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Program Coursework

B.S.Ed. in ASL/Interpreting

Program Coursework and Typical Progression

 

Prior to program admission:

INTP 2998

Entry to the Profession - Graded “Satisfactory” or Unsatisfactory.” A required non-credit course for all interpreting candidates pursuing a VSU-recommended program of study. The course must be successfully completed prior to admission to professional courses SPEC 3100, ASLS 3140, DEAF 3110, 3120, 3130, and INTP 3010, 3150, 4010, 4020, 4030, 4040, 4050, 4060, 4070, 4080.  Candidates are required to establish an electronic portfolio, have passed or exempted the Regents’ exam, have a 2.5 GPA, have a satisfactory criminal background check, and purchase liability insurance. If an “Unsatisfactory” grade is earned, the course must be repeated until a “Satisfactory” grade is received.

0

 

Summer before Junior fall:

Course

Title

Credit Hours

ASLS 2110

American Sign Language I - The first in a series of courses based on American Sign Language concepts and principles.  This course presents introductory components of ASL, including signs, fingerspelling, mime, body language, and facial expression. Information about the history of sign language and its existence in society today is also included. Skill focus is on recognition and recall of American Sign Language.

3

ASLS 2120

American Sign Language II - Prerequisite: ASLS 2110. The second in a series of courses based on American Sign Language concepts and principles. This course presents additional components of ASL, including signs, fingerspelling, mime, body language, and facial expression. Skill focus is on recognition and recall of American Sign Language with emphasis on increasing speed and fluency.

3

 

Junior fall:

Course

Title

Credit Hours

ASLS 3170

American Sign Language III - Prerequisite: ASLS 2120 and INTP 2998 or DEAF 2999. The third in a series of courses based on American Sign Language concepts and principles. This course is designed to increase recognition and recall skills in dialogue communication. American Sign Language idioms are also included as well as a deeper understanding of the grammar, syntax, and complexities within the language.

3

DEAF 3100

Orientation to Deaf Education and Language Learning - Prerequisite: INTP 2998 or DEAF 2999. An overview of the field of deaf education, with an emphasis on language development in children and adults who are deaf. Topics include anatomy and physiology of the ear, language modes, assessment instruments, and other topics pertinent to the field. Emphasis is placed on flexibility in using different modes of communication as they relate to stages of language development.

3

SPEC 3000

Introduction to Serving Individuals with Diverse Needs* (face to face only; ONLINE option in Summer only) - Prerequisite: ESCE 2999. Introduction to major issues in the field of special education.  Emphasis is placed on understanding the characteristics and etiologies of individuals with diverse needs and on identifying the qualities of home, school and community environments that support these individuals in achieving their potential. Public school observation/participation in programs for students with disabilities is required.

3

INTP 3010

Introduction to ASL/English Interpreting (ONLINE) - Prerequisite: INTP 2998 and ASLS 2120. An overview of the field of interpreting, which examines the role of ASL/English interpreters in a variety of setting in which they work, including education; medical, legal, and social services; and other settings. It provides an in-depth analysis and application of the NAD-RID Code of Professional Conduct and ethical decision making.

3

ASLS 3190

Fingerspelling, Numbers, and Classifiers - Prerequisites: ASLS 3170, ASLS 3180, and INTP 2998 or DEAF 2999. Concepts and principles of ASL, providing increased emphasis on receptive and expressive skills in discourse and narratives, with particular attention to fingerspelling, numbers, and classifiers.

3

 

Junior spring:

Course

Title

Credit Hours

ASLS 3180

American Sign Language IV - Prerequisite: ASLS 3170 and INTP 2998 or DEAF 2999. The fourth in a series of courses based on American Sign Language concepts and principles. This class is an advanced course in American Sign Language for students who have completed previous coursework in ASL.  Emphasis is placed on the production of non-voiced, conversational, spontaneous, signed sentences. Continued attention is given to the development of recognition as well as recall skills.  Sociolinguistics with specific reference to syntax and the role of non-manual markers and idioms are explored as well as the interplay between language and culture within the deaf community.

3

DEAF 3120

Learning, Cognition, and Social Development in Deaf Children - Prerequisite: INTP 2998. An introduction to the study of the growth and development of deaf and hard of hearing children and how being deaf may affect an individual's educational, cognitive, and social development. The focus of this class is toward a general understanding of how being deaf or hard of hearing is influential in shaping the life experiences of individuals. Various perspectives regarding being deaf will be explored and examined in light of general theories of psychological and social development.

3

ASLS 3140

Linguistics of American Sign Language (ONLINE) - Prerequisite: INTP 2999 and ASLS 3130 or permission of the instructor. An overview of structural linguistics, sociolinguistics, and pragmatics of American Sign Languages (ASL).

Linguistic theories will be applied to both spoken English and ASL, with other examples being drawn from various languages. Special attention will be paid to phonological (including the application of phonological rules), morphological, lexical, syntactical, and discourse structures of ASL, as well as language variation and language change.

3

INTP 3150

ASL/English Translation - Prerequisites: INTP 2998, SPEC 3000, and ASLS 3170. A skills-oriented course designed to provide students with practice translating English to ASL and ASL to English. The primary focus of the class will be on the process of translation, i.e., analysis, transfer and reformulation of the source text in the target language when there is substantial time to consider language form and function, cultural parallelism, and pragmatic aspects of the translation. Students will engage in practice of meaning analysis, written transcription, and signed and spoken translation.

3

DEAF 3150

Deaf Community, Culture, and History (ONLINE) - Prerequisites ASLS 3170, ASLS 3180, and INTP 2998 of DEAF 2999. Overview of the historical and cultural aspects of the Deaf community and the patterns of social change during the 19th and 20th centuries. Students will be exposed to ASL literature, including folklore, fiction, nonfiction, and drama.

3

 

Senior fall: 

Course

Title

Credit Hours

INTP 4010

Consecutive English to ASL Interpreting - Prerequisites: ASLS 3170, ASLS 3180, INTP 3010, ASLS 3140, DEAF 3100, and INTP 2998. A skills class designed to provide students with the opportunity to develop and enhance their interpreting skills. The course emphasizes techniques for interpreting spoken instructional and non-instructional activities into American Sign Language.

4

INTP 4020

Consecutive ASL to English Interpreting - Prerequisites: INTP 2998, ASLS 3140, and INTP 3010. A study of the principles and problems relating to interpreting a signed message from the deaf individual into its spoken English equivalent. Emphasis is placed on word choice, register, inflection, clarity, tone, and intent of the message.

4

INTP 4030                           

Consecutive Transliteration-English to English Sign Systems - Prerequisites: INTP 2998, ASLS 3140, INTP 3010. A course focusing on transliterating skills. Emphasis is placed on techniques for transliterating instructional and non-instructional classes and activities found in the public school system. Particular attention is given to the use of English sign systems as they relate to subject matter that requires an English-based sign system (English, reading, and related language skills courses).

3

INTP 4040

Practicum in Educational Interpreting - Prerequisites: ASLS 3170, ASLS 3180, INTP 3010, ASLS 3140, DEAF 3100, and INTP 2998. Structured observation of professional interpreters and an opportunity to acquire additional knowledge about the profession of interpreting.

4

 

Senior spring:

Course

Title

Credit Hours

INTP 4050                           

Simultaneous English to ASL Interpreting - Prerequisites: INTP 2998, INTP 3010, INTP 4010, INTP 4020, INTP 4030, and INTP 4040.  An extension of INTP 4010. This course is designed to strengthen the skills of advanced-level students so that they are able to interpret accurately a spoken message in American Sign

Language.

3

INTP 4060

Simultaneous ASL to English Interpreting - Prerequisites: INTP 2998, INTP 3010, INTP 4010, INTP 4020, INTP 4030, and INTP

4040. A continuation of INTP 4030. This course is designed to strengthen the skills of advanced-level students to interpret accurately information presented in American Sign Language into appropriate spoken English. Emphasis continues to be placed on word choice, register, inflection, clarity, tone, and intent of the message.

3

INTP 4070

Simultaneous Transliteration- English to English Signed Systems -Prerequisites: INTP 2998, INTP 3010, INTP 4010, INTP 4020, INTP 4030, and INTP 4040. A continuation of INTP 4040. This course is designed to give students additional opportunities to enhance their transliterating skills. Emphasis is placed on techniques for transliterating instructional and non-instructional activities found in the public school system. Continued attention is given to increasing fluency and selecting sign choice equivalencies and structures that best match the spoken message.

3

INTP 4080

Internship for Educational Interpreters - Prerequisites: INTP 2998, INTP 3010, INTP 4010, INTP 4020, INTP 4030, and INTP

4040. An opportunity for students to work in a school system and apply their interpreting skills in the educational setting. Sites for internships are selected where mentors are available to further promote student growth and development. Students become familiar with the duties and responsibilities that interpreters have in the classroom.

6

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