Des Moines Area Community College.

American Sign Language Interpreter Training
Skills Guide

Recommended High School Level Background Courses

  • Speech
  • *Composition
  • Debate
  • Drama
  • *Algebra I
  • Sociology
  • Psychology
  • *History
  • *Human Biology
  • Foreign Language
  • Culture Exposure
  • Business Practices
  • Keyboarding

* Courses available in the Academic Achievement Center or High School Completion Center

Basic Skills in the Program and on the Job

Reading

Challenging reading assignments are typical of courses in this program. Textbooks are written at the college level, and some include graduate-level articles on research in the profession. Instructors do not necessarily spend lecture time explaining the texts; rather, they expect students to integrate what they have read with information presented in lectures and classroom activities. Some ASL courses require students to read and create ASL interpretations of written texts.

In their work as interpreters, graduates of this program can expect to read professional journals in order to stay current on relevant research.

View more information on reading skills in the American Sign Language Interpreter Training program.

Language

Strong English speaking and listening skills are central to this program. Students need a firm grounding in English grammar (parts of speech, sentence structure) as they learn to voice from ASL to English and speak in ASL what they have heard verbally. They frequently videotape their interpreting for review by peers and instructors. Videotaping is also common on the job, sometimes for informal mentoring and sometimes for legal purposes. Speech-related courses in this program include SPC101, Fundamentals of Oral Communication; four levels of ASL; two levels of interpreting voice to sign and sign to voice; and an internship.

Both ENG105, Composition I, and ENG106, Composition II, are required in this program.  In addition, ASL and interpreting courses may require students to write journal entries, compose research papers, and translate sentences from English into written ASL structure.

Other than invoicing, little written work is done on the job until interpreters reach an advanced professional level where research and publication are expected.

View more information on language skills in the American Sign Language Interpreter Training program.

Math

Either  MAT141, Finite Math, or MAT114 and 116, Elementary Educators Math I and II, are program requirements. Interpreters who work in educational settings may be placed in math classrooms; otherwise, math will probably not be used on the job.

View more information on math skills in the American Sign Language Interpreter Training program.

Learning

Students should enter this program with solid study skills: time management, textbook study and note taking, test taking, and locating information for research projects. As they progress through their coursework, they will refine critical thinking skills. ASL interpreters must use multiple high-level skills simultaneously:  observing  and listening carefully, drawing inferences from verbal and nonverbal signals to create a meaningful whole, and sequencing ideas logically. As they interpret, they must problem-solve on the fly to adjust their communication to the individual backgrounds and linguistic ranges of their clients, both deaf and hearing..

View more information on learning skills in the American Sign Language Interpreter Training program.

Computer

Students should enter this program with basic computer skills including word processing, creating spreadsheets (for glossary terms), and using a presentation program (e.g. PowerPoint). In their courses they receive training to use program-specific software to capture and review videos of their signing.

View more information on computer skills in the American Sign Language Interpreter Training program.

In general, students who succeed in this program combine a passion for language; strong study skills, including the ability to focus on tasks until they are completed; and the self-confidence to take risks, seek help when needed, and accept constructive criticism.