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Course: IPP205 First Term: 2014 Fall
Final Term: Current
Final Term: 2020 Summer
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Lecture 3 Credit(s) 3 Period(s) 3 Load
Credit(s) Period(s)
Load
Subject Type: OccupationalLoad Formula: S |
MCCCD Official Course Competencies | |||
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1. Define common terminology in the field. (I)
2. Identify specific skills necessary to interpret for special populations such as persons who are Deaf/Blind, Oral, or deaf persons who are not fluent in ASL or English. (I, II) 3. Describe the roles and functions of interpreters/transliterators and how the profession has evolved over the years. (II, V) 4. Identify and describe current issues and standard business practices related to interpretation. (II, III) 5. Describe the aptitudes, skills and attitudes needed to be a successful interpreter. (II-IV, VI) 6. Apply problem-solving skills to professional dilemmas. (III, IV) 7. Analyze scenarios and determine logistics for successful interpreting assignments. (III, VI) 8. Cite the tenets of the National R.I.D./N.A.D. Code of Professional Conduct and apply to sample scenarios. (IV, VI) 9. Identify professional organizations for interpreters and describe their purposes. (V) 10. List the various certification and licensing standards for interpreters. (V) 11. Identify and describe various settings where interpreters work, and explain the skills and knowledge needed for each setting. (VI) | |||
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements. | |||
MCCCD Official Course Outline | |||
I. Field of Interpreting
A. Terminology 1. Interpreting 2. Transliterating 3. Consecutive 4. Simultaneous 5. Oral 6. Relay/Certified Deaf Interpreter (CDI) 7. Sign-to-voice/ASL-to-English 8. Voice-to-sign/English-to-ASL 9. Minimum Language Competency (MLC)/Minimal Language Skills (MLS)/semi-lingual/high visual orientation 10. Sign systems 11. Biculturalism/Bilingualism 12. Target language 13. Source language 14. Processing time 15. Target interpreter 16. Feed interpreter 17. Dynamic equivalence 18. Registers 19. Tactile interpreting 20. Ally 21. Video relay interpreting 22. Video Remote Interpreting 23. Other B. Historical models 1. Helper 2. Conduit 3. Communication facilitator 4. Cultural mediator II. Professional Responsibilities/Skills/Issues A. Role B. Advocacy C. Preparation D. Relationships E. Fees/billing F. Moral/value conflicts G. Employee vs. independent contractor H. Reporting/recordkeeping I. Confidentiality J. Knowing limitations K. How to bail-out L. Multiple roles M. Self assessment N. Attitudes O. Legal liabilities P. Qualifications Q. Professional evolution/development R. Interpersonal skills S. Perspectives of consumers T. Language fluency and consumer variations U. Introductions V. Application of cultural mediation W. Vicarious Trauma/self care III. Professional Dilemmas A. Fatigue B. Placement 1. Distance from consumer 2. Group size 3. Angle of sight line 4. Consumer preferences 5. Lighting C. Barriers to service delivery 1. Lighting 2. Background 3. Appearance 4. Sound 5. Attitudes D. Team interpreting 1. Roles 2. Logistics 3. Pre/post conferencing 4. Determination of types/number of interpreters 5. Working with Certified Deaf Interpreters (CDIs) E. Distractions 1. Visual 2. Auditory 3. Hygiene F. Telephone interpreting G. Third-party impact H. Overuse syndromes/Repetitive motion injuries 1. Types 2. Prevention 3. Treatment I. Cultural mediation J. Ethical challenges IV. R.I.D./N.A.D. Code of Professional Conduct A. Confidentiality B. Impartiality C. Faithful interpretation D. Discretion E. Professionalism F. Recognition of client needs G. Professional growth H. Accepting assignments V. Certification/Licensing/Rating/Standards A. Registry of Interpreters for the Deaf (R.I.D.) 1. History and role 2. Past certification 3. Continuing Education/Professional Development a. Certification Maintenance Program (CMP) b. Associate Continuing Education Tracking (ACET) c. Continuing Education Units (CEUs) 4. Ethical Practices System (E.P.S.) 5. Benefits B. National Association of the Deaf (N.A.D.) 1. Past certification 2. Other C. National Interpreter Certification (NIC) 1. Types of certification 2. Evaluation process 3. Degree requirements D. Educational Interpreters Performance Assessment (E.I.P.A.) 1. Ratings 2. Evaluation process 3. EIPA-RID Agreement E. Arizona Licensure F. Arizona Department of Education Minimum Standards VI. Work Settings A. Types 1. Educational 2. Employment related 3. Medical 4. Religious 5. Legal 6. Mental health 7. Theatrical 8. Social service 9. Conferences 10. Video relay/Video remote 11. Other B. Differences C. Skills/knowledge needed | |||
MCCCD Governing Board Approval Date: 12/9/2008 |