Content Outline and Competencies:

I. Utilize Both Non-Verbal and Verbal Communication 
   A. Communicate the context of a message through eye contact, facial
expression and body language
   B. Demonstrate basic ASL signs 
   C. Practice manual and physical coordination
   D. Receive and express a message by communicating its content through
manual and physical coordination in ASL
        
II. Demonstrate Appropriate Vocabulary Used For Grammatical Patterns in
Various Sentence Types Including Time, Pronouns, Subject/Object
Relationships, Classifiers, SASSES, Plurals, Locatives, Temporal Aspects
and Distribution Aspects
   A. Introduce oneself
      1. Ask for and give names in ASL
      2. Confirm and correct information by using positive and negative
headshakes
      3. Use yes/no questions, Wh-questions, personal pronouns and
spatial
referencing
   B. Exchange personal information
      1. Ask if the person is deaf or hearing and where that person
learned sign language 
      2. Respond to information in ASL
      3. Use yes/no and Wh-questions and the not-negation in ASL
   C. Talk about surroundings
      1. Ask/tell where.  
      2. Express wants and correct information
      3. Use real - world orientation and non-manual markers
   D. Tell where you live
      1. Ask/tell where and how you come to class
      2. Use Wh-questions and real world orientation and noun-verb pairs
   E. Talk about your family
      1. Ask/tell about marital status and siblings
      2. Practice the number of siblings and family members involved
      3. Use possessive pronouns, yes/no questions, negative responses
and contrastive structure.
   F. Tell about activities
      1. Receive and express apologizing, giving reasons and opinions and
suggesting activities
      2. Using time signs, what-questions, dual pronouns, phrasing and
listing activities

III. Practice Producing and Receiving Numbers
   A. From 1 - 30
   B. Multiples of 5 (up to 100)

Content Outline and Competencies:

I. Expressive and Receptive Communication Skills:
   A. Use varied sentence types (including Rhetorical and Conditional)
   B. Recognize and practice signs in ASL related to time
   C. Sign properly in pronouns and subject/object relationships in ASL
   D. Describe objects and people with sign classifiers, pluralization,
and locatives
   E. Acquire a basic understanding of temporal and distributional
aspects
in conversation

II. Demonstrate Vocabulary Used for Various Types of Language Functions
and Grammar:
   A. Give directions
      1. Ask/tell where, explain needs, interrupt conversations, confirm
and express uncertainty
      2. Use ordinal numbers, topic/comment structure and spatial
referencing in ASL
   B. Describe others
      1. Identify people who are present, confirming and correcting
      2. Use Wh-questions, descriptive classifiers, body part classifiers
and describe clothing 
   C. Make requests
      1. Describe locations and commands, offer assistance,
accept/decline
offers and ask for clarification
      2. Use spatial verbs, inflected verbs, spatial reference and role
shift
   D. Talk about family and occupations
      1. Explain relationships
      2. Ask/tell how long and how old
      3. Use possessive pronouns and dual personal pronouns
      4. List principle:  ranking family members      
   E. Attribute qualities to others
      1. Contradict opinions
      2. Use one-character role shifting
      3. Practice contrastive structure
   F. Talk about routines
      1. Solve conflicts
      2.Tell what time and when
      3. Use temporal sequencing, time signs and frequency 
   G. Practice producing and receiving numbers
      1. From 51-98
      2. Multiples of 5, 10, and 11 
      3. Related to money
      4. Related to time on a clock
      5. Related to age

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

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

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.

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

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.

Content Outline and Competencies:

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

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

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

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

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

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.

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

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.

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

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

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

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

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.

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

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

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.

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