ASL-English Interpretation Associate of applied science degree

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Overview

On-the-job responsibilities

The ASL-English interpretation major prepares entry-level sign language interpreters for work in settings where deaf, hard-of-hearing, and hearing people interact and communicate. The degree allows students to develop foundation skills.

Places of employment

Graduates find entry work in a variety of settings, including elementary, secondary, and post-secondary educational institutions; community service organizations; vocational rehabilitation agencies; business and industry; and government agencies.

Admission requirements

In addition to RIT’s general admissions procedures, the ASL-English interpretation major requires applicants to complete admission materials from the NTID Admissions Office.

Academic preparation

Entry to the associate degree program is available for students who demonstrate proficiency at the ASL III (INTP-126) level and are ready to enter ASL IV (INTP-225) (see course descriptions). It is strongly recommended that applicants possess a BS degree. (Note: Candidates for national interpreter certification must possess a baccalaureate degree.) For those applicants who have had college experience, college transcripts should document a GPA of 3.0 or better, with evidence of very good performance in English courses. A writing sample will be judged on vocabulary, grammar, structure, style, and creativity.

To succeed in this major, students must be able to understand a speaker who is behind them; understand a speaker who is far away; focus on what a speaker is saying in a noisy room; and understand recorded voices through headphones. To see a list of the major skills and abilities needed to study sign language interpreting, please visit the section “Is Interpreting the Career for Me?” on our website.

Industries


  • K-12 Education

  • Non-Profit

  • Other Education

  • Higher Education

  • Government (Local, State, Federal)

  • Health Care

Curriculum

ASL-English interpretation, AAS degree, typical course sequence

Course Sem. Cr. Hrs.
First Year
INTP-210
Introduction to the Field of Interpreting
This survey course provides an introduction to the profession of sign language interpreting. Course content includes an overview of the history of the profession and professional organizations, interpreter role metaphors, the philosophy of practice within the field, and various work settings and protocols. Additionally, demand control schema is introduced as a critical analysis framework to uphold the values which serve the Deaf community and the linguistic and cultural values established in the field. To progress to INTP-220, Discourse Analysis, students must complete this course with a minimum grade of C.
3
INTP-225
American Sign Language IV
In this course, students will develop ASL receptive and expressive skills needed to communicate discrete paragraphs using complex connected sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about less familiar topics at an Intermediate-Mid level based on American Council on the Teaching of Foreign Language (ACTFL) standards. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States (U.S.). To progress to the next course in the series (INTP-215, INTP-220, and INTP-226) ASL-English Interpretation students must complete this course with a minimum grade of C.
3
 
First Year LAS Elective
3
 
LAS Perspective 1 (ethical)
3
 
LAS Perspective 2 (artistic)
3
 
LAS Perspective 3 (global)
3
INTP-215
Processing Skills Development
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. To progress to INTP-310 Interpreting I, students must complete this course with a grade of C or better.
3
INTP-220
Discourse Analysis
This course presents an introductory look at the interpreter as a bicultural/bilingual mediator, at the center of communicative activity. The interpreter's success requires the analysis of how communication (spoken, written, signed) is structured so that it is socially appropriate and linguistically accurate. This course includes an introduction to significant linguistic features and the analysis of conversational exchanges in English and ASL, focusing on the practical application of analyzing discourse.
3
INTP-226
American Sign Language V
In this course, students will develop ASL receptive and expressive skills needed to communicate series of connected paragraphs using complex connected sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about less familiar topics at an Intermediate-High level based on American Council on the Teaching of Foreign Language (ACTFL) standards. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States (U.S.). To progress to the next courses in the series (INTP-325 American Sign Language VI, and INTP-310 Interpreting I), ASL-English Interpretation students must complete this course with a minimum grade of C or better.
3
 
First Year Writing Seminar
3
 
Wellness Education*
0
Second Year
INTP-310
Interpreting I
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. To progress to INTP-335 Interpreting II: English to ASL and INTP-336 Interpreting II: ASL to English, students must complete this course with a minimum grade of C.
3
INTP-315
Practical and Ethical Applications
This course presents the underlying principles of the Registry of Interpreters for the Deaf Code of Professional Conduct, as well as other ethical content material. This content includes the four core principles of service professions and addressing how these principles apply to practice settings. This course exposes students to actual interpreting jobs and practitioners, providing students an opportunity to explore how professional interpreters weigh and balance these principles in their daily work, and how Deaf and hearing consumers perceive interpreters’ decision-making skills. The course will also address the distinction between normative and descriptive ethics, and their impact on interpreter’s decision-making. Students will have the opportunity to explore reflective practice techniques as a means to develop ethical judgment skills, to gain critical insight into the task of self-regulation, and as a technique to engage in self-care. The ethical constructs of demand control schema will be used as the framework for decision making. Etiquette and protocols specific to each setting will be discussed. Settings include: K-12, post-secondary, religious, healthcare, mental health, DeafBlind, performing arts, legal, VRS, VRI, and business and industry. To progress to INTP-350 Practicum and Seminar I, students must complete this course with a minimum grade of C.
3
INTP-325
American Sign Language VI
In this course, students will develop ASL skills needed to create narratives composed of an introduction, main points, supporting points, transitions, and closing. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, translation skills, and cultural protocols for conveying details about unfamiliar topics at an Advanced-Low level based on American Council on the Teaching of Foreign Language (ACTFL) standards. Activities include delivering presentations, storytelling, and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States (U.S.). To progress to the next courses in the series (INTP-326 American Sign Language VII, INTP-335 Interpreting II English to ASL, and INTP-336 Interpreting II ASL to English), ASL-English Interpretation students must complete this course with a minimum grade of C or better.
3
 
LAS Perspective 4 (social)
3
 
LAS Perspective 6 (scientific principles)
3
INTP-326
American Sign Language VII
In this course, students will develop ASL skills needed to create complex narratives composed of an introduction, main points, supporting points, transitions, and closing. At the end of the semester, students will achieve effective communication by using grammar, translation skills, and cultural protocols for conveying details about abstract concepts at an Advanced-Mid level based on American Council on the Teaching of Foreign Language (ACTFL) standards. Activities include delivering presentations, storytelling, and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States (U.S.). To progress to the next courses in the series (INTP-435 Interpreting III: English to ASL, and INTP-436 Interpreting III: ASL to English), ASL-English Interpretation students must complete this course with a minimum grade of C or better.
3
INTP-335
Interpreting II: English to ASL
Students will develop the ability to produce an equivalent simultaneous ASL message from an English source message. This course integrates inquiry and expository texts in both dialogic and monologic formats. Specific discipline areas include interpreting in healthcare, employment, and finance settings. Within those discipline areas, students will have the opportunity to interpret in authentic environments with both Deaf and hearing consumers. Students are exposed to self-employment business practices within the interpreting field. Students will continue to develop text analysis skills applying them to translating and simultaneous interpreting. Biomechanics and self-care issues will continue to be discussed. To progress to INTP-435 Interpreting III: English to ASL and INTP 350 Practicum & Seminar I, students must complete this course with a minimum grade of C.
3
INTP-336
Interpreting II: ASL to English
Students will develop the ability to produce an equivalent simultaneous English message from an ASL source message. This course integrates inquiry and expository texts in both dialogic and monologic formats. Specific discipline areas include interpreting in healthcare, employment, finance, and technology settings. Within those discipline areas, students will have the opportunity to experience interpreting in authentic environments with both Deaf and hearing consumers. Students will continue to develop text analysis skills applying them to translating and simultaneous interpreting. Additionally, students will develop the ability to apply the principles of diagnostic feedback. To progress to INTP-436 Interpreting III: ASL to English and INTP-350 Practicum & Seminar I, students must complete this course with a minimum grade of C.
3
INTP-350
Practicum and Seminar I
The students experience a practicum placement under the immediate supervision of a professional interpreter, who functions as the students’ mentor, and the seminar instructor who functions as the students’ supervising instructor. The practicum will involve such activities as: observing the mentor and a variety of other interpreters at work; preparing videos for mentor critique; interpreting under the supervision of the mentor; and meeting weekly with the mentor to discuss the practicum experience. Additionally, practicum students will meet together, weekly, to share observations and experiences gained from the practicum placement. Class discussions focus on language issues in interpretation, application of the Code of Professional Conduct, reflective practice/supervision applying the constructs of demand control schema, and business practices. Over the course of Practicum I & II, students are required to do a minimum of 5 hours of observation in the VRS setting, as well as 5 hours of observations in 3 out of 4 of the following settings: K-12, Post-Secondary, Community, & Medical settings. Course requires completing a minimum of 150 hours during practicum. Students must complete this course with a minimum grade of C.
3
 
LAS Elective: Mathematics
3
Total Semester Credit Hours
60

Please see the NTID General Education Curriculum-Liberal Arts and Sciences (LAS) for more information.

* Please see Wellness Education Requirement for more information. Students completing associate degrees are required to complete one Wellness course.