ASL Interpreting Test 2 Flashcards
Why is interpreting usually Spoken English to ASL?
Most settings are in a formal register (monologue type settings) so Deaf people have less opportunity to talk.
Language Modality
Language structure, no one-to-one match of signs to words. Different structure than english (Time Subject Verb Object/reason), sign language uses 3D space, language adaptability (relaying communication between hearing and Deaf-sign for the Deaf person and t he hearing doctor), conversational abilities vs. Interpreting, ASL to spoken english vs. Sign to Voice , Lanugage use” at level of an educated native speaker
Which boat brought language to the Deaf in America
Saint Mary Augusta
What is Deaf Culture:
Language, strong community ties, share oppressive experiences, share education, share beliefs, value communication, access, community, each other
What is Hearing Culture?
Music, independence, have access to the world (movies, information, etc.)
What is “Deaf Heart”
We think Deaf first Hearing second. .
What is Deaf Center?
We will involve in the Deaf world over the hearing world
What do Deaf Center/Deaf Hart include?
Attitude, openness , reciprocity, resources (will share with Deaf)
Cultural Gaps
Eye-contact, straight talk (don’t say blunt), giving examples
Personal Attributes
Social (interaction), Emotional (intention),
Spoken Language skills required for interpreting
Extensive and expanding vocabulary, fluent command of ‘standard’ spoken grammar, ability to speak appropriately in different registers, cultural knowledge to understand references to paces, people, events and concepts in both languages
What ASL skills must an interpreter have?
Clear, confident speaking voice with good diction, intonation that is easy to listen to, ability to project their voice confidently in a group or public situation, constantly develop and refine language skills, cultural comfort
What does an interpreter’s voice represent to the hearing person?
Meaning and the deaf/hearing consumer’s communication style and impact of their message. This means interpreters need good production skills
ASL lexicon (Vocab) should look like what?
Established sign Vocab, signs clearly formed in all parameters, accurate production of signs (noun and verb), smooth transitions in compound signs, sign chosen matches speaker’s intent, divers range of vocabulary, Vocab choice matches participant
What should finger spelling look like?
Complete and correct spelling, clearly formed; comfortable to read pace, used at appropriate times, produced with appropriate lip pattern
What should ASL numbers look like?
Accurately formed and uniformly paced, numerical incorporation used appropriately (groups, time, age).
What are the components of grammar?
Use of different sign language structures (Topic–comment statements, role-shift, rhetorical questions). Sentence structures are accurately formed and complete (pauses and non manual signs). Non manual features are used to express adverbial and adjectival meaning (large, tiny, fast). Pluralization is made by using quantity of signs (many, few, sign repetition, classifier, location, movement). Temporal meaning is expressed accurately by verb inflection (duration). Clear lip-reading patterns corresponding to important content words are used.
Visuospacial (Space)
ASL uses 3D space. Placing signs for concrete and abstract entities (people, objects, ideas) in reference points, keeping their relationships
1973
Title V section 504
Entities who receive federal funding must provide access to deaf participants (involved in programs/activities)
1964
Ball State College; RID Organized
1966
NTID offers interpreter training program
2 major language challenges interpreters have
Consolidating their own language skills and dealing with the variable and unpredictable language use of others
1972
RID conducts first certification exam
1975
PL 94-142; Education for all handicapped children act
Education in least restrictive environment; Deaf in mainstream classes
1977
Bilingual, Hearing and Speech Impaired Court Interpreter Act; requires interpreters be provided in court if the case is initiated by federal government or a civil action case
1880
Milan Conference banned sign language use in schools-oral
1990
IDEA; Individuals with disabilities education act. Required sign language interpreters to be provided in mainstreamed classrooms [reaffirmed PL 94-142]
300 BC
Rosetta Stone; 1st proof of translation
1965
CSUN offers to 1st interpreter training program
1990
ADA: Americans with Disabilities Act
15(+) employees
Received federal funding
Required to provide “reasonable accommodations”
Before accepting an interpreting job, what do you need to know?
Who, what, where, when
As an interpreter, how do you know where to sit?
Ask the Deaf person first!
What do Deaf people expect as far as context in communication?
Deaf signers often assume that their audience will understand their reference to people places and events without much elaboration or supporting explanation.
Level of detail: Deaf signers vs. English speakers and what to do when interpreting
Objects, people, and events, deaf signers tend to give and expect more detail about visual aspects and personal information than English speakers do. When interpreting either direction, differences in the expected level of detail can be tricky-deciding the audience and the purpose of the communication.
First person perspective
Deaf signers tend to ‘show’ rather than to ‘tell’ information, using role shift to reconstruct or enact dialogue, thoughts, action, and behavior from a first person (present) perspective.
Specific vs. General reference
New concepts are often explained by starting with a practical example or story, working from the concrete to the abstract. Hearing people often state in generalization or main idea before, or instead of, giving examples.
Specific items vs. General categories
Some English words that refer to a category of related things are expressed by listing sample components. Linguistic competence for interpreters goes beyond having fluent production, accurate grammar, and vocabulary knowledge.
Variation: Same language, different ways of signing
All living languages are constantly changing and none are therefore completely “standardized”. Region, gender, background and age.
Contact between sign language and English.
Signed languages don’t exist in isolation from the surrounding hearing community’s spoken and written language. Deaf signers’ knowledge of English often influences their use of ASL, especially when communicating with hearing people through interpreters.
Code Mixing
English words or phrases are incorporated into their ASL signing
Code-switching
Signers shift their style of their signing between a more ‘deaf’ style of ASL and more English-Structured in a variety of contact signing. Can happen consciously or unconsciously and usually happens in response to a particular situation or audience.
Bilingual Fluency
High receptive and production skills in each language. Interpret reliably in both directions (ASL and English). Not all persons who are bilingual can become interpreters. Target Language (TL) Source Language (SL)
Bicultural skills
Cultural fluidity (Deaf and Hearing). Interpret with culture in mind.
Cultural Gaps
Eye-contact, straight talk, examples (tell)
Personal attributes of an Interpreter
Social (interaction), emotional (intention), intellectual (judgment)
Interpreter interactions should look like what?
Observant of ourselves and others (people watching), emotional environment (sensitivity), empathy, tact, friendliness, supportive, honesty, assertion, advocacy
When Jamie says interpreters should “do it all”, what does that mean?
Emotional intelligence, control impulses, self-control and self-motivation, empathy, maintaining good relationships
What emotional skills should an interpreter have?
Confidence, resilience, humility and sense of humor, reliability, self-discipline, responsibility, independence, enjoy work, flexibility, adaptability
