The act of interpretation is a complex cognitive challenge. Isolating and mastering specific subtasks of the interpreting process is critical for the synthesis of these subskills in the process of translation and interpretation. This course is an introduction to the cognitive processing skills necessary for translation, consecutive interpretation, and simultaneous interpretation. The course includes an overview of theoretical models of translation and interpretation, the development of basic processing subskills that provide a foundation for translation and interpretation, and practice activities for the integration of these tasks in an 8-step discourse analysis process for translation and consecutive interpreting. Course content includes interpreting and translation theory, message analysis, visualization, shadowing, paraphrasing, dual task training, and text analysis.

This course introduces the English-to-ASL and ASL-to-English interpreting process with a focus on text analysis and consecutive production of an equivalent target language message. Compression and expansion strategies are introduced. Students develop interpreting management strategies and diagnostic assessment skills. Students interpret monologic and dialogic inquiry and narrative text formats while learning the interpretation process. Students also learn and integrate the features of biomechanics for interpreters to practice safe work habits.

This course combines an introductory practicum experience in the field of ASL-English interpretation with a seminar component to allow senior-level students to engage in reflective practice as they transition into the interpreting profession. Students will undertake field experiences that provide them with firsthand knowledge and familiarity with current topics that impact professional sign language interpreters and the Deaf community. Practicum will also give students the opportunity to gain firsthand experience under the immediate supervision of a professional interpreter, who functions as each student’s mentor. The practicum experience will involve activities such as observing a mentor and other interpreters at work; interpreting under the supervision of a mentor; and weekly meetings with a mentor to discuss the practicum experience and to receive professional feedback. Building upon students’ practicum experiences, students will use the constructs of Demand Control Schema to guide their seminar discussions. Students will meet together weekly with their classmates to share observations and experiences gained from the practicum placement. Seminar topics derived from students' field experience will focus on language issues in interpretation, ethical decision making, application of the Code of Professional Conduct, making interpretation choices, and implementing successful business practices as a professional interpreter. Students must complete a minimum of 100 hours of field experience and related activities.

This course includes an overview of the history and current status of educational interpreting throughout the United States. Content includes the role, practices, and skills of educational interpreters in K-12 settings; communication systems; pertinent laws and regulations; resources, information, and strategies for consumer awareness and education; administrative practices and personnel structure of school systems; assessment and management of educational interpreters; and topics that concern educational interpreters.

This course is designed to prepare students to interpret in elementary school settings. Content will include an orientation to activities, elementary level content, sign vocabulary, language development, psycho-social development, and interpreting issues that are pertinent to elementary students. The course addresses strategies for interpreting classroom discourse and various content areas. Vocabulary for various elementary content areas will be introduced. Students will simultaneously interpret English-to-ASL and ASL-to-English, elementary-level texts.