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GALLAUDET UNIVERSITY Department of Interpretation INT 453: Business and Government (3) Instructor: Raychelle Harris Class Location:

KCH 3317 Office: KCH 3309 AIM/iSight: RaychelleH Phone text: 505 310 3841 E-mail: Raychelle.Harris@gallaudet.edu Class Days/Times: T/Th 930 1050 Office days/hours: T/Th 830 920 by appointment Pager: raleha@tmail.com

Course Description The course focuses on interpreting one-on-one and small group interaction in business and government settings. Students will explore the perspectives, goals, and social dynamics that contribute to business and government organizational culture. The course includes a critical analysis of the structure and content of business and government discourse, the ways in which power asymmetries, gender, and other social factors affect participants in business and government settings, and issues common to these settings such as the use of acronyms, telephone extension sequencing, and other-related socio-political and technical considerations. Students will apply text analysis skills to the translation, consecutive interpretation and simultaneous interpretation of texts geared to business and government encounters. Course Overview Students will: ! Identify and analyze business and government discourse ! Demonstrate an understanding of business and government organizational culture ! Identify and describe the impact of power asymmetries, gender and other social factors on the interpreting process ! Demonstrate an understanding of interpreter roles in business and government settings ! Demonstrate appropriate preparation techniques ! Demonstrate appropriate process management skills, clarification and correction strategies ! Practice and demonstrate translation and interpretation skills ! Participate in and demonstrate supported self-analysis strategies ! Demonstrate appropriate academic writing skills
Major Class Activities Types of settings and goals in business and government Discourse strategies in business and government, leadership discourse styles, turn taking in conversations Business/government organizational culture Asymmetries in power/social factors Specialized terminology, acronyms Team interpreting Preparation techniques and strategies; and SI skills and strategies and Transliteration skills and strategies Dept. SLOs 1, 3 1, 3 1, 3 1, 3, 4 1, 3 3, 1, 3 GU SLOs 2, 3, 4, 5 1, 2, 3, 4, 5 2, 3 2, 3, 5 1, 4 1, 4 1, 3, 4, 5 Assessment Class discussion Reading presentations Logs Projects E-Portfolios

Self-analysis skills & analyze for equivalency Portfolio work

1, 2, 3, 4 1, 2, 4

1, 2, 3, 4, 5 1, 2, 3, 4, 5

Classroom as a Safe Environment This course provides frequent opportunities to give and receive feedback on interpreting in government and business discourse. Being mature undergraduate students, and eventually interpreters, you are expected to give appropriate and constructive feedback as you would in the future when asked by colleagues. Whatever occurs with skills development of individual students in this classroom is confidential and is not to be repeated elsewhere. Our video analysis of a variety of people on video (YouTube, from the Department Library, DeafRead, DeafVideo.tv etc.) in this classroom and on Blackboard is confidential as well. Also, with the knowledge that this is a safe environment, each of you should take advantage of the opportunity to play, explore, and experiment with the use of ASL/English in business and government settings, and ask all sorts of questions and discuss how we can elevate our use of ASL/English in business and government discourse. Course Materials All course materials are either on the Blackboard, in the department library or university library and on the World Wide Web. Purchase one mini-DV for class/assignment lab work and bring to every class. Course Requirements This is a paper-free classroom. All videos and print material must be sent to the instructor via Blackboard/e-mail. Always have your work backed up on an external source. All assignments are due on the dates announced by the instructor. Assignments are due before class. All print English material must be typed and double-spaced, and follow formatting instructions. Any print English contact with the instructor or your classmates must be in academic discourse or in other words, formal/consultative register. For instance, lowercase proper nouns, LOL, :-D, OMG or champpppp is unacceptable. Address instructor and classmates properly, with a Hello, not a hey. Repeated use of the informal register during academic activities will affect your participation grade. All electronic devices must be muted and put away during class. This includes pagers, cell phones, ipods/mp3 players and laptops. If you need to be contacted in case of an emergency, please establish a procedure for contact when you are not available (e.g. having the department secretary call you out of class in case of emergency). Evaluation of student performance is based on in-class participation and exercises, application of readings and theory, assignments, and interpreting work and projects. Students are expected to be prepared for and participate in all activities and discussions. Students are responsible to have read each reading for this course as scheduled. Students should be prepared to discuss the readings and apply the content to the concepts discussed in class as well as to their work. Students are expected to participate in all in-class activities and to

complete all out-of-class assignments in keeping with Gallaudet Universitys policy on academic integrity. Incomplete grades are reserved for extraordinary circumstances. A student must be passing the course and have no more than 25% of the grade remaining before the possibility of an incomplete will be considered. Assignments may be added or modified as the semester progresses. This syllabus is subject to change at the discretion of the instructor. Course Format This course will include both discussion and skills development lab work. In discussion sessions students will have the opportunity to address theoretical aspects of interactive interpretation in this setting as they pertain to class reading assignments and skills development lab activities. Lab sessions will include practice of translation, consecutive and/or simultaneous interactive interpreting for both recorded and live interactions. Each student will have the opportunity to have her/his performance recorded for both self-assessment and review by the instructor. Student Performance Attendance and participation: Attendance and participation in all classes is mandatory for this course. Five points from your final grade will be deducted for the second and following absence. Two late arrivals and/or early departures may be considered the equivalent of one unexcused absence. Assessment of student learning is based on in-class participation, application and synthesis of assigned videos and readings through presentations and projects. Students are expected to be prepared for and participate in all activities and discussions. 1) Course E-Portfolio: Assignments related to a specific topic or activity may be given throughout the semester. All assignments are due before class begins. Assignments, reading reviews, logs, wiki/discussion board questions may be given throughout the semester. This will be your tool box for your interview portfolio and your career as an interpreter. Additional details will be provided in class. Below are examples of what you should include in your E-Portfolio (including #2, #3, #4 and #5). 1.1) Reading Review: From each reading, you should have in mind at least one question, or thought provoking quote, for discussion and be prepared to discuss its relevance to the class. Students are responsible for developing a guided discussion keeping in mind that classmates have read the article/chapter for both classes. 1.2) Logs: Students should log all work being done outside of class for this course. List the names and length of tapes or articles you use in the lab, at home or in class. State your goals for practicing with the material (e.g., translation, consecutive, back translation, prepared simultaneous, etc.), note any problem areas you are facing and/or patterns you note, and list areas to work on for future logs. We may have guest speakers in class (other than those for the regular assignments) and you may use one of those presentations for log practice as well.

1.3) Wiki/Discussion Board: Questions will be posted on wiki or discussion board for your comments and questions. These questions will be based on various topics related to interactive interpreting in Business and Government settings. If you have questions you would like to pose, please either send the question to the instructor and it may be posted on wiki or discussion board in a later week. 2) Observation/Interpreting Journal: Each student will keep a journal, which will be a subsection of their E-Portfolios, of all external observations and interpreting experience. This journal will include self-assessment and transcripts of videos. This may be combined with all external observations/interpreting done for other courses during the same semester (e.g. Senior Seminar/Internship). 3) Arrange a Class Field Trip: Each student will arrange a field trip to a business/government related setting, select a team interpreter, and interpret in turns, with the remaining classmates being responsible for filming and assisting. Pre-trip preparations in terminology, structure and discourse of the site and post-trip analysis for language/cultural adjustment and improvement required for all students. 4) Host a Presenter: You will select a presenter (deaf or hearing experienced in government/business discourse) from the list below or on your own approved by instructor, contact them using formal discourse via e-mail, invite them to class and arrange formal introductions, handle questions & answers and filming of the presenter for the department library. You are responsible for summarizing all tips and advice given by the presenter in both ASL and English, and sharing the information with your classmates for their E-Portfolios. 5) Lead a Reading Review & Activity: You will select three or more articles from the reading list below, lead a presentation, review, discussion and activity with your classmates. Grading Allotment 1) Course E-Portfolio 2) Observation/Interpreting Journal 3) Arrange a Class Field Trip 4) Host a Presenter 5) Lead a Reading Review & Activity Grading Scale A+ = 97-100 A = 94-96 A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 20% 20% 20% 20% 20% C+ = 77-79 C = 74-76 F = 73 and below

Course Schedule My teaching philosophy is that every individual student brings different experiences and skills to the class. And the combination of all those individual students in one classroom makes the classroom a very dynamic setting. It is my goal to provide some structure, yet keep the course schedule flexible in order to make this course a beneficial and challenging learning experience for everyone. The themes this semester include but are not limited to: forms, performance

evaluations, & benefits descriptions, telephone calls, job interviews, 1-on-1 in social settings, interactions/networking, social security office, financial planning, 1-on-1 in performance settings, evaluation, IRS meetings, benefits seminar and technical training. The course schedule listed below is tentative and subject to change: Date January 22 January 27 January 29 February 3 February 5 Content Introduction to Course Interpret Career Centers Mock Interviews ASL/English Theme: Interviews One-on-one Language Progress Mtgs One-on-one Language Progress Mtgs Class Schedule Assignments (Field Trip, Reading Review, Select a Presenter) E-Portfolio Training ASL/English Theme: Buying a Home Student: Reading Review & Activity ASL/English Theme: Presidential Campaigns E-Portfolio Video Training ASL/English Theme: Human Resources Student: Host a Presenter ASL/English Theme: Wall Street Student: Reading Review & Activity ASL/English Theme: Dot Com Environment Student: Host a Presenter ASL/English Theme: Economics Marie Ogork Student: Reading Review & Activity ASL/English Theme: Student: Host a Presenter Business Bowl/Deaf Businessperson of the Year Student: Reading Review & Activity ASL/English Theme: Vocational Rehabilitation Tracey Wyant, MD DORS ASL/English Theme: Social Security Interview DCs Social Security Interpreter ASL/English Theme: Executive, Legislative and Judicial Branch Student: Host a Presenter ASL/English Theme: E-Commerce ASL/English Theme: IRS Conversations with Deaf IRS Employee Assignment ASLPI sign up Pre/post Interpreting Documentation Journal/Logs ASLPI preparations ASLPI preparations Create E-Portfolios Select Readings for Review Schedule Presentations/Trips Prep for Feb 7th Workshop Journal/Logs ASL-English Translation of Presidential Campaign Vlogs Journal/Logs Upload Videos on E-Portfolios Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio 5

February 10

February 12 February 17 February 19 February 24 February 26 March 3 March 5

March 10 March 12 March 24 March 26

March 31

April 2 April 7

April 9 April 14 April 16

April 21

April 23

April 28 April 30

May 6-9

Toby R. Silver Income Tax Return Preparation Workshops Student: Field Trip ASL/English Theme: For-Profit Businesses Conversations with Rob Rice, Deaf Businessman Student: Reading Review & Activity ASL/English Theme: Financial Planning Deaf Financial Planner, Julie Bourne Student: Field Trip: Pentagon ASL/English Theme: Department of Defense/Military Terminology Student: Host a Presenter New Majors Orientation to Department of Business Student: Field Trip Newseum ASL/English Theme: Journalism Discourse ASL/English Theme: Non-Profit Organizations Conversations with Executive Director of Deaf Abused Womens Network Student: Field Trip U.S. Capitol ASL/English Theme: Congressional Discourse ASL/English Theme: Accounting VP conversation with Deaf Accountant at National Institute of Health, Matthew Lockhart Student: Field Trip Viable ASL/English Theme: Telephone interviews via VRS ASL/English Theme: Food & Drug Administration Meet a Deaf FDA Scientist, Matthew Schwerin Final Exam: Portfolio Presentation

Journal/Logs E-Portfolio

Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio Journal/Logs E-Portfolio

Journal/Logs E-Portfolio Journal/Logs E-Portfolio Course Evaluation

Assigned Article / Chapter Readings: Levinson, Stephen C. (1998)."Activity types and language. In Drew, Paul & J. Heritage (eds.) Talk at work Interaction in institutional settings. Cambridge: Cambridge University Press, p. 66-100. Ober, S., Zhao, J., Davis, R., Alexander, M. (1999). "Telling it like it is: The use of certainty in public business discourse". The Journal of Business Communication, Volume 36, 3, p. 6

280-300. Poncini, Gina (2002). "Investigating discourse at business meetings with multicultural participation", International Review of Applied Linguistics, 40, p. 345373. Volume 22, Issue 7, July/August 2005. "Interpreting in the .com Environment" p. 22 Volume 16, Issue 10, November 1999. "Neutrality and Interacting with Hearing Consumers in Interpreting situations" p. 10, 26. Volume 21, Issue 6, June 2004. "The Different Ways Men and Women Speak: Gender Discourse and ASL-to-English Interpreting" p. 1, 18-19. Volume 19, Issue 1, January 2002. "Interpreting in Technology Settings and the Impact of Technology on the Field of Interpreting" p. 8-9 Volume 19, Issue 6, June 2002. "Sign Language Interpreters and the Practical Management of Communication, Part 3" p. 8-9 Volume 19 Issue 4, April 2002. "Working Together to Ensure Communication Access" p. 1, 1213. Volume 19, Issue 4, April 2002. "Sign Language Interpreters and the Practical Management of Communication, Part 1" p. 8-9 Volume 19, Issue 2, February 2002. "Who's on First" p. 10-11. Best Practices Questions: Volume 20, Issue 5, May 2003, p. 21. December 2005, p. 37 Volume 22, Issue 4, April 2005, p. 22 November 2005. "Interpreting Job Interviews for Traditionally Underserved VR Consumers: Laying the Groundwork", p. 1,4-5. Volume 20, Issue 1, January 2003. "Life in the Fast Lane: Analyzing an Interpreting Assignment, p. 8 Volume 19, Issue 1, January 2002. "Face-to-Face Contract Interpreting Giving Way to Video Interpreting Services in Corporate America" p. 12-13. Volume 18, Issue 8, Aug/Sept 2001. "A Study on Client's Credibility and the Interpreter's Voice", p. 10-12. Volume 18, Issue 1, January 2001. "Whispering?? Not a Deaf Individual's Right!!??", p. 12-13. Volume 17, Issue 10, November 2000. "Stepping out of Role", p. 16. June 2006. "Video Remote InterpretingIt's a Good Thing!", p. 1, 7, 30. Volume 20, Issue 7, July 2003. "The New 'Get out of Responsibility Free' Card Literally", p. 12. Additional Optional Readings Bargiela-Chiappini, F. & Nickerson, C. (2002). "Business discourse: Old debates, new horizons". International Review of Applied Linguistics, 40, 273-286. Bilbow, Grahame T. (2002). "Commissive speech act use in intercultural business meetings". International Review of Applied Linguistics in Language Teaching, 40, 4, p. 287 303. Didar, Akar (2002). "The macro contextual factors shaping business discourse: The Turkish case", International Review of Applied Linguistics, 40, p. 305322. Forestal, Lawrence (2002). "Attitudes of deaf leaders toward signed language interpreters and interpreting" in Metzger & Fleetwood (Eds.), Attitudes, Innuendo, and Regulators Challenges of Interpretation. Washington DC: Gallaudet University Press, 71-91. Gimenez, Julio C. (2002). "New media and conflicting realities in multinational corporate communication: A case study" International Review of Applied Linguistics, 40, p. 323

343. Janzen, T. & Korpiniski, D. (2005). "Ethics and professionalism in interpreting" in Janzen (Ed.) Topics in Signed Language Interpreting Theory and Practice, Philadelphia: John Benjamins Publishing Company, p. 165-199. Lahdesmaki, M. (2005). "When ethics matters interpreting the ethical discourse of small nature-based entrepreneurs". Journal of Business Ethics, 61:55-68. Tray, Shawn (2002). "What are you suggesting? Interpreting innuendo between ASL and English" in Metzger & Fleetwood (Eds.), Attitudes, Innuendo, and Regulators Challenges of Interpretation. Washington DC: Gallaudet University Press, 95 135. Interpreters and Translators, http://www.bls.gov/oco/ocos175.htm, retrieved August 2007 Graham, John R. (1993). "Why U.S. Business Has So Much Faith in 'Fuzzwords'". Marketing News, Chicago: May 10 1993, Volume 27, issue 10, p.4 (2 pages). Held, Vera N. "Keys to making winning connections" Communications and Relationships" (incomplete cite) Roney, Jennifer (2001). "Language, Culture and Global Business: The Interpreter as a tool for effective cross-border communication." The Graziado Business Report, Winter issue. Retrieved from http://gbr/pepperdine.edu/o11/print_interpreter.htm in August 2007. Svatko, James (1988). "The Business Plan". Small Business Reports, p. 45 52. University Policies Academic Integrity Students are expected to complete all coursework in keeping with Gallaudet Universitys policy on academic integrity. Academic dishonesty is a very serious offense. It will be treated accordingly and will not be tolerated. If a student is involved in unethical practices in connection with coursework or examinations, the professor has full discretion to give a failing grade for the particular assignments, a failing grade for the course, and/or recommend dismissal. The policy published in the Graduate School Catalog will be adhered to. The policy can also be found on-line in Graduate School Catalog from pages 27 32 at http://aaweb.gallaudet.edu/Documents/Academic/GSPP/catalog/08-09/gradcatalog_08_09.pdf Americans with Disabilities Act Academic accommodations will be made in accordance with the law as specified by the documentation received from the universitys Office of Students with Disabilities (OSWD). Students must be registered with OSWD and are responsible for bringing to the professor or confirming that the OSWD staff has brought the appropriate academic accommodation documentation to the professor. Ideally, this should be done by the end of the second week of classes, but no later than the end of the fifth week of classes. Accommodations may only be provided from the time the professor receives documentation until the end of the course. If the student is registered with OSWD but the accommodations documentation is not sent by this office to the instructor in a timely manner, the student should send an email message to the instructor, program director and chair of the department asking for assistance and naming the OSWD staff member who is working with them and this persons email address. Department Policies

Language Use Gallaudet University is a bi-lingual university, and with that, the language policy of the Department of Interpretation is that ASL is to be used at all times when you are in and around the department. (Faculty, staff, and students are strongly encouraged to use ASL at all times on campus.) This includes prior to and after class, and in the classrooms, labs, hallways, elevator, department library, etc. We ask this not only because of the respect it shows, but also because of the messages sent when someone who can sign chooses not to when they are in the department and at the University. We also ask this of you because of the impact it has on your development as an interpreter, both in terms of language and in terms of cultural understanding. For the same reasons, we also ask that you do not sim com. (There may be times in courses when instructors require the use of spoken English, i.e., an interpretation.) We appreciate your mindfulness of this policy and what it represents. Anti-Oppression Framework The department faculty and staff operate from an actively anti-audism, anti-racist, anti-sexist, anti-heterosexist, etc., framework. You may expect that if and when comments are made that are racist, anti-Semitic, homophobic, sexist, audist, etc., instructors will take the opportunity to discuss such comments, the cultural context, and the implications that attach. We do not assume that such comments are intentional, nor that faculty and staff are immune from making such comments. It is incumbent upon each of us, regardless of our identity and status, to note and attend to such statements/comments/behavior whether they are made from ignorance or with intention. As professionals working in the field of interpretation, the understanding and respect that derives from such perspective and work is of the utmost importance. With discussion, there is learning.