classifiers C. Instrumental Classifiers 1. Manipulative Classifiers 2. Handle Classifiers III. Demonstrate Effective Conversational Skills Incorporating Classifiers in ASL From Each Category: A. Representative Classifiers 1. Semantic Classifiers 2. Locative Classifiers 3. Body Part Classifiers 4. Plural Classifiers B. Descriptive Classifiers 1. Size and Shape Specifier (SASS) Classifiers 2. Body Classifiers 3. Element Classifiers 4. Letter/Number Classifiers C. Instrumental Classifiers 1. Manipulative Classifiers 2. Handle Classifiers
Method of Evaluation and Competencies:
Attendance/Participation 10% Written Objective Examination 15% Assignments 25% Evaluation of Receptive/Expressive Skills 50% Total 100% Grading Criteria: (70% passing) 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 130
- Title: Survey of the Interpreting Profession*
- Number: INTR 130
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: INTR 121 or FL 181 or ASL 121 with a grade of "C" or higher and acceptance in the interpreter training program.
Corequisites: (INTR 122 or ASL 122) and INTR 126 and (INTR 147 or ASL 147) and (INTR 145 or ASL 145) all with a grade of "C" or higher.
Description:
This course provides an introduction to interpreting as an occupation. Students will come to understand interpersonal communication skills, professional ethics, parameters of responsibilities, community resources and legal ramifications as they relate to the interpreter. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe how cultural perspectives impact communication.
- Define roles and responsibilities of an interpreter in various settings in a manner consistent with the interpreting Code of Ethics.
- Discuss the ramification of the laws regarding the use of interpreting.
- Identify national, state and local Certification processes and resources.
- Demonstrate knowledge of history, current trends and terminology of sign language and oral interpreting.
Content Outline and Competencies:
I. Communication A. Define communication. B. Identify the components of communication. C. Describe the impacts of culture on communication. D. Describe the impact of power dynamics on communication. E. Describe the impact of majority/minority roles on communication. II. Overview of Deafness, History of Interpreting, Terminology A. Characterize deafness in society. B. Define the philosophical approaches to interpreting. C. Relate federal and state legislation to the interpreting profession. D. Identify sign language varieties and the sign language continuum. E. Define relevant terminology. F. Classify translation, transliteration, and interpretation. III. Research, Role, Ethics A. Trace professional evaluation and certification procedures. B. Outline the interpreting process. C. Define the RID Code of Ethics. D. Apply the Code of Ethics in certain interpreting scenarios. E. Recognize and choose appropriate stress management practices for interpreters. F. Recognize and avoid potential interpreting-related injuries. IV. Critiques and Reports A. Present and critique current related events. B. Observe people interacting and report the observations C. Observe and describe an interpreted interaction
Method of Evaluation and Competencies:
Critiques 25% of grade Observations 20% of grade Midterm Exam 20% of grade Final 35% of grade Total 100% Grading Criteria: 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 131
- Title: Interpreting Preparation Skills*
- Number: INTR 131
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 4
- Lecture Hours:
- Other Hours: 4
Requirements:
Prerequisites: INTR 130 with a grade of "C" or higher and acceptance into the interpreter training program.
Corequisites: INTR 123 and INTR 135 and INTR 242 and INTR 248 all with a grade of "C" or higher.
Description:
This course provides students with a foundation in the theory of interpretation. Students will explore the Colonomos Model of interpreting and apply this model by first using pre-interpreting skills in isolation. Then students will progress from producing translations to interpreting consecutively. 4 hrs. integrated lecture-lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe the Colonomos Model of Interpreting in detail.
- Discuss the Task Analysis of interpreting in general and in relation to the Colonomos Model.
- Demonstrate effective pre-interpreting skills.
- Apply the Colonomos model of Interpreting
Content Outline and Competencies:
I. Task Analysis A. Define and apply each task in the context of interpreting 1. Audience assessment 2. Decision making 3. Listening 4. Attending 5. Concentrating 6. Anticipation and prediction 7. Perception 8. Understanding 9. Retention 10. Accessing for prior knowledge 11. Clozure 12. Nonverbal behavior search 13. Analysis 14. Understanding the gestalt 15. Image search 16. Vocabulary search 17. Internal message formulation 18. Rehearsal 19. Production of the message (linguistically acceptable target language production) 20. Lag time – processing time 21. Characterization 22. Monitoring output 23. Correction 24. Pacing 25. Modality switching 26. Generating and receiving lexical items 27. Meta comments 28. Learning 29. Mediation 30. Supervisor II. Colonomos Model of Interpreting A. Describe each stage of the model in detail. B. Recognize application of the model in sample interpretations produced by professional interpreters. C. Analyze sample work produced by professional interpreters and by the students themselves. D. Demonstrate ability to apply all stages of the model while producing translations, consecutive interpretations and prepared simultaneous interpretations. III. Demonstrate Effective Use of the Following Pre-interpreting Skills A. Short-term and long-term recall B. Immediate and delayed repetition C. Concept-maps of spoken and signed texts D. Text analysis E. Outlines of spoken and signed texts F. Summaries of spoken and signed texts G. Prediction and anticipation H. Non-linguistic visual to gesture I. Non-linguistic visual to American Sign Language J. Non-linguistic visual to Spoken English
Method of Evaluation and Competencies:
Attendance/Participation 15% of grade Examinations 50% of grade Projects/Assignments 35% of grade Total 100% Grade Criteria: A = 93 - 100% B = 85 - 92% C = 78 - 84% D = 70 - 77% F = 0 - 69%
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 135
- Title: Intro to American Sign Language Linguistics*
- Number: INTR 135
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: INTR 122 or ASL 122 or FL 270 with a grade of "C" or higher.
Corequisites: for students accepted in the interpreter training program enroll in: INTR 123 and INTR 242 and INTR 131 and INTR 248 all with a grade of "C" or higher.
Description:
This course introduces students to the structural and grammatical principles of ASL. Students will explore concepts of equivalency between English and ASL 3 hrs. integrated lecture/lab/wk. The daytime sections are open only to students in the interpreter training program. INTR 135 and ASL 135 are the same course; do not enroll in both.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate knowledge of basic ASL linguistics with 70% accuracy by completing four exams based on text material.
- Create and present a lecture/review on selected text material.
Content Outline and Competencies:
I. Using Sentence Types A. Receive and express Yes-No Questions, Wh-word Questions, Rhetorical Questions in ASL. B. Receive and express commands, conditionals, negation and assertion, topicalization, relative clauses sentence types in ASL. II. Understanding the Time concept in ASL A. Receive and express relative time- The "Time Line". B. Receive and express non-manual adverbs, incorporation of number, passive hand as reference point. C. Receive and express regularity signs, duration-related signs, repetition and duration-related signs, and tense using ASL. III. Applying Pronominalization in ASL A. Receive and express pronouns referring to "present" people, things, and places. B. Receive and express indexing, plural pronouns, eye-indexing, possessive reference, reflexive/emphatic reference, demonstrative reference, pronouns referring to "non-present" people, things, places. C. Receive and express setting up referents in space: What, Where, and How, and setting up referents on the non-dominant hand in ASL. IV. Utilizing Subjects and Objects in ASL A. Receive and express verbs, directionals, sign order and topicalization. B. Receive and express body and gaze shifting, direct address, and what are subjects and objects in ASL. V. Understanding what Classifiers are in ASL and its' role. A. Receive and express classifiers that represent noun functions, classifiers that represent singulars and pluralizations. B. Receive and express classifiers that represent size, shape, depth, and texture (also known as descriptive classifiers) in ASL. VI. Applying Locatives in ASL space. A. Receive and express different ways to express locative relationships in ASL. B. Receive and express directional verbs, indexing, and separate locative signs in ASL. VII. Utilizing Pluralization in ASL A. Receive and express number agreement rules, ways to indicate plurality with different types of signs, singular classifiers, plural classifiers. B. Receive and express pronouns, number signs, and verbs in ASL. VIII. Applying Temporal Aspect in ASL A. Receive and express four different inflections for temporal aspect in ASL. IX. Applying Distributional Aspect in ASL A. Receive and express four different inflections for distributional aspect in ASL. X. Understanding the History of Deaf Culture and American Sign Language A. Explain the meaning of a "language", the history of American Sign Language and how it affected deaf culture. B. Explain the history of using English in the Deaf Community and compare it to ASL. C. Receive and express sign formations and variations, and selected sign types in ASL.
Method of Evaluation and Competencies:
Exams 58% of grade Final exam 38% of grade Review Activities 4% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 145
- Title: Introduction to the Deaf Community*
- Number: INTR 145
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: Acceptance to interpreter training program.
Prerequisites or corequisites: ANTH 125 and SPD 120 for Interpreter Training Program Corequisites for Interpreter Training Prog: INTR 122 and INTR 126 and INTR 130 and INTR 147 all with a grade of "C" or higher Note: Prerequisite or corequisite of INTR 120 or ASL 120 or FL 180 required for students in the American Sign Language Studies Certificate.
Description:
This course will prepare students to develop and recognize the diversity within the Deaf Community, significant events and figures in Deaf History, and basic norms and values of Deaf Culture. Students will examine and compare Deaf Culture and hearing culture in America. The daytime sections are open only to students in the interpreter training program. 3 hrs. lecture/wk. INTR 145 and ASL 145 are the same course; do not enroll in both.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate understanding of cultural diversity issues in the Deaf Community.
- Examine major events in Deaf history.
- Identify the well-known Deaf/deaf or hearing figures in the Deaf Community.
- Compare the language, values, norms, traditions, and Deaf identity associated with the community and non-Deaf (hearing) community.
- Describe the culturally-oriented views of the Deaf Culture/community versus the pathological perspective.
- Demonstrate an awareness of pedagogical, social and political issues within the Deaf Community.
Content Outline and Competencies:
I. Cultural diversity issues in the Deaf Community A. Examine the concepts of language and identity B. Discuss the language/mode continuum within the d/Deaf community (Oral, cued speech, MCE, Contact Variety, ASL, etc) C. Examine the collectivistic nature of the d/Deaf community and implications for diversity. D. Examine multiculturalism/diversity within the Deaf community (race, gender, sexual orientation, etc) II. Resources available in the Deaf Community A. Identify resources of the Deaf Community (organizations/clubs, advocacy agencies and Commissions for the Deaf & Hard of Hearing, Deaf residential schools) B. Describe Deaf Community organizations related to local and national clubs and sports (sports, advocacy, religious, political, multi-cultural, and social) C. Examine how access and public awareness have changed the lives of d/Deaf and hard of hearing people. III. Major events in Deaf history A. Examine historical events B. Identify well-known Deaf/deaf and hearing figures IV. Significant features of Deaf Culture. A. Identify and examine social interaction rules, values, language and tradition, group identity B. Compare and contrast features of Deaf culture with mainstream, non-Deaf American culture. 1. identify elements of high context culture and low context culture 2. identify differences between collectivistic and individualistic cultures C. Discuss and reflect on individual reactions and pre-conceived ideas. V. Culturally-oriented views of the Deaf Culture/Community versus the pathological perspective. A. Examine the term “disability” by identifying connotations, assumptions, stigma, etc. B. Examine what it means to be a cultural/linguistic minority within mainstream, American society. C. Discuss the terms hearing, d/Deaf, hard of hearing, and hearing impaired D. Compare and contrast views of various stakeholders within Deaf Education (parents, administrators, teachers of the Deaf, Special Educators, etc). E. Examine philosophies of Manual Communication and the Oral Method F. Examine the phenomenon of Cochlear Implants and the effects on mainstream views of Deaf people as well as effects within the d/Deaf community. VI. Pedagogical, social and political issues within the Deaf Community A. Discuss implications of the diverse range of educational choices for parents (Oral, Aural, cued speech, mainstream, residential) B. Examine the influences of media on the d/Deaf community C. Examine the role of national and local service agencies and providers in legislation and politics related to d/Deaf people
Method of Evaluation and Competencies:
1 Oral Presentation 15% 7 Reaction Papers 10% 1 Biography Research 25% 2 Written Exams 50% Total 100% Grading Criteria: 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 147
- Title: Fingerspelling I*
- Number: INTR 147
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 3
- Lecture Hours:
- Other Hours: 3
Requirements:
Prerequisites: INTR 121 or FL 181 or ASL 121 with a grade of "C" or higher.
Corequisites: For students accepted in the interpreter training program, enroll in: (INTR 122 or ASL 122) and INTR 126 and INTR 130 and (INTR 145 or ASL 145) all with a grade of "C" or higher.
Description:
Students will work on developing beginning expressive and receptive fingerspelling skills based on word recognition principles. 3 hrs. integrated lecture/lab/wk. The daytime sections are open only to students in the interpreter training program. INTR 147 and ASL 147 are the same course; do not enroll in both.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Perceive fingerspelled words and numbers of common, familiar topics, objects and activities.
- Demonstrate individual fingerspelled words and numbers accurately.
- Demonstrate comprehension of lecture material on performance exams.
- Engage in practice of fingerspelling presentations, games and videotapes available in the Language Resource Center.
- Perceive and demonstrate common fingerspelled-loan signs.
Content Outline and Competencies:
I. The appropriate use of fingerspelling in ASL discourse. A. Recognize and produce titles and names of people, places, books, movies, programs, etc. B. Recognize and produce numerical and alphabetical information related to locations and addresses. C. Recognize and produce fingerspelling for expression of words that do not have lexical signs (technical words, acronyms, specialized vocabulary). D. Recognize ways that fingerspelling is sometimes used for other communicative purposes (emphasis, surprise, clarification). II. Skills related to comprehension and production of fingerspelling A. Comprehend and produce fingerspelled words from identified topic categories (i.e., food, beverages, cities/towns, nature, automobiles, etc.). B. Comprehend and produce numerical information (addresses, phone numbers, personal information, basic math). C. Comprehend and produce lexicalized loan signs.
Method of Evaluation and Competencies:
3 Receptive Skill Tests 45% of grade 3 Expressive Skill Tests 30% of grade Projects/Assignments 5% of grade Final Exam 20% of grade 100% Grade Criteria: A = 100%-93% B = 92%-85% C = 84%-78% D = 77%-70% F = 69%-0%
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 181
- Title: Interpreting Practicum I*
- Number: INTR 181
- Effective Term: 2016-17
- Credit Hours: 1
- Contact Hours: 2
- Lecture Hours: 0
- Lab Hours: 2
- Other Hours: 0
Requirements:
Prerequisites: INTR 130 and INTR 145 with a grade of "C" or higher.
Corequisites: INTR 223 and INTR 226 and INTR 250 all with a grade of "C" or higher.
Description:
Students will observe skilled interpreters in various interpreting situations in a variety of settings during the semester. 2 hrs. lab, field work/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate a basic mastery of the interpreting skills needed to become a professional, certified interpreter.
- Demonstrate basic knowledge and understanding the working interpreter’s environment.
- Begin development of a personal philosophy of interpreting.
Content Outline and Competencies:
I. Students will increase their knowledge of interpreting practices by attending and actively participating in weekly class discussion groups A. Discuss practicum observations and experiences B. Ask questions about interpreting practices they are unsure about C. Demonstrate knowledge of advanced principles and practices in interpreting II. Students will attend assigned practicum sites and participate actively in interpreting A. Twenty-three hours of active observation required B. Twenty-two hours of accurate and appropriate interpreting required C. Prepare written notices regarding the interpreting process, techniques and professional ethics D. Demonstrate a high level of skill at interpreting and transliterating in a realistic environment III. Students will increase their knowledge and skill at interpreting through direct interaction with a professional interpreter A. Participate in feedback sessions with the professional interpreter at the practicum site for one-half hour each week B. Discuss the interpreting process and plan for the next observation or interpreting experience IV. Develop a personal philosophy of interpreting as a profession A. Prepare and submit a written philosophy statement
Method of Evaluation and Competencies:
Class/group discussion, attendance and participation 25% of grade Log books; 48 hours in advance 25% of grade Meetings with professional interpreter 25% of grade Practicum site attendance 25% of grade Total 100% Grading Criteria: 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 223
- Title: Advanced American Sign Language*
- Number: INTR 223
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 6
- Lecture Hours:
- Other Hours: 6
Requirements:
Prerequisites: INTR 123 or ASL 123 or FL 271 with a grade of "C" or higher.
Corequisites: INTR 250 and INTR 226 and INTR 181 all with a grade of "C" or higher.
Description:
This course is a continuation of Intermediate American Sign Language II. Students will learn about culturally significant topics related to the Deaf community, more complex ASL grammatical features and conversational skill development. Comprehension skills and linguistic features of ASL will be taught to a variety of contexts in simulated, typical interaction. Students will have opportunities to utilize what they learn about advanced ASL through class activities, dialogues, short stories, general conversations and class discussions. Sign comprehension and production skills will be emphasized. This course meets for six hours of internship/week.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate receptive and expressive competencies in ASL conversations at the advanced level.
- Expand on the functions, grammar and vocabulary presented in the classroom.
- Demonstrate the ability to tell anecdotes and stories about various topics, and reminiscing events related to topics presented in the class.
- Apply various signing skills on a discourse level.
- Demonstrate appropriate listening skills (e.g., learn appropriate listener responses, and rehearse conversation strategies).
- Apply appropriate language skills in a variety of inter-relational scenarios.
Content Outline and Competencies:
I. Demonstrate Receptive and Expressive Competencies in ASL Conversations at the Advanced Level A. Talk about money 1. Demonstrate the comprehension, production of basic money vocabulary 2. Receive and express discussing banking and finances B. Make major decisions 1. Demonstrate the comprehension and production of making major decisions 2. Receive and express information discussing housing situations and transportation situations 3. Receive and express information discussing major decisions C. Discuss health conditions 1. Describe parts of the human body 2. Receive and express information describing symptoms, causes and treatments 3. Use presentation on health conditions II. Practice Storytelling A. Analyze, compare and explain short stories B. Practice retelling short stories C. Receive and express short stories with wh-questions
Method of Evaluation and Competencies:
Expressive/Receptive Tests 50% of grade Final Exam 25% of grade Videotape Project 15% of grade Assignments 5% of grade Pop Quizzes 5% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 226
- Title: Specialized and Technical Vocabulary*
- Number: INTR 226
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 4
- Lecture Hours:
- Other Hours: 4
Requirements:
Prerequisites: INTR 123 or ASL 123 with a grade of "C" or higher.
Corequisites: INTR 181 and INTR 250 and INTR 223 all with a grade of "C" or higher.
Description:
This course will expand the interpreter training students' vocabulary related to specialized and technical contexts. Students will discuss vocabulary use in a variety of contexts to include socially restricted terms and phrases Deaf people use; colloquialisms; varying registers; terminology in medical, mental health, religion, sex, drugs; and strong language in ASL. Students' development of comprehension and production skills in common formal and informal settings will be emphasized. Students will also discuss Signing Exact English (SEE II) and the differences from American Sign Language (ASL). 4 hrs. integrated lecture-lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate comprehension and production skills with specialized and technical vocabulary.
- Recognize the differences of sign vocabulary, grammar rules, and sentence structures between Signed Exact English (SEE II) and American Sign Language (ASL).
- Demonstrate basic comprehension and production skills with SEE II.
Content Outline and Competencies:
I. Demonstrate Comprehension and Production of Vocabulary Related to the Following Contexts: A. Medical settings 1. Doctor’s office 2. Hospital 3. Clinic B. Mental health 1. Therapy 2. Counseling 3. Psychiatric C. Religious settings 1. Prayers 2. Blessings II. Demonstrate Comprehension and Production of Vocabulary and/or Phrases Related to the Following Topics: A. Educational Subject Areas 1. Mathematics 2. Science 3. History 4. Geography B. Technical 1. Computers 2. Corporate jargon C. Sex 1. Female/male reproductive system 2. Birth control D. Drugs 1. Recreational 2. Medical E. Strong language in ASL III. Recognize the Following Differences Between SEE II and ASL: A. Use of sign vocabulary B. Grammar rules C. Sentence structures IV. Demonstrate Comprehension and Production Skills in SEE II: A. Use of sign vocabulary B. Grammar rules C. Sentence structures
Method of Evaluation and Competencies:
Attendance/Participation 10% Written Objective Examination 15% Evaluation of Expressive/Receptive skills 50% Assignments 25% Total 100% Grading Criteria: (70% passing) 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 242
- Title: Fingerspelling II*
- Number: INTR 242
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 3
- Lecture Hours:
- Other Hours: 3
Requirements:
Prerequisites: INTR 147 with a grade of "C" or higher Core. INTR 123 and INTR 131 and INTR 135 and INTR 248 all with a grade of "C" or higher.
Description:
This course focuses on continued development of expressive and receptive fingerspelling skills based on word and phrase recognition and expression. 3 hrs. integrated lecture/lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Perceive and demonstrate fingerspelled words of specialized terms in medicine, education, subjects (courses), religion, famous places, persons, legal, ethnic/minority, government/politic, rehabilitation/counseling
- Perceive and demonstrate fingerspelled words and numbers in sentences and phrases
- Demonstrate comprehension of lecture material on performance exams
- Engage in practice of fingerspelling skills by interacting with students in class with fingerspelling presentations and games and videotapes available in the Language Resource Center
Content Outline and Competencies:
I. Fingerspelling Comprehension A. Perceive the fingerspelled words in the sentences and phrases B. Perceive the numbers in the sentences and phrases II. Fingerspelling Production A. Demonstrate the fingerspelled words in the sentences and phrases B. Demonstrate the numbers in the sentences and phrases III. Fingerspelling in Contexts A. Send and receive fingerspelled conversation generated by games, class presentations and other social/class activities B. Practice sending and receiving fingerspelled conversations generated by videotapes in the Language Resource Center
Method of Evaluation and Competencies:
3 Receptive Tests 60% of grade 3 Expressive Tests 12% of grade 1 Class Presentation 4% of grade 1 Fingerspelling Game 4% of grade 1 Final Examination 20% of grade Total 100% Grading Criteria: 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 248
- Title: Deaf Community Ethnography*
- Number: INTR 248
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: INTR 145 or ASL 145 with a grade of "C" or higher.
Corequisites: (INTR 123 or ASL 123) and INTR 131 and (INTR 135 or ASL 135) and INTR 242 all with a grade of "C" or higher.
Description:
This advanced course will provide students the opportunity to explore power and oppression issues experienced by d/Deaf people. Specific attention will be given to society's views of the d/Deaf community and the influence of various media on these views. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Examine the label of disability as a cultural formation that changes over time.
- Analyze the use of disability as an expression of power and the resulting implications.
- Examine the types of discrimination faced by disabled people in their everyday lives throughout American history.
- Discuss the concepts related to visual language and visual literacy gaze.
Content Outline and Competencies:
I. The Role of “Disability” as a Cultural Formation A. Explore the history of “disability” as a label. B. Examine various manifestations and implications of “disability” versus ethnicity or cultural minority as labels. C. Examine and describe Alexander Graham Bell’s views related to the Deaf population. D. Examine the pathological and psychological approach of deafness as abnormal. II. The Role of “Disability” as an Expression of Power and the Resulting Implications A. Examine the achievements of the disability community related to the passage of laws and recognition of accessibility issues. B. Examine roles and status of gender, race, class, and ethnicity. C. Examine the occurrence and consequences of elite discourse and racism. D. Examine the “catch-22” that results from paternalism. III. The Types of Discrimination faced by Disabled People in their Everyday Lives throughout American History A. Examine the role of negativism and positivism. B. Discuss the various influences and ramifications of Eugenics on society. C. Identify ways that stereotyping influences discrimination (race, gender, abilities, sexual orientation, religion, etc) D. Describe and discuss the existence and consequences of audism IV. The Role of Visual Language and Visual Literacy Gaze A. Examine the “Deaf Visual Way of Being”. B. Identify and examine influences of the media (television, theatre, news, magazines, etc). C. Examine various elements of “Deaf Vision” portrayed in works by Deaf artists.
Method of Evaluation and Competencies:
Examinations 50% of grade Projects/Assignments 50% of grade Total 100% Grade Criteria: A = 90 – 100% B = 80 – 89% C = 70 – 79% D = 60 - 69% F = 0 – 59%
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 250
- Title: Interpreting I*
- Number: INTR 250
- Effective Term: 2016-17
- Credit Hours: 6
- Contact Hours: 10
- Lecture Hours:
- Other Hours: 10
Requirements:
Prerequisites: INTR 131 with a grade of "C" or higher.
Corequisites: INTR 181 and INTR 223 and INTR 226 all with a grade of "C" or higher.
Description:
In this introduction to interpreting principles, emphasis will be on English-to-ASL and ASL-to-English skills. Students will participate in sequential drills and apply these skills in class. 10 hrs. integrated lecture/lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate understanding of the C/J model of Sign Language Interpretation by referring to the model while discussing/writing about the process of interpretation/transliteration.
- Apply text information to skill acquisition and skill development.
- Simultaneously interpret English to ASL with at least 80% accuracy.
- Simultaneously interpret ASL to English with at least 80% accuracy.
- Simultaneously transliterate English to Signed English/PSE with at least 80% accuracy.
- Simultaneously transliterate Signed English/PSE to English with at least 80% accuracy.
- Demonstrate continued second language (ASL) development by participation in class discussion.
Content Outline and Competencies:
I. Interpretation vs. Transliteration A. Identify a model interpretation B. Identify a model transliteration C. Compare and contrast interpretation and transliteration II. Theory of Interpretation A. Describe the current approaches to interpretation B. Describe the C/J model of interpretation III. The Message, Analysis, Spontaneously Speaking (Signing), Reconstruction of Ideas and Memory A. Effectively identify the intended meaning of a spoken (signed) text B. Reconstruct a message using a variant of the original language C. Perform basic dual task functions D. Simultaneously repeat a spoken text E. Simultaneously repeat a signed text IV. Expression, Meaning, and Proper Context A. Compile a personal dictionary of first language vocabulary and expressions B. Compile a personal dictionary of second language vocabulary and expressions C. Analyze new or unknown vocabulary in terms of context and intent V. Transliteration, Close Skills A. Demonstrate effective language close skills B. Demonstrate effective language and context inference skills VI. Consecutive Interpretation A. Successfully interpret consecutively with 90% accuracy VII. Uninterpretable A. Identify uninterpretable texts VIII. Interpretation A. Successfully interpret voice-to-sign with 80% accuracy B. Successfully interpret sign-to-voice with 80% accuracy IX. Transliteration A. Successfully transliterate voice-to-sign with 80% accuracy B. Successfully transliterate sign-to-voice with 80% accuracy
Method of Evaluation and Competencies:
Video Journals 15% of grade Class Participation 15% of grade Quizzes (4) 33% of grade Midterm 15% of grade Final 22% of grade Total 100% Grading Criteria: 93 - 100% A 85 - 92% B 78 - 84% C 70 - 77% D 0 - 69% F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 251
- Title: Interpreting II*
- Number: INTR 251
- Effective Term: 2016-17
- Credit Hours: 2
- Contact Hours: 4
- Lecture Hours:
- Other Hours: 4
Requirements:
Prerequisites: INTR 250 with a grade of "C" or higher.
Corequisites: INTR 262 and INTR 282 and AAC 150 all with a grade of "C" or higher.
Description:
This is an advanced course concentrating on continued develop of English-to-ASL, ASL transliteration skills development. Students will have the opportunity to use these skills as stimulus material gradually becomes more advanced. 4 hrs. integrated lecture/lab/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate skill in performing the components of the Colonomos model while both interpreting and transliterating.
- Analyze interpretations done by other interpreters as well as the students themselves.
- Consecutively and simultaneously interpret selected spoken English texts into ASL accurately.
- Consecutively and simultaneously interpret selected ASL texts into spoken English accurately.
- Consecutively and simultaneously (CASE) transliterate selected spoken English texts into Contact Sign accurately.
- Consecutively and simultaneously (CASE) transliterate selected Contact Sign texts into spoken English accurately.
- Interpret/transliterate interactive situations effectively.
- Demonstrate understanding of team interpreting.
Content Outline and Competencies:
I. Conceptual Accuracy A. Correlate English vocabulary to conceptually accurate sign vocabulary B. Analyze an advanced text for meaning C. Identify cultural indicators influencing text meaning II. ASL/CASE to Spoken English Interpreting – Consecutive and Simultaneous A. Analyze sample work done by peers and professional interpreters. B. Accurately interpret various spoken messages (contexts, register, settings, etc) into equivalent and appropriate ASL. C. Demonstrate appropriate processing skills as defined by the Colonomos model. III. Spoken English to ASL Interpreting - Consecutive and Simultaneous A. Analyze sample work done by peers and professional interpreters. B. Accurately interpret various spoken messages (contexts, register, settings, etc) into equivalent and appropriate ASL. C. Demonstrate appropriate processing skills as defined by the Colonomos model. IV. Spoken English to CASE Transliterating - Consecutive and Simultaneous A. Analyze sample work done by peers and professional interpreters. B. Transliterate various spoken messages (contexts, register, settings, etc) into equivalent and appropriate CASE. C. Demonstrate appropriate processing skills as defined by the Colonomos model. V. Interactive Texts A. Analyze sample work done by peers and professional interpreters. B. Transliterate and/or interpret various interactive scenarios both from video and live role-play scenarios in the classroom and achieve message equivalence. C. Demonstrate understanding of appropriate strategies for stopping speaker/signer for clarification when necessary. D. Demonstrate appropriate processing skills for managing the demands of interactive situations effectively. VI. Team Interpreting A. Demonstrate understanding of how to work effectively within an interpreting team B. Apply appropriate teaming strategies
Method of Evaluation and Competencies:
Attendance/Participation 10% of grade Project 10% of grade Performance Exams 80% of grade Total 100% Grading Criteria: 93 - 100% - A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 262
- Title: Seminar on Interpreting*
- Number: INTR 262
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: INTR 250 with a grade of "C" or higher.
Corequisites: INTR 251 and INTR 282 and AAC 150 all with a grade of "C" or higher.
Description:
This course provides students with knowledge of stress management as applied to both the physical demands and mental conditions of sign language interpreting. Students will learn and apply decision-making techniques in regard to the Interpreter (RID) Code of Ethics. Additionally, the course provides students with knowledge of career development theory, career decision-making and the job-search process. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe, examine and apply elements of personal effectiveness to their personal and professional lives.
- Describe the concept of paradigms and analyze its application to various perspectives and behavior.
- Demonstrate ability to apply the RID Code of Ethics and decision-making skills to proposed hypothetical scenarios.
- Explain repetitive motion injury and identify relevant causes and remedies.
- Demonstrate a familiarity with various specializations within the interpreting field.
- Apply career theory and job search process information to interpreter professional development
Content Outline and Competencies:
I. Professional/Ethical Development A. Demonstrate a working knowledge of the tenets of the RID Code of Ethics. B. Demonstrate mastery of decision-making parameters and ability to utilize in situational analysis. C. Outline special considerations regarding: 1. Educational interpreting 2. Legal interpreting. 3. Medical interpreting. 4. Mental health interpreting. 5. Rehabilitation and social service interpreting. 6. Business and industry interpreting. 7. Religious interpreting. 8. Platform and performing arts interpreting. 9. Law enforcement interpreting. 10. Deaf-blind interpreting. II. Personal Effectiveness and Stress Management A. Describe the concept of paradigms as related to professional and personal life. B. Differentiate between personality and character ethics and identify each in practical life examples. C. Describe the concept of paradigm shift and related elements. D. Describe components of a habit and apply to practical life examples. E. Describe the concept of personal effectiveness. F. Create a personal mission statement. G. Complete in-class self-awareness and self-esteem assessments. H. Define stress and its physical and mental manifestations. I. Identify positive and negative stress-coping mechanisms. J. Complete in-class self-relaxation exercises. K. Produce and categorize listing of current methods/techniques to reduce interpreter stress physically and mentally. III. Repetitive Motion Injury A. Identify various injury types, causes and symptoms. B. Develop diagram charting normal muscle activity vs. injury. C. Define and differentiate between “grades of pain” relevant to interpreting injury. D. Describe common day and evening physical experiences of injured. E. Identify and analyze disparity of syndromes among persons who are deaf. F. Research and identify current methods of treatment. IV. Career Development Theory A. Identify the historical influences of career development. B. Explain the career development process. C. Identify and differentiate the career development stages. D. Apply career development stages to present personal life stage. E. Describe and apply myths of career development. V. Job Search Process A. Identify components of job search process. B. List typical job description components and distinguish personal career priorities. C. Define the purpose and function of a resume. D. Identify and contrast resume types. E. Apply resume guidelines and create professional resume. F. Appraise resume via career center review process. G. Identify and describe cover letter components. H. Identify major interview components and interviewer concerns. I. Create and critique professional cover letter. J. Identify purpose and critical components of a thank-you letter. K. Identify and describe guidelines for thank-you letters. L. Create professional thank-you letter.
Method of Evaluation and Competencies:
Oral/Video Projects 70% of grade Written Projects 30% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
INTR 282
- Title: Interpreting Practicum II*
- Number: INTR 282
- Effective Term: 2016-17
- Credit Hours: 6
- Contact Hours: 270
- Lecture Hours:
- Other Hours: 270
Requirements:
Prerequisites: INTR 181 with a grade of "C" or higher.
Corequisites: INTR 251 and INTR 262 and AAC 150 all with a grade of "C" or higher.
Description:
This course provides students with an opportunity to observe and interpret in an off-site setting with the supervision of an experienced interpreter. Students will actively engage in discussions relating to the difficulties and rewards of working in a realistic interpreting environment. The fieldwork totals 270 hours a semester.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate ability to utilize advanced interpreting skills necessary to be a qualified and certified entry-level interpreter.
- Demonstrate knowledge and understanding of the working interpreter’s environment.
- Compose a self-reflection paper by summarizing their educational experience in the Interpreter Training Program.
- Demonstrate cumulative knowledge of Deaf Culture, ASL Linguistics, Interpreting and Transliterating, and the Profession of Interpreting.
Content Outline and Competencies:
I. Synthesize and Increase Knowledge of Interpreting Practices A. Discuss practicum observations of working, experienced interpreters B. Discuss ethical situations that arise in practicum to help students continue internalizing the Code of Ethics C. Discuss equivalence and linguistic issues that arise in interpreting situations where the student is either observing or providing the interpretation II. Attend Assigned Practicum Sites A. Complete 270 contact hours of field work B. Determine readiness to progress from observation to interpreting by working with supervisor C. Establish specific job responsibilities and expectations by working with supervisor D. Develop a professional development plan with the supervisor E. Participate in feedback sessions with the supervisor and/or other assigned interpreters at the sight F. Keep a record of time worked and job experiences III. Apply Appropriate Interpreting Skills by Demonstrating: A. Confidence in his/her interpreting skills B. Competence in sign language communication C. Fluency and speed in interpreting and/or transliterating D. Knowledge of terminology and sign choices E. Assessing communication and language preferences of consumers F. Problem-solving skills G. Recognizing the human factors that play a role in the work environment H. Interpersonal skills required to work as a member of a team IV. Develop a Personal Philosophy of Interpreting as a Profession A.Reflect on his/her personal philosophy of the field of interpreting B.Create a written philosophy statement
Method of Evaluation and Competencies:
Capstone Evaluation/Exit examination 60% of grade Practicum site attendance/performance 25% of grade Attendance 5% of grade Written assignments 10% of grade Total 100% Grading Criteria: 93 - 100% = A 85 - 92% = B 78 - 84% = C 70 - 77% = D 0 - 69% = F
Grade Criteria:
Caveats:
- Must be able to attend off-site practicum
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).