Students are responsible for fulfilling the degree requirements that are in effect when they begin pursuing the degree. View Catalog Archive. Current students are encouraged to use the College Catalog and Student Planning Degree Audit My Progress Screen to help make educated, accurate choices when selecting courses.
Search Button. View Larger Image. You will have new opportunities to acquire knowledge and develop skills while being of assistance to the Deaf Community. Language in Use - In this course you will discuss a variety of language issues, both at the individual and societal levels. At the individual level, you will explore the ways language affects interactions between people-women and men, members of different racial and ethnic groups, people of differing social or economic status.
At the societal level, you'll focus on the growth and spread of languages, multilingualism, language planning, and English as a world language. Pre-requisite: Introduction to the Field of Interpreting. Interpreting III - This hands-on course will provide in-depth study and practice of ASL-English interpretation through the understanding and use of the consecutive mode of interpreting. You will deepen your understanding of three models of interpreting: Cokely, Colonomos and Gish.
And you will be exposed to process management skills and enhance your use of tools for self-analysis and peer feedback. Prerequisites: Service Learning II. ASL Discourse - Gain an understanding of discourse by recognizing features of discourse used in ASL such as register, spatial mapping, rhetorical analysis, involvement and interaction strategies, coherence and cohesion, and enhancing your own use of ASL through incorporation of those features.
Discourse features in English will be discussed and compared with those of ASL. Multicultural discourse styles will be sampled, and you will analyze how knowledge of discourse affects your work as an interpreter. Pre-requisite: Language in Use. Interpreting IV - This hands-on course will provide in-depth study and practice of ASL-English interpretation through the understanding and use of the consecutive mode of interpreting and transitioning to the simultaneous mode.
You will build skills and knowledge through continued study and practice of text analysis, visualization, process management skills, and tools for self-analysis and peer feedback. Interpreting IV Internship 50 hours - You will observe certified interpreters in various interpreting settings. You will spend a minimum of 25 of these hours in an ongoing field placement and the remaining hours in various settings. You'll focus on pre-identified aspects of interpretation at each session and afterwards will discuss your observations and questions with the professional interpreters.
And you will also consider settings in which interpreters work with a view towards your own career choices. Co-requisite: Interpreting IV. Ethics and Decision Making for Interpreters - This course will provide an exploration of the personal ethics and values that influence the decision-making process. You will explore decision-making in interpreting from cultural and socio-political perspectives. You will also examine moral considerations and ethical systems; address power relationships between the non-deaf interpreter and the Deaf community; and incorporate your impact in functioning as facilitators of communication.
You'll use case studies to explore issues, make recommendations, and discuss the consequences of each decision. Interpreting V - This hands-on course provides further in-depth study and practice of ASL-English interpretation through the understanding and use of the simultaneous mode of interpreting.
You will focus on both individual and team interpreting. You will compare transliteration and interpretation and practice transliteration. You will review the business of interpretation and the settings in which interpreters work, as they prepare to begin working in the field.
Deaf individuals will be invited to class to participate as the "audience" for interpreting practice. And you will continue to do self-analysis and hone your skills and independent learning techniques. Interpreting in Educational Settings - Explore the ramifications of interpreting in the educational setting in order to address service provision for mainstream students who are Deaf and Hard-of-Hearing.
Topics include: history and laws that affect educational interpreting, cognitive and linguistic development both first and second language acquisition , language in education, roles and skills of educational specialist, and the impact of classroom variables on accessibility and interpretability. Students will have opportunity to analyze a variety of real classroom environments.
Outcomes and Career Outlook Program Learning outcomes: Produce and interpret written and spoken English with advanced proficiency. Produce and interpret American Sign Language with advanced proficiency.
Analyze an interpreting situation for its language, culture, and appropriate interpreting practices. Apply the content knowledge related to language, culture, interpreting theory, and competencies within and interpreting situation. Interpreting with signed languages, just as with foreign spoken languages, involves more than simply replacing a word of spoken English with a sign representing that word. Keuka College is one of just two upstate New York campuses offering this highly specialized major.
Interpreters who pass the written part of certification are eligible to complete the certification performance exams. We expect that our AEI graduates should be able to complete this credential within two years of graduation. Her teaching philosophy guides students to succeed while inspiring an insatiable passion for learning.
Marla teaches students to become bilingual and bicultural interpreters in the American Sign Language-English Interpreting program, consisting of teaching between ASL and English, cross-cultures, cross-communication, community, and interpreting cognition processes. She motivates students to lead and manage their learning experiences through self-reflection and self-directed learning.
0コメント