Human Services

Sign Language Interpretation - Courses

CAMPUS:Alberta School for the Deaf
The program runs for 16 consecutive months and includes a 12-week practicum.
Year 1 Required Courses CREDITS
LS 200 Language Use in Interpreting 4
This course explores how meaning is made and conveyed through language, and differences in the manner in which meaning is constructed and communicated in English and American Sign Language. The linguistic structure of both languages is examined as an introduction to the basic work of a sign language interpreter - the facilitation of meaning between languages. Prerequisites: LS205 and LS225.
LS 202 Discourse Analysis & Translation 4
This course introduces two foundational building blocks of interpreting; discourse analysis of English and American Sign Language texts, and the translation of these texts into another language. Acquisition of analysis and translation skills is the first step in learning to interpret; to assess a source message for meaning and then create an equivalent message in a target language. Co-requisites: LS200 and LS225.
LS 205 Interpersonal Communications 3
This course supports the development of a wide range of interpersonal communication competencies required for successful practice as a signed language interpreter. Topics explored range from initiating and maintaining professional relationships to successful conflict management. This course also explores self awareness as a key component and foundation of effective professional communication.
LS 208 Professional Practices for Interpreters 4
This course examines a variety of current professional practices and expectations in the field of signed language interpreting, including an examination of the Association of Visual Language Interpreters of Canada (AVLIC) Code of Ethics, the Registry of Interpreters for the Deaf (RID) Code of Professional Conduct, and the Educational Interpreter Performance Assessment (EIPA) Guidelines of Professional Conduct for Educational Interpreters. Prerequisite: LS205. Co-requisites: LS210, LS216, and LS218.
LS 210 Interpretation I 4
This course practically applies the discourse analysis and translation skills developed in LS202 to the creation of consecutive interpretations of a variety of English to ASL, ASL to English and interactive texts, and supports the initial acquisition of simultaneous interpreting skills. Prerequisites: LS200, LS202, LS225, LS205. Co-requisite: LS218.
LS 216 Developing Relationships 3
This course examines the history of the field of interpreting with a special emphasis on the myriad of complex relationships between the Deaf and Hearing communities that have impacted its development and growth. Topics also explored include membership in various cultures and subcultures, ethnocentrism, and the influence of culture on self-identity. Prerequisite: LS205. Co-requisite: LS208.
LS 218 Demand-Control Schema 4
This course looks at the work of sign language interpreters via Dean and Pollard’s Demand-Control Schema (DC-S). It examines interpreting as an interplay between what specific interpreting situations require, and the application of specific tools, techniques and strategies to mitigate these requirements. This course also explores ethical decision making within the DC-S framework. Prerequisites: LS200, LS202 and LS205. Co-requisites: LS208, LS210, and LS216.
LS 225 Advanced ASL 4
This course is a comprehensive study of ASL which provides the student with the language, literacy and critical thinking skills for conversation and interpretation in various settings, professional and non-professional.
Year 2 Required Courses CREDITS
LS 301 ASL Directed Lab 4
This on-site immersion course (45 hours) provides students with opportunities to enhance their interpretation and ASL skills. Students engage in directed lab assignments in immersion settings where they are required to practice their novice interpreting skills in order to understand their weaknesses and seek improvement. Prerequisites: LS205, LS208, LS216, LS210, and LS218. Co-requisites: LS308, LS310, and LS313.
LS 308 Interpreting in Specialized Settings 4
This class introduces students to interpreting in the following specialized settings: platform, business, K-12, post-secondary, mental health, medical, religious, video relay, remote, deaf-blind and legal. Prerequisites: LS205, LS208, LS216, and LS218. Co-requisites: LS301, LS310, and LS313.
LS 310 Interpretation II 4
This course provides opportunities for students to continue to develop their consecutive and simultaneous interpreting skills. Students work with general and technical discourse based texts. Students are required to complete volunteer, community based interpreting hours, and also reflect on and integrate new and prior skills, knowledge and experiences with their emerging professional identity. Prerequisites: LS200, LS202, LS210, and LS218. Co-requisites: LS301, LS308, and LS313.
LS 313 ASL Varieties and Topics 4
This seminar provides students with the opportunity to examine language in use across a number of topics and issues that affect the Deaf community throughout North America, including signed language research and current issues that intersect language and interpreting. Prerequisites: LS106 and LS225. Co-requisites: LS301, LS308, and LS310.
LS 315 Interpretation III 4
This course provides students with opportunities to continue developing their interpretation skills with a variety of discourse genres and frames. Topics include working with the dynamics of small group meetings, interpreting for non-standard ASL, and working with Deaf interpreters. Prerequisites LS210 and LS310. Co-requisites LS319 and LS350.

LS 319 Integration Seminar 4
This 4 credit course provides students with opportunities for critical reflection of the demands of practicum and students' emerging roles as professionals. The course concludes with a formal professional unveiling presentation. Prerequisite: Successful completion of the Sign Language Interpretation coursework to date. Co-requisites: LS315 and LS350.
LS 350 Internship 6
This is a 12-week, off-site, internship designed to offer an introduction to professional practice in a supervised setting. Students are expected to participate in internship site activities 35 hours per week. Prerequisite: Successful completion of all Year 1 & Year 2/Term 1 coursework. Co-requisites LS315 and LS319.
What Students Say
With the Student-Managed Farm you learn to be accountable for what you’re doing and the choices you make. You get an understanding of what it’s like to be out in industry or on a farm making decisions that count.

– Anthony Biglieni

Agribusiness Class of 2006

What Alumni Say
Lakeland College has been a integral partner in growing our own through the school of business. As an alumnus of the college, I have first-hand learning experience in the school of business. The professors welcome Servus Credit Union to facilitate classes in the Business Ethics course each year.

– Sandi Unruh

Senior Human Resources Consultant

What Faculty & Staff Say
Vertex has had great experience bringing on students from Lakeland College. We have found the Bachelor of Applied Science (Environmental Management) program to provide students with good academic knowledge of the environmental industry and the criteria that governs the land reclamation

– Sean Fuller B.Sc., P.Ag.

Vice President, Environmental Services, Vertex.

What Alumni Say
There is no way I would be where I am today without Lakeland College. It inspired me to be a better person and to get a job in something I love doing. I am so thankful I had such a great experience at Lakeland and I hope future students do as well.

– Danielle Gaboury

Business studies, Class of 2016.

What Students Say
I recommend the UT program to people all the time. The smaller setting Lakeland offers, is very conducive to learning. It's less intimidating than the larger universities and allows for more class interactions and discussions

– Kelly Mykytuk

2nd year UT student, 2017-18

What Alumni Say
I have loved my experience at Lakeland. The teachers are personable, and quick to share about their own experiences. They encouraged me to run with my own ideas and see what would happen; they got excited about my designs, which gave me the confidence to do my best and be more creative.

– Payton Ramstead

Class of 2016, Interior Design student.

What Alumni Say
At Lakeland College you are guaranteed to have time out of the classroom where you can put everything you learned together and actually see that what you’re learning is relevant.

– Alisa Brace

Animal Health Technology, Class of 2016.

What Alumni Say
The friendships I made, the experiences we were provided with, and the welcoming atmosphere of the Vermilion Campus made my time at Lakeland extremely valuable and memorable

– Grayden Kay

Animal Science & Agribusiness, Class of 2016.

What Alumni Say
Lakeland College was a learning environment unlike any other school. It allows students to learn beyond the classroom, and staff and faculty genuinely want to see students succeed. It’s a place where you can feel comfortable asking questions and where everyone has a place and fits in.

– Carson Reid

Agribusiness, Class of 2016.

What Alumni Say
The instructors were the highlight of my time at Lakeland. It made a huge impact on my college experience to have instructors who challenged, encouraged, and believed in me.

– Jessica Cadrain

Child & Youth Care, Class of 2016.

What Alumni Say
At the beginning of my first year, I was really stressed out as I felt I had no artistic ability. But with the instruction and time put in by the interior design faculty, I was able to develop my artistic abilities. Now I am fully confident in and exceeding well in the artistic side of this career!

– Naomi Mason

Interior Design Technology, Class of 2016.

What Alumni Say
I just feel like you get the best education at Lakeland, especially from the time that the instructors can actually spend with you. I like the class sizes too – everything’s been great about my Lakeland experience.

– Dean Coulson

Heavy Equipment Technician, Class of 2016.

What Alumni Say
I do give Lakeland College credit for reigniting my interest and even preparing me for Miss Rodeo Canada. Lakeland helped me to grow enough to have the confidence to think I could take on that role and become that person. I think that I have and I am really grateful for that

– Ali Mullin

Agribusiness, class of 2014, former Miss Rodeo Canada.

What Alumni Say
I feel the professors at Lakeland actually prepared me for the profession. It’s impossible to be just a number here when there are 12 students in all of your classes. When the school advertised small class sizes, they actually meant it.

– Stephen Mark Visser

Real Estate Appraisal and Assessment, Class of 2016.

What Alumni Say
I was involved in the president’s gala in April where I was an emcee for the evening, it was a great experience, and I had a lot of fun doing it and would recommend it to everyone.”

– Lucas Tetreault

HOPE Power Engineering, Class of 2017.

What Alumni Say
I would recommend Lakeland College for the simple fact that it's for everybody. As a mature student who went back to school much later than his 18th year, I was immediately accepted, and not ostracized in the least

– Donald James Shaw

Accounting Major, Class of 2016.

What Alumni Say
All the hands-on learning was great and very helpful once placed into the industry. Having clients leave with a smile after each service assured me that I was in the right field of work. I would recommend Lakeland to anyone.

– Courtnee Coolidge

Esthetician, Class of 2016.

What Alumni Say
The professors care so much about their students at Lakeland and are able to know each and every one of them by name, so much so that they are able to nominate a ton of students for awards.

– Stephanie Wakefeild

University Transfer, Class of 2016.

What Alumni Say
They really put you in the lead at Lakeland. Lakeland cares about its students, empowers them, and gives them opportunities to achieve their goals. I don’t see Lakeland as a stepping stone or a first step – I see it as a bridge and an integral part of my education.

– Alyssa Wells

University Transfer, Class of 2017.

What Alumni Say
I wanted to get experience in the field of assessment as it would give me exposure to what it’s like day to day. It was an invaluable experience as I find it hard to imagine what it would be like working in a particular field or area until I’m doing the work.

– Sheldon Farrell

Real estate appraisal and assessment, Class of 2017.

What Alumni Say
In the campus spa, they give you time to work with each client so nothing is rushed and you’re able to concentrate on providing the best service you can to your client.

– Daphney Couturier

Esthetician, Class of 2017.

What Alumni Say
It’s going to be a lot easier to start our first jobs having this experience and having been able to build our confidence in the campus spa. I love that we get to have this opportunity.

– Darby Watchel

Esthetician, Class of 2017.