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SLIP 1941

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at   
Credit Hours   3   
Course Title   Intorduction To Interpreting   
Prerequisite(s)   SLIP with a "C" or better   
Corequisite(s)   None Specified   
Catalog Description   
This course is designed to provide an introduction to the profession of interpreting.  This course details the ethical and professional responsibilities of the interpreter, the mental process of interpreting, the history of the field, the laws related to interpreting, the credentials and education of interpreters, and presents terminology common to the profession.

Expected Educational Results   
As a result of successful completion of this course, the student will be able to:

1. Discuss working conditions, as described under "course content" for interpreters in Georgia and nationwide.
2. Apply the RID Code of Professional Conduct in a variety of settings and situations.
3. Apply Demand-control Schema to interpreting situations.
4. Prepare a resume highlighting their training and experience.
5. Discuss the history of interpreting and professional organizations.
6. Discuss the mental process of interpreting
7. Compare and contrast the historical models of interpreting, including helper, machine, facilitator, bi-bi and ally.
8. Define field specific terminology.
9. Distinguish between interpreting and transliterating
10. Discuss various interpreting settings as outlined under "course content".
11. Discuss the National Registry of Interpreters for the Deaf's certification process and types of certification held by individuals on a national and international level.
12. Compare and contrast the roles and responsibilities of interpreters in various settings.
13. Compare and contrast simultaneous and consecutive interpreting.
14. Define "cross cultural" interpreting

General Education Outcomes   
I. Communications:
1. Students learn to communicate more effectively with people who use American Sign Language as their native language.
2. Students develop strategies for communicating with people whose native language is different from their own.
3. Students develop a greater understanding of their own language and communication styles.
II. Critical Thinking
1. Students apply the RID Code of Professional Conduct to real-world interpreting situations.
2. Students describe the mental process required to interpret from one language to another.
III. Technology
1. Students will research their projects on the web.
2. Students will use email and listservs to interview interpreters around the country
3. Students will use technology to complete projects.

Course Content   
I. History of Interpreting

II. Historical Models of Interpreting

III. Models of the Interpreting Process

IV. Modes of Communication
ASL, Contact Language (PSE), MCE, Cued Speech

V. Settings for Interpretation
1. One-on-one
A. Medical
B. Legal
C. Mental Health
D. Rehabilitation
E. Social services
F. Private Business and Industry
G. Government
H. Video Relay
2. Small group
3. Educational
4. Platform
a. religious
b. performing arts
5. Conference
6. Team

V. The market place and working conditions for interpreters
VI. Urban/Rural
VII. Freelance vs. in-house
VIII. Full time vs. part time
IX. National Standards
1. Pay
2. Benefits
3. Hours per day/week
4. Pro bono
5. Travel compensation
6. Cancellation Policy
7. Liability insurance

X. Role, Ethics and Etiquette of interpreting

XI. Education and Evaluation of interpreters
XII. Terminology related to interpreting.

XIII. Interpreter's Skills and competencies

1. Language competencies
2. Interpersonal skills
3. Interpreters as human beings
4. Public speaking
5. Cross cultural interpretation
6. Advocacy

This course is a combination of lecture, discussion, student presentations, panel discussions, debates and open question and answer sessions.

Assessment of Outcome Objectives   
A. Course Grade
The means of grading will be determined by the individual instructor.  Assessment will include quizzes, examination, and research projects.
Departmental Assessment
This course is offered once a year.  At the end of the course, students will fill out a survey regarding course content.  The faculty teaching the course will prepare a short summary stating which educational outcomes were and were not achieved and recommending change for future classes.


This course is offered once a year.  After each course, instructors will review materials, student survey, grades and grading procedure and make recommendations for modifications the following year.  The course will be reviewed by a faculty committee at least once every five years with a report included in the program review.

October 2008

Last Revised: Aug. 12, 2011
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