Course Content and Outcomes Guides (CCOG)

CCOG for ITP 275 archive revision 201701

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Effective Term:
Winter 2017 through Spring 2021

Course Number:
ITP 275
Course Title:
Interpreting Process VI: Interpreting for Children
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0

Course Description

Explores interpreting for children. Develops interpreting skills specific to working with children in K-12 education. Explores content and activities in K-12 education and adaptation of communication to children's language and cognitive abilities. Includes informal assessment of children's language use and tutoring goals and strategies. Analyzes classrooms for interpretability and explores professional development for educational interpreters.

Intended Outcomes for the course

Upon completion of the course students should be able to:

  • Given a specific setting and a source language message, produce a simultaneous interpretation or transliteration of all the main ideas and most supporting details of the message.
  • Apply knowledge of methods and materials used in teaching and tutoring core subjects and extra-curricular activities.
  • Understand the implications of incidental learning and background knowledge for deaf children in the mainstream.
  • Understand the basic milestones of language acquisition in Deaf children. 
  • Analyze settings for interpreting purposes including consumer's background and language, logistics, environmental factors, and linguistic demands, using this information to guide the interpreting process and to advocate for deaf children.
  • Make decisions based on analysis to inform their interpretation/transliteration.
  • Develop English signing systems skills.

Course Activities and Design

  • Includes brief lectures, consecutive and simultaneous interpretation and transliterations of K-12 related materials, and team interpreting activities. 
  • Students will complete a weekly, written self-assessment analyzing a deaf child's language, the accuracy of their interpretation/transliteration, and the development of their skill. 

Outcome Assessment Strategies

Students will be evaluated through formal evaluations of ASL-to-English simultaneous interpretations, English-to-ASL simultaneous interpretations, and transliterations. Students will be expected to complete self-assessments of their own work.

Given a source language message, produce an interpretation of all the main ideas and some supporting details of the message. The interpretation must meet the following criteria:

  • Each sentence must be complete and grammatically correct.
  • Each sentence must be equivalent to the presenter's message.
  • All sentences must be congruent in light of the presenter's intent and the message as a whole. (Gish, S. (1993) Practice Guidelines, used by permission)

Course Content (Themes, Concepts, Issues and Skills)

This course will cover the following topics:

  • Simultaneous interpreting and transliteration for Deaf children.
  • Best practices when working with children.
  • Language acquisition and development in Deaf children. 
  • Analysis of context, purpose, and register of both English and ASL messages in K-12 settings. 

Related Instruction

Computation
Hours: 10

Upon completion of the course students should be able to:

  • Given a specific setting and a source language message, produce a simultaneous interpretation or transliteration of all the main ideas and most supporting details of the message.

Students will learn how to quantify the accuracy of their interpretation. Students will calculate the percentage of their accuracy in their interpretations of main and supporting points. Students will use their scores to detect patterns in their processing skills.

Communication
Hours: 80

Upon completion of the course students should be able to:

  • Given a specific setting and a source language message, produce a simultaneous interpretation or transliteration of all the main ideas and most supporting details of the message.
  • Apply knowledge of methods and materials used in teaching and tutoring core subjects and extra-curricular activities.
  • Understand the implications of incidental learning and background knowledge for deaf children in the mainstream.
  • Analyze settings for interpreting purposes including consumer's background and language, logistics, environmental factors, and linguistic demands, using this information to guide the interpreting process and to advocate for deaf children.
  • Make decisions based on analysis to inform their interpretation/transliteration.
  • Develop English signing systems skills.

  • Preparation and submit a written self-analysis of their interpretation/transliteration and their skill development weekly.
  • Practice adapting their language and processing skills to best communicate with Deaf children.
  • Develop skills necessary to work in teams during an interpretation.
  • Practice pre-conferencing to negotiate team strategies,
  • Practice communicating and supporting during an interpretation/transliteration.
  • Practice debriefing in a professional, respectful manner.