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American Sign Language — Interpreter Preparation Program — Deaf Studies

Checklists

BA Degree in ASL — English Interpretation

Sign language interpreters make communication accessible between hearing and deaf or hard of hearing people. Interpreters listen to a spoken message and convert it into a visual message as well as converting the visual message back into a spoken message. A career in interpreting should appeal to those who have a special interest in language and communication and who enjoy working with people.

The Bachelor of Arts in ASL — English Interpretation requires ASLA 100, 101, 116, 150, 200, 201, 250, 300, 316, and 370; and IPPR 101, 208, 210, 212, 302, 310, 410, and 475.

Four semesters of sign language fulfills the foreign language requirement for the Bachelor of Arts degree.

It is possible to earn a Bachelor of Arts degree with a double major in Deaf and Hard of Hearing Teacher Education and ASL — English Interpreting. This may be a six-year program, although the actual number of credits will vary according to previous hours completed.

AA Degree in Deaf Studies: American Sign Language

The Associate of Arts in Deaf Studies: American Sign Language can be applied as underpinning to any major in the College. It provides a strong set of foundational knowledge about the language and culture of deaf people, while adding additional experiences and skill sets that pertain directly to students' major areas of study.

In addition to the general education requirements for the Associate of Arts degree, the Deaf Studies program requires ASLA 100, 101, 116, 150, 200, 201, 217, and 250, as well as IPPR 101 and 208.

Minor in Deaf Studies: American Sign Language

A minor in Deaf Studies: American Sign Language is also available. It requires eight courses: ASL 100, 101, 116, 150, 200, 201, 250, and 300.

Courses

American Sign Language

MacMurray offers American Sign Language courses in support of its programs in Interpreter Preparation, Deaf Studies, and Deaf and Hard of Hearing Teacher Education.

ASLA 100. American Sign Language I. (3) Focuses on the comprehension of American Sign Language, deaf culture, and the deaf community. Classroom experiences are conducted without voice. Course work includes preparation for visual language learning, including vocabulary, grammar, and cultural information. Interpersonal communication is stressed in everyday interaction. A variety of instructional methods are used to focus on the functions of everyday language. ASL is taught as a second language. The use of culturally appropriate behaviors in a signing environment is stressed. Knowledge of basic sign handshapes, grammar, and syntax is achieved. Required weekly language laboratory. No prerequisite.

ASLA 102. Perspectives in Deafness: Deaf Culture. (3) The heritage of deaf persons and the ways in which their social needs are satisfied through affiliation with each other. Also included will be a description of cultural values, norms, traditions, and identities, as well as criteria for membership. Emphasis will be placed on the various subcultures within the larger culture and other cultures of hard of hearing individuals. No prerequisite.

ASLA 116. Fingerspelling and Numbers. (3) Designed to supplement American Sign Language. The course will focus on aspects of receptive and expressive fingerspelling and numbers. Develops and improves skills in receptive and expressive fingerspelling and numbers. Strongly recommended for prospective teachers, interpreters, and other professionals working with deaf people. Emphasis will be placed on various settings for handshapes whether it is fingerspelling or numbers. Prerequisite: should be taken concurrently with ASLA 150.

ASLA 150. American Sign Language II. (3) Focuses on the continued comprehension of American Sign Language, deaf culture, and the deaf community. Classroom activities are conducted without voice. Visual learning and cultural appropriateness are stressed. A variety of instructional methods are used to focus on the functions of everyday language and includes the use of a variety of registers in ASL and MCE. The development of conversational skills and presentation skills through interactive contexts is emphasized. Students will observe classroom and extracurricular activities at Illinois School for the Deaf. Required weekly language laboratory. Prerequisite: ASLA 100 with a grade of C or better.

ASLA 200. American Sign Language III. (3) Focuses on the maximum comprehension of American Sign Language and the deaf community. Classroom activities are conducted without voice. Visual learning and cultural appropriateness are stressed. Various instructional methods are used to focus on the functions of everyday language, including the use of a variety of registers in ASL. The development of conversational skills and reception skills will be at the maximum through interactive contexts. Students will do ASL presentations on stories or topics from news articles, books, televison shows, etc., related to deafness. Students will make field trips to adult deaf activities. Required weekly language laboratory. Prerequisite: ASLA 150 with a grade of C or better or ASL screening test.

ASLA 202. Introduction to the Deaf Community. (3) This course will focus on the development of physical, social, educational, cultural, and legal issues within the deaf community implicated by the individual's deafness or hearing loss. Emphasis will be placed on the context of the individual's personal life, family, and community in today's multicultural world. Discussion will introduce the variety of current educational and vocational programs available today, as well as legislation, technology, and other issues that impact individuals with a wide variety of hearing loss. Prerequisite: ASLA 150 with a grade of C or better.

ASLA 215. Visual/Gestural Communication. (3) This course will focus on the development of skills in non-verbal communications with an emphasis on non-manual signals such as facial expressions and body language as well as basic forms of communication including pantomime and gesture. Prerequisite: should be taken concurrently with ASLA 250.

ASLA 250. American Sign Language IV. (3) Reviews all the previous ASL courses. Instruction will stress the understanding and use of non-manual aspects of ASL (mouth morphemes) as well as head and body movements. Learning of ASL/English idioms and their translations, as well as incorporating idiomatic expressions within ASL and medical, drugs, and sexual vocabulary. Segments of comprehension and appreciation of ASL literature, as well as focus on common ASL linguistic features. This course allows the students to become fluent in the use of ASL. Students will do ASL presentations on stories or topics from news articles, books, television shows, etc., related to deafness. Students will make field trips to adult deaf activities. During the course, students will take the American Sign Language Proficiency Interview (ASLPI) exam. Required weekly language laboratory. Prerequisite: ASLA 200 with a grade of C or better.

ASLA 300. American Sign Language V. (3) This course is designed as the last course in the ASL series that continues to develop students' receptive and expressive proficiency in ASL while expanding sign production and comprehension skills in ASL with specific emphasis in legal, education, medical, rehabilitation, mental health, and religion vocabularies. The vocabulary building specific to those areas will help students deal with complex related concepts and vocabularies unique to certain settings and enable students to engage in meaningful conversations in variety of settings. This class will also address slang and idioms used in the deaf community. Prerequisite: ASLA 250 with a grade of C or better.

ASLA 316. Linguistics and Structure of American Sign Language. (3) Instruction for the continued development of communication skills for American Sign Language — English Interpreting and Deaf and Hard of Hearing Teacher Education majors. This course is designed to improve and increase vocabulary and ASL morphological and grammatical concepts used when teaching and interpreting. Students will also explore and model the creative works of professional and experienced sign language performers and the effectiveness of their techniques. Prerequisite: ASLA 300 with a grade of C or better.

Interpreter Preparation Program

IPPR 101. Introduction to Interpreting. (3) This course provides an introduction to interpreting as an occupation. The role, functions, and responsibilities of an interpreter will be explored. Topics include the history and evolution of the interpreting profession, terminology used in the profession, communication systems, various interpreting models, cross-cultural mediation, employment options and various settings, pertinent laws and regulations, regarding interpreting, professional ethics, and interpreter certification systems. No prerequisite.

IPPR 102. Pre-Interpreting Development. (3) This course is a pre-interpreting class that focuses on the mental processing skills of interpretation. The course will discuss interpreting models and students will be provided skill development activities that includes English skills, visualization, listening/watching and comprehension, memory, chunking/organizing information, text analysis — identifying meaning, paraphrasing and summarization, cloze skills, self-monitoring for message accuracy, processing time, and utterance of target language equivalents. Various warm-up exercises will be introduced and performed in class as part of the self-care regimen recommended for sign language interpreters. Prerequisite: IPPR 101 with a grade of C or better.

IPPR 208. Practical and Ethical Applications of Interpreting. (3) This course focuses on the professional and ethical development of the interpreter which will challenge student's values and morals when it comes to interpreting. Students will learn how the profession's principles and ethical behaviors were developed. There will be in-depth discussions of the NAD-RID Code of Professional Conduct; EIPA Guidelines for Professional Conduct and its application to the various situations and settings; various models for decision-making, problem-solving strategies, assignments, assessment, and environmental management; and preparation for assignments. Various interpreting scenarios presenting ethical dilemmas will be explored. Prerequisite: IPPR 102 and ASLA 150 with a grade of C or better.

IPPR 210. Interpreting I. (3) This course introduces students to interpreting principles, and students will develop basic interpreting skills between American Sign Language and English. This course will be divided into two blocks with each block focusing on sight translation and consecutive interpreting. Students will develop the ability to produce an equivalent message in the target language from a source message — interpreting between English to ASL or ASL to English. Students will do in-class drills and activities of rehearsed and spontaneous texts and videos. The texts and videos will increase in length and complexity. At the end of the course, the student must successfully perform ASL to English and English to ASL for approximately five (5) minutes each. Prerequisites: IPPR 102 and ASLA 150 with a grade of C or better.

IPPR 212. Interpreting II. (3) This course introduces students to real-time interpreting between American Sign Language and English. The course will be divided into two blocks with the first block focusing on consecutive interpreting and the second block on simultaneous interpreting. Students will practice interpreting, English to ASL and ASL to English situations through rehearsed and spontaneous materials which will increase in length and complexity. Students will develop instant real time skills in critical listening, analyzing the information, constructing the interpretation, and generating the equivalent interpretation within the appropriate lag time for an effective interaction between two or more individuals. The Code of Ethics will be reinforced throughout the course. At the end of the course, the student must successfully perform simultaneous ASL to English and English to ASL for approximately eight (8) minutes each. Prerequisite: IPPR 210 with a grade of C or better.

IPPR 302. Interpreting III. (3) This course is designed to enhance the development of simultaneous and interactive interpreting skills. The course will be divided into two blocks with each block focusing on a specific skill: ASL to English and English to ASL. During the first block, students will produce an equivalent English message from the ASL source message. In the second block, students will produce an equivalent ASL message from the English source message. Students will be introduced to frozen texts interpreting. Students will do message analysis of the source language and equivalent message to the target language through rehearsed and spontaneous materials which will increase in length and complexity. The emphasis will be on the fluency, clarity, speed/pace, word choices, and message equivalents in the interpreting and transliterating process. The Code of Ethics will be reinforced throughout the course. At the end of the course, the student must successfully perform interactive ASL to English and English to ASL for approximately twelve (12) minutes each. Prerequisite: acceptable level of the American Sign Language Proficiency Interview (ASLPI) exam and IPPR 212 with a grade of C or better.

IPPR 310. Interpreting IV. (3) This course provides the continued development of interpreting skills. The course will be divided into two blocks with each block focusing on a specific skill: ASL to English and English to ASL. In the first block, students will produce an equivalent English message from the ASL source message. In the second block, students will produce an equivalent ASL message from the English sources message. Popular frozen texts will be presented. Student will do message analysis of the source language and equivalent message to the target language through rehearsed and spontaneous materials which will increase in length and complexity. The emphasis will be on the fluency, clarity, speed/pace, word choices and message equivalents in the interpreting process. The Code of Ethics will be reinforced throughout the course. At the end of the course, the student must successfully perform interactive ASL to English and English to ASL for approximately fifteen (15) minutes each. Prerequisite: IPPR 302 with a grade of C or better.

IPPR 315. Etymology and Translation Applications of English. (3) This course examines the history of language (specifically vocabulary) translation as well as equivalence comparisons across languages. It will instruct students in the fundamentals of language building; interpretation and translation of English vocabulary, idioms, and messages into the correct meaning and equivalency; and identification the variation of verb versatility, multiple meanings, multiple signs, and contextual clues. Students will also expand their repertoire of ASL and English vocabulary while applying each to appropriate contexts. During the course, students will take the written portion of the interpreter certification exam. Prerequisites: IPPR 302 with a grade of C or better and should be taken concurrently with IPPR 310.

IPPR 399. Topics in Interpreting. (3) Focuses on specialized interpreting situations such as medical, legal, education, theatrical, and deaf-blind, addressing linguistic and ethical concerns for each of the specialty areas. It will reinforce sign language skills and interpreting principles while looking at the interpreter's role and responsibility in each setting. Specialty areas vary depending on material and topics most recently studied. Prerequisite: IPPR 302 with a grade of C or better.

IPPR 410. Interpreting V. (3) This course introduces students to transliterating skills and provides insight and knowledge into the variety of settings: educational, legal, medical, mental health, religious, platform, rehabilitation, employment, telephone/video relay, and performing arts that require specialized vocabularies and techniques. Students will discuss terminology used in those settings. This includes exposure to specialized communication when interpreting for specific populations such as children, deaf-blind, deaf-visual impairment, oral, and individuals with minimal language skills. In addition, the role, responsibilities, skills, certification and ethics of educational interpreters in elementary, secondary, and postsecondary settings will be discussed along with various communication modalities. Students will practice transliterating from rehearsed and spontaneous text and video materials which will increase in length and complexity. The emphasis will be on the fluency, clarity, speed/pace, word choices, and message equivalents in interpreting and transliterating process. The Code of Ethics will be reinforced throughout the course. At the end of the course, the student must successfully perform interactive transliterating sign-to-voice and voice-to-sign for approximately twenty (20) minutes each. Prerequisite: pass the written portion of the interpreter certification exam and IPPR 310 and IPPR 315 with a grade of C or better.

IPPR 475. Internship. (15) This course provides students with the opportunity to be guided and supervised on the field under the immediate supervision of a certified and/or licensed professional interpreter who functions as the student's mentor and the internship supervisor. The practicum consists of a minimum of 300 hours and will allow students the opportunity to apply their knowledge and skills as an interpreter. Student will be involved in activities such as observing the mentor and other interpreters at work, preparing for an assignment, interpreting under the supervision of the mentor, and meeting frequently with the mentor to discuss the practicum experience. The goal is to increase students' responsibility as interpreters in a variety of settings and situations. Additionally, students will do job-related assignments as assigned by the internship supervisor. Students are expected to work on and complete the portfolio at the end of internship. Prerequisite: IPPR 410 with a grade of C or better.