We are not accepting applications for the 22-23 academic year. For information on other programs that might be of interest to you, please contact the program area. Please continue to check this website for further updates.
DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Annual application deadline: May 1
Regular Admission Requirements
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 70 | 70 | 70 | 70 |
| CAEL and CAEL Online (Canadian Academic English Language) | 70 | 70 | 70 | 70 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| CanTEST
(Canadian Test of English for Scholars and Trainees)
As of October 20, 2021 the RRC CanTEST is no longer offered at RRC Polytechnic. RRC Institutional CanTEST results dated within 2 years of your application date will still be accepted to meet English language proficiency requirements. Please note the Medical Laboratory Sciences (MLS)program requires the Official CanTEST (The RRC Institutional CanTEST will not be accepted) | 5.0 | 5.0 | 5.0 | 5.0 |
| CanTEST
(Canadian Test of English for Scholars and Trainees)
As of October 20, 2021 the RRC CanTEST is no longer offered at RRC Polytechnic. RRC Institutional CanTEST results dated within 2 years of your application date will still be accepted to meet English language proficiency requirements. Please note the Medical Laboratory Sciences (MLS)program requires the Official CanTEST (The RRC Institutional CanTEST will not be accepted) | 5.0 | 5.0 | 5.0 | 5.0 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Due to closures related to COVID-19, RRC is temporarily allowing applicants to provide Duolingo English Test results to meet RRC's English language requirements. Red River College Polytechnic will accept Duolingo assessments up to December 31, 2022. | 0* | 0* | 0* | 0* |
| IELTS - Academic (International English Language Testing System) | 7.0 | 7.0 | 7.0 | 7.0 |
| IELTS - Academic (International English Language Testing System) | 7.0 | 7.0 | 7.0 | 7.0 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 24 | 23 | 24 | 27 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 24 | 23 | 24 | 27 |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
Red River College Polytechnic is a participating institution in the HigherEdPoints program. Through this program, students are able to convert Aeroplan® Miles and TD Points into funds to help cover their tuition. Family members and friends can also contribute to a student’s education by converting their loyalty points - anyone can donate their points to an individual student.
Visit the HigherEdPoints website for more information about the program and/or to set up an account to convert your points.
Students are introduced to the theories of moral development and branches of ethical study such as applied ethics, descriptive ethics and meta-ethics. The notion of personal and cultural identity and bias will be explored at length. Students will engage in discussion and activities that address issues in individual, social and professional ethics and how they apply to the interpreter working between two cultural and linguistic groups. Students will also examine the Canadian Association of Sign Language Interpreter’s (CASLI) Code of Ethics and Guidelines for Professional Conduct from a historical perspective and compare it with current thought and ethical practice.
Students discuss a number of ethical issues including audism, majority and minority group relations, interpreter self-care and becoming an ally in the context of the interpreter working between two cultural and linguistic groups. Students will also develop skills that will enable them as future professional interpreters to identify ethical dilemmas, predict outcomes of various courses of action and propose resolutions that are in harmony with CASLI’s Code of Ethics and Guidelines for Professional Conduct.
This course is an overview of a variety of settings where interpreters commonly work. The class format will include lectures and guest speakers who have expertise in interpreting in the following areas: education, employment, health, legal, meetings, performing arts, recreational, social and spiritual settings. Students will also go out on observations with interpreter practitioners.
Students look at examples of common errors and miscues that occur in ASL- English Interpreting and apply models of interpreting and a variety of methods of analysis. The main focus will be on the examination of students' own interpreted work. They will develop skills to identify possible causes for miscues, come up with strategies to improve and learn to provide supportive and critical feedback to peers.
This course focuses on learning interpreting skills in one-on-one and small group interactions, with a focus on learning the strategies of consecutive interpreting in a variety of settings. Students will incorporate activities that include planning and preparing for interpreting assignments, while considering ethical aspects of their work.
Students will explore a variety of topics pertaining to the field of interpreting such as DeafBlind intervening and video relay interpreting. They will also explore concepts such as self-care and best business practices.
This course focuses on ASL and is designed to develop competencies that are necessary for both consecutive and simultaneous interpreting. Through classroom lectures conducted in ASL and lab work, students will develop competencies in text analysis and cognitive multi-tasking. Topics include Understanding Meaning, Summarizing, Paraphrasing, Phonemic Shadowing, Clozing and Phrase Shadowing.
Students will explore topics such as oppression, audism, Deafhood and ethics. The purpose of this course is to explore concepts of privilege and learn how to navigate as a professional within the Deaf and non-Deaf Communities.
Students are provided with opportunities to demonstrate professional and ethical conduct during practical and seminar experiences. Students will accompany trained interpreter practitioners, who are CASLI-MAVLI members, into the field where they will take part in a number of interpreting assignments in a variety of settings.
Students will have the opportunity to apply the concepts taught in the program by connecting course materials to personal experiences and familiar examples in communities to address problems and issues. Students will be involved in experiential learning, community-based research and independent study. Community-Based Learning (CBL) enables students to gain a better understanding of the challenges facing the Deaf Community, and enhances their ability to think critically and become self-aware. CBL activities build the capacity of community organizations, extending and supporting their mission, vision and values.
This course is designed to enhance the study of ASL. It provides students with an in-depth exploration of ASL lexicon, grammar and techniques to make transitions between ideas through exposure to a variety of ASL models and styles. Students explore the meaning of content as it is revealed in context. Skills that will continue to be developed are: complex uses of space, use of classifiers, use of body and gaze shift, use of affect, transition markers and determining appropriate perspective in specific texts.
Students increase ASL skills pertaining to particular subject areas commonly found in Interpreter settings such as education, employment, health, legal, meetings, performing arts, recreation, social and spiritual settings. In addition to developing the vocabulary of ASL associated with these subjects, students will work on expressive and receptive language skills related to language genre and register.
This course is intended to give students the tools needed to improve reading and production of fingerspelling and numbers. It will also offer an increased comprehension of complex rules and patterns of ASL fingerspelling and number systems.
This course focuses on learning interpretation skills in one-on-one and small group interactions with a focus on learning the strategies of simultaneous interpreting in a variety of settings. Students will incorporate activities that include planning and preparing for interpreting assignments, while considering ethical aspects of their work. Team interpreting and feedback skills are addressed.
Students will explore a variety of topics pertaining to the field of interpreting such as Deaf Interpreting and meeting the specific language needs of Deaf people.
Students work in both English and ASL to transfer a source message in one language to a target message in the other language. Exercises are designed to develop competencies that are required for both consecutive and simultaneous interpreting. Students will develop the ability to work between the two languages with competencies in Abstracting, Clozing, Register Shifting and Translating.
This course progresses from common concrete communications, communicative events and interactions, to language usage expressing abstract ideas. Emphasis is on the comprehension and production of increasingly complex linguistic structure focusing on dialogues and conversational expressions.
This course is intended to develop ASL proficiency in diverse interpreting settings such as education, employment, health, legal, meetings, the performing arts, recreational, social and spiritual settings. In addition to developing an increased vocabulary of the ASL associated with these areas, students will work on expressive and receptive language skills related to language genre and register.
Students will participate in a variety of live interpretation situations in order to develop their skills in both consecutive and simultaneous interpretation. Interpretation opportunities will take place in and out of the classroom. In addition to the practical component of this course, students will continue to analyze and assess their own interpretation skills to monitor and establish a personal skill development plan.
Students discuss, analyze and synthesize their practicum experiences with their peers and AEIP faculty. Seminar topics are directly extracted from the students' key learnings as found in their practicum experiences.
Students reflect on both their interpreting and classroom experiences to assess their strengths and potential areas of growth, in order to develop a personal roadmap for their future professional and personal growth. Students are expected to prepare and present a comprehensive portfolio with information regarding their progress from lab and practicum experiences demonstrating knowledge and skills acquired for their career path.
Students increase their ASL skills pertaining to particular subject areas commonly found in Interpreter settings. These subject areas include education, employment, health, legal, meetings, performing arts, recreational, social, and spiritual settings. In addition to developing an increased vocabulary of ASL associated with these areas, students will work on expressive and receptive language skills related to language genre and register.
Students are placed with a practicum host and participate in daily interpreting activities and job expectations of the professional environment as determined by the Practicum Coordinator, AEIP Faculty and practicum students.
Each ASL-English Interpretation program student will be required to bring his/her own laptop. Either a Mac or PC laptop is acceptable, and must include a built-in camera with video capabilities to enable audiovisual recordings of signing exercises.
Please refer to https://www.rrc.ca/future-students/computer-requirements/ for further information on Computer Requirements for Students.
The American Sign Language - English Interpretation Graduate:
1.Prepares for interpreting on and off site by developing assignment-specific schema, gathering materials, identifying language use, contacting consumers and team interpreter(s) and assessing logistical needs.
2.Commits to ongoing professional development by pursuing mastery in American Sign Language and English, pursuing professional accreditation, maintaining membership in professional associations and networking and collaborating with the community.
3.Demonstrates personal competencies to manage and maintain a balanced quality of life, trust, and integrity in professional relationships, while continuing to develop intrapersonal and interpersonal skills.
4.Acts as an ally with the Deaf Communities through ongoing involvement and reciprocity to support community goals, builds trust and bridges cultures.
5.Demonstrates professionalism and accountability by practicing high-quality ethical decision- making and ongoing reflection, consistent with community needs and values.
6.Facilitates interactions in American Sign Language and English either individually or in a team. Provides interpretation in a manner that is conscientious of language and cultural variance while monitoring for overall message equivalency.
7.Manages a career of working individually or in a team by networking, coordinating schedules, as well as managing and negotiating business and financial matters.
8.Acts as a resource or mentor by being available to students, colleagues and the larger community.
9.Interprets in a variety of settings by creating a career path that allows for growth and learning.
10.Interprets for a variety of consumer groups by creating a career path that allows for growth and learning.
11.Interprets through the use of a variety of technologies.
Red River College Polytechnic surveys its graduates on an annual basis to collect data related to the graduates’ employment status, salary, occupation and skill use. In addition, graduates are asked to indicate their level of satisfaction regarding the education they received at Red River College Polytechnic.
Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.
Red River College Polytechnic is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC Polytech.
Visit www.rrc.ca/supports for more information.