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ASL/English Interpreting Bachelor of Science Degree

Commission on Collegiate Interpreter Education

This program is now accredited by the Commission on Collegiate Interpreter Education.

 

The program's curriculum is built on the standards of the Commission on Collegiate Interpreter Education and is designed to promote interpreting and translating skill development for certified interpreters and students who seek national certification with the Registry of Interpreters for the Deaf, Inc. Deaf interpreters are encouraged to apply.

 

BS Degree Image There are two degree options (concentrations) based on a student's prior experience in interpreting and language learning. Each of the two concentrations contains advanced coursework in language development, interpreting and translating skill development, community engagement, and applied ethics. Both concentrations use a combination of hybrid and distance technologies. Students who take general education core, language, and pre-interpreting courses during the Freshman and Sophomore years at UNF may have regular, face-to-face class sessions once or twice a week. The final 48 hours of the B.S. degree (either concentration) do not require students to reside in Jacksonville. Students come to campus one weekend per month during fall and spring semesters. Distance technologies allow students to access direct instruction materials online, and the onsite weekends are used to apply knowledge to authentic simulated settings with Deaf community actors. 

 

 

 AS to BS General Practice                 Community Interpreting


  

Program Mission

The mission of the ASL/English Interpreting Program is to prepare entry-level practitioners who are capable of managing the intercultural demands and complex cognitive tasks for conveying dynamically equivalent messages between American Sign Language and English.

Program Philosophy

Our philosophy is that students will flourish when provided with an experiential, service-learning environment that encourages alliance with Deaf community partners and an evidence-based curriculum that is in accordance with current spoken and signed language research. We recognize the importance of faculty members being actively engaged in applied interpreting research and encouraging students to become consumers of research to inform their skill development. One-on-one mentorship, strong peer Dr. Roberson Teachingsupport networks, and a spiraling curriculum that builds upon previously developed interpreting skills to achieve mastery are the foundations of our program. We believe in emphasizing Academic Language (ASL and written and spoken English) within the program and hold high expectations for our students' continued progress toward national certification. First and foremost, the curricular and extracurricular aspects of our program emphasize a sociolinguistic perspective of Deaf and hearing communities through advanced ASL skill development, consecutive and simultaneous interpreting skill acquisition, and linguistic-cultural competency.

Program Core Values

The program is based on core values of ethical reasoning and decision-making, critical thinking, and Deaf community alliance. In addition, we aspire to prepare students who consistently demonstrate interpersonal skills that reflect unconditional positive regard for all participants in the interpreting process and professional dispositions that embrace diversity, respect, equity, and equality of opportunity among the Telepresence lecturediverse language and cultural groups of the community. Program faculty members are committed to conducting and incorporating research in interpreting and interpreter education, receiving ongoing training on best practices in distance learning, and infusing the standards outlined by the Commission on Collegiate Interpreter Education. Our goal is to provide a comprehensive curriculum within an innovative program design to produce highly qualified interpreters who are ready to span the readiness to work gap and achieve national certification.