2017 – 2018
Florida Department of Education
Curriculum Framework 

Program Title:	ASL – English Interpreting	
Career Cluster:	Education & Training

AS	
CIP Number	1713100301	
Program Type	College Credit	
Standard Length	72 credit hours	
CTSO	N/A	
SOC Codes (all applicable) 	27-3091 – Interpreters and Translators	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Education & Training career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Education & Training career cluster. 

The content includes but is not limited to proficiency in American Sign Language (ASL), cultural competence regarding the Deaf community, knowledge and application of the legal and ethical considerations of the interpreting profession, and technical knowledge and skills of interpreting. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of 72 credit hours.

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrates knowledge and advanced proficiency of American Sign Language and English.
02.0	Demonstrates knowledge of American Deaf Culture.
03.0	Demonstrate knowledge of interpreting history, theories and knowledge.
04.0	Demonstrates knowledge in human relations as it relates to ASL/English interpreting.
05.0	Demonstrates knowledge of multicultural and diverse populations as it relates to ASL/English interpreting.
06.0	Demonstrate knowledge and proficiency in ASL/English interpreting, (including languages/modes other than ASL or English).
07.0	Demonstrate knowledge and application of professional ethics in the ASL/English interpreting profession.

2017 – 2018 
Florida Department of Education
Student Performance Standards

Program Title:	ASL – English Interpreting		
CIP Number:	1713100301 
Program Length:	72 credit hours	
SOC Code:	27-3091

The AS degree requires the inclusion of a minimum of 15 credits of general education coursework according to SACS, and it must be transferable according to Rule 6A-14.030 (2), F.A.C.  At the completion of this program, the student will be able to:	
01.0	Demonstrates knowledge and advanced proficiency of American Sign Language and English.  The student will be able to: 	
01.01	Engage in conversations and correspondence in ASL to provide and obtain information, express feelings and emotions, and exchange opinions.	
01.02	Engage in conversations and correspondence in English to provide and obtain information, express feelings and emotions, and exchange opinions.	
01.03	Comprehend live and recorded ASL on a variety of topics.	
01.04	Comprehend live, recorded and printed English on a variety of topics.	
01.05	Use ASL for personal enjoyment and enrichment.	
01.06	Ability to recognize and negotiate cultural behaviors, values, norms, and discourse features and styles for effective communication in ASL.	
01.07	Ability to recognize and negotiate cultural behaviors, values, norms, and discourse features and styles for effective communication in English.	
01.08	Present information, concepts, and ideas in ASL to an audience of viewers on a variety of topics.	
01.09	Present information, concepts, and ideas in English to an audience of viewers on a variety of topics.	
01.10	Reinforce and further his/her knowledge of other disciplines through ASL.	
01.11	Reinforce and further his/her knowledge of other disciplines through English.	
01.12	Use ASL to acquire information and recognize distinctive viewpoints available only through ASL and Deaf culture.	
01.13	Adeptness and flexibility in working across a range of registers, genres, and variations of ASL, English, and/or other spoken/signed languages.	
01.14	Demonstrate advanced proficiency and flexibility in one’s native language (L1) and one’s second language (L2) at advanced levels with accuracy, fluency, clarity, and poise.	
02.0	Demonstrates knowledge of American Deaf Culture.  The student will be able to:	
02.01	Examine the cultural value of cooperation used to meet the needs of Deaf community members through local and national organizations established for, and run by, Deaf leaders.	
02.02	Explore perceptions of various Deaf sub-groups related to their cultural and self-identification, stages of acculturation, and their contributions to Deaf culture at large.	
02.03	Analyze changes in the Deaf community and the impact of technology and telecommunication on the practices of Deaf people, and their influences on perceptions and beliefs.	
02.04	Examine major elements of Deaf culture such as concepts of time, personal space, and exchanging personal information, and analyze how people from other cultures perceive them.	
02.05	Analyze contemporary issues in the Deaf World, such as education, employment, audism, linguicism, community traditions, clubs and sports organizations, and technology, and examine their impact on Deaf culture.	
02.06	Demonstrate understanding of the “unwritten rules” of Deaf cultural behaviors.	
02.07	Study and participate appropriately in discussions with native signers about literary, social, economic, and political topics.	
02.08	Analyze themes of oppression and empowerment in products of Deaf culture such as stories, poetry, art, and literature and how they reflect the experiences and perspectives of Deaf people.	
02.09	Analyze patterns of ASL use and linguistic expressions used by Deaf people and analyze the context and historical usage of some of these expressions to identify Deaf people’s thoughts and perspectives.	
02.10	Recognize the social, political, and cultural issues discussed at various Deaf related forums, internet sites, chat rooms, vlogs, and blogs.	
02.11	Identify and discuss the implications of the major historical eras, events and figures in the D/deaf Community that impact D/deaf and hard of hearing people, and the resulting implications.	
03.0	Demonstrate knowledge of interpreting history, theories and knowledge.  The student will be able to:	
03.01	Discuss world knowledge of current and historical events in regional, national, and international contexts.	
03.02	Identify and discuss the implications of the major historical eras, events and figures in the D/deaf Community that impact D/deaf and hard of hearing people, and the resulting implications for interpreting.	
03.03	Identify and discuss the historical foundations of the sign language interpreting profession.	
03.04	Illustrate the role, function and responsibilities of a sign language interpreter in various settings and situations.	
03.05	Identify and discuss the scope and authority of state and federal laws impacting interpreters and consumers of interpreting services. 	
03.06	Demonstrate knowledge of linguistics, cross-cultural, interpretation and translation theories.	
03.07	Apply linguistic, cross-cultural and interpretation theories by analyzing interpreting samples. 	
03.08	Demonstrate knowledge of the roles and responsibilities of generalist interpreting vs. interpreting in specialized setting.	
03.09	Compare and contrast linguistic characteristics in a variety of signed language interpretations. 	
03.10	Identify and develop strategies for personal and professional demands that occur during interpreting.	
03.11	Discuss professional and ethical decision-making in a manner consistent with theoretical models and standard professional practice.	
03.12	Demonstrate critical analysis of current literature in the interpreting discipline by writing a research paper. 	
04.0	Demonstrates knowledge of multicultural and diverse populations as it relates to ASL/English interpreting.  The student will be able to:	
04.01	Demonstrate collegiality by showing respect and courtesy to colleagues, consumers and employers, and taking responsibility for one’s work.	
04.02	Advocate for conditions of employment that safeguard the rights and welfare of consumers and interpreters. 	
04.03	Collaborate with participants and team members in a manner that reflects appropriate cultural norms and professional standards.	
04.04	Demonstrate an understanding of professional boundaries by following generally accepted practices as defined by the codes of ethical conduct in the interpreting profession.	
05.0	Demonstrates knowledge of multicultural and diverse populations as it relates to ASL/English interpreting.  The student will be able to:	
05.01	Identify the linguistic and cultural differences of the multicultural and diverse populations within the Deaf community	
05.02	Compare and contrast majority and minority cultures in American society.	
05.03	Discuss the influence of power and privilege within multicultural and diverse populations. 	
05.04	Demonstrate respect for ASL, English and contact varieties of ASL by using cultural norms appropriate to each language while conversing and interpreting.	
05.05	Respect for individual self-identification, language and/or communication choices.	
05.06	Recognize and respect cultural differences among individuals by demonstrating appropriate behavioral and communicative strategies, while conversing and interpreting.	
06.0	Demonstrate knowledge and proficiency in ASL/English interpreting, (including languages/modes other than ASL or English).  The student will be able to:	
06.01	Demonstrate the ability to negotiate meaning in the source language and target language while interpreting, confirming with the linguistic, cultural and professional norms of the consumers.	
06.02	Apply appropriate linguistic, cultural and interpreting theories and knowledge to a variety of settings and situations.	
06.03	Integrate academic and world knowledge during simultaneous and consecutive interpretations in a manner that results in accurate reliable interpretations in both ASL and English.	
06.04	Demonstrate flexibility to transliterate or interpret by observing the language use of D/deaf of hard of hearing consumers and/or make adjustments based on consumer feedback.	
06.05	Demonstrate the ability to effectively team interpret during consecutive and simultaneous low-risk interactional assignments.	
06.06	Apply contemporary theories of performance assessment and peer review to analyze the effectiveness of interpreting performance.	
06.07	Demonstrate the ability to identify and use technology and equipment specific to ASL/English interpreting.	
07.0	Demonstrate knowledge and application of professional ethics in the ASL/English interpreting profession.  The student will be able to:	
07.01	Demonstrate planning skills in preparing for assignments and flexibility in adapting to changes that arise during assignments.	
07.02	Demonstrate self-awareness and discretion by monitoring and managing personal and professional behaviors and applying professional conflict resolution strategies when appropriate. 	
07.03	Demonstrate professional integrity by avoiding conflicts of interest, adhering to the code of ethical conduct, and applying standard professional business practices.	
07.04	Apply state and federal laws impacting interpreters and consumers of interpreting services. 	
07.05	Demonstrate awareness of community resources by identifying organizations and agencies that could or do serve D/deaf people.	
07.06	Demonstrate commitment to the D/deaf Community by supporting and contributing D/deaf-related organizations and activities. 	
07.07	Demonstrate commitment to the interpreting profession by becoming a member of and participating in professional organizations and activities. 	
07.08	Discuss state and national interpreter certification and/or licensure and the implications of these systems on the employment of interpreters.	
07.09	Compile a digital portfolio of ASL/English interpreting skills.	
07.10	Demonstrate competence in job interview techniques.	
07.11	Demonstrate a commitment to career-long learning and critical self-assessment by creating an on-going professional development plan.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

Hearing individuals who wish to obtain certification as an ASL-English interpreter by the Registry of Interpreters for the Deaf (RID) must complete a minimum of a bachelor degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application before testing for any RID performance-based exam (http://rid.org/education/testing/index.cfm/AID/195).  Effective June 30, 2016, Deaf individuals will have to meet this same requirement.

The EIPA (Educational Interpreter Performance Assessment) is another available credential. It does not have a degree requirement, but it is limited to those individuals who wish to interpret in the K–12 setting only (http://www.classroominterpreting.org/eipa/performance/index.asp). 

The standards and benchmarks in this program are based on the following: Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D, Kurz, Kim & Ph.D. Taylor, Marty (2008); Standards for Learning American Sign Language, by the American Sign Language Teachers Association (2012); CCIE Accreditation Standards 2014, by the Commission on Collegiate Interpreter Education (2014); and Toward Competent Practice: Conversations with Stakeholders, by Witter-Merithew, Anna & Johnson, Leilani (2005).

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.