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Center for Curriculum and Transfer Articulation
Introduction to Interpreting
Course: IPP205

First Term: 2014 Fall
Lecture   3 Credit(s)   3 Period(s)   3 Load  
Subject Type: Occupational
Load Formula: S


Description: Theories of role, function, responsibilities, and communication strategies of the American Sign Language (ASL)/English interpreter. Covers application and implementation of the National Registry of Interpreters for the Deaf (R.I.D.) and National Association of the Deaf (N.A.D.) Code of Professional Conduct. Additional topics addressed include interpreters functioning as advocates, moral systems vs. ethical systems, standard business practices, and perceptions of consumers



MCCCD Official Course Competencies
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

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.