Orientation to Interpreting Chap.9-12

Seven ASL Expansion Techniques

1. Contrasting 2.Faceting 3. Reiterating 4. Role shifting 5. Noun Listing/Examples 6. Couching/Nesting 7. Describe then do These techniques are used in English as well but not as much.

Challenges of Modality for Interpreters

1. Deriving Meaning 2. Dropping source language form 3. Volume of lexical units/speed of production 4. Language Identity

Great challenge in becoming an interpreter is ...

Discovering and understanding the steps required to convey equivalent messages between two distinct, separate languages and cultures while maintaining dynamic equivalence.

Language Identity

English has written form and ASL doesn't. Most deaf people living in North America use the written form of English to communicate. It's a big misconception that ASL is a visual form of English. It's important for interpreters to understand that's not the case.

English Pronouns

Gender-specific= third person singular (he, she it) Number-neutral= words like we, they, them. There isn't a specific number of people or things form the group but this doesn't hinder the listener for comprehending the message.

ASL Affect Markers

Generally convey visually via facial markers and sign modulations, although affect signs may be signed with accompanying facial markers. Always visual. Convey through modifications in the way signs are produced, specific facial markers, as well as specific body movement and agreement markers. Facial markers must be clearly produced even when affect is minimal. Example: R-O-N (negative nose twitch/ positive eye movement or visible negative/positive facial marker)

ASL Pronouns

Number-specific= when signing we, they, them the sign often incorporates the number of people or things being referred to like we-two, five -of-us. Gender-neutral= an index (pointing finger) is used so the gender of the referent isn't vital information need to effectively communicate an equivalent translation.

SASS

Size and Shape Specifiers; used to describe a wide variety of nouns (people, objects, patterns, animals, etc).

English Prosody

the rhythm of speech with pauses and phrasing and certain auditory intonation helps the listener to determine meaning and predict what the speaker will say next.

Differences in Syntax

1. ASL uses Time-Topic-Comment frequently. Time occurs on the first mention but it isn't necessary after that until the time changes again. 2. ASL uses "setting up the scene" particularly at the beginning of the story. 3. ASL prefers chronological order whereas English sometimes jumps around in time 4. ASL requires the viewer to provide reciprocal signals that let the signer know you understand and are actively listening to them.

ASL Noun/Verb Modifiers

1. Describing relationship of noun to another noun (Relationships): uses CL's although prepositions are sometimes signed for emphasis. Some verbs (known as directional verbs) incorporate the actor and the recipient of the action because of the way the verb moves through space. Example: The cat is under the table. TABLE CL:B CAT CL:V-CLAW ( show it under the table) 2. Description of a noun: uses CL's known as size and shape specifiers (SASSes) Sometimes signed adjectives are used in combination with SASSes It was a gorgeous, sexy, beaded, hand-embroidered, red gown. Adjectives beautiful and red will be signed. The rest will be explained using SASSes. 3. Describing how something moves (Movement): adverbs are signed (single lexical items) sometimes but more frequently conveys this information by modifying the way the verb is produced ad by using specific non-manual marker which indicate adverbial information. Example: He worked as (quickly as possible). ()=adverbial phrase

English Noun/Verb Modifiers

1. Describing relationship of noun to another noun(Relationships): uses prepositions or prepositional phrases. Example: The cat is under the table, this tells the listener where the cat is in relation to the table. Prepositions are used extensively in English. 2. Description of a noun (Appearance): adjectives are added, usually preceding the noun. The greater the description, the longer the string of adjectives required. English also uses vocal intonation to modify spoken adjectives. Example: It was a (gorgeous, sexy, beaded, hand embroided, red) gown. ()=adjectives 3. Describing how something moves (Movement): adverbs or adverbial phrases are added to the verb. it immediately precedes or follows the verb. Example: He walked swiftly(adverb) down the hallway.

Specific, Direct nature of ASL results in

1. Explicit, not ambiguous 2. Reality oriented with semantic precision 3. Vivid and highly descriptive

Challenges working in English/ASL Modalities

1. Frequent use of a single term to convey many concepts. For example, the word "run" in the english has over 30 different definitions. Must determine the true meaning using context clues and connotative analysis. 2. Frequent combinations of verbs and prepositions producing new lexical items with different meanings than the words themselves (ex: passed out, something's up, adapt to, charge with) 3. Use of generic terms to represent a wide range of meaning, inviting open-ended interpretation and maintaining generalities (ex: people say, at certain times in history) 4. Use of pronouns that lack a specific referent (ex: they say being in love is wonderful, their teacher is the worst) 5. Use of compact lexical in which one term carries descriptive semantic meaning (ex: drugs:coke,weed, prescription; cars; animals)

Challenges with Negation/Affirmation

1. Incorporation of proper variations of negation/affirmation. Knowing what setting and discourse is proper to use the neg/affirm rules ex: informal-consultative vs high-consultative-formal 2. Avoidance of non-Deaf form of head shaking from side-to-side when making an emphatic statement, looks like negation in ASL. Example: Whew! Look at this car! (head shaking side-to-side for emphasis) this can be read as a negative statement in ASL but it actually has a positive meaning.

Basic Components of all the process models (8)

1. Intake of SL utterance while maintaining awareness of environmental factors 2. Grouping lexical and semantic units into workable units ad holding them there until there is enough input to make sense. 3. Identify the speaker's intent/goals as well as explicit and implicit ideas while assessing all contextual factors 4. The conscious and deliberate discarding of SL lexical units and communication behaviors 5. Identify the schema and experiential frame of participants, making a search for cultural equivalents where necessary 6. Search for target language elements that can be used to produce equivalent meaning and maintain communication dynamics. 7. Review then express interpretation in TL 8. Monitors internal and external feedback to identify needed correction.

Challenges of Affect Markers

1. Learning to work publicly with a language whose visual qualities (particularly role shifting and visual affect) may have a negative response. In hearing world, making faces in public is considered impolite and viewed negatively. This exacerbated (worsen) when high degree of direct address and resultant role shifting requires the interpreter to take on behaviors and feelings of multiple characters. 2. Incorporating visual affect/informational units from visual into spoken language forms. Because a lack of visual affect results in a monotone-type of presentation which falls to captivate an audience and is often not true to the intent of the speaker. 3. Incorporating the affect being conveyed in effective and culturally appropriate ways.

Challenges with Numbers

1. Master reading and using the various number systems appropriately in ASL

Two constructions that don't provide gender-specific information

1. My Boss, my friend or some other gender neutral term 2. Using a sign name without having the name spelled thus depriving the audience from knowing the gender of the referent.

The Nature of English

1. Orally expressed 2. Can produce 5 syllables per sec (more words per minute means smaller physical production) 3. Requires a certain rhythm of speech for comprehension like pausing/ phrasing and intonation patterns. 4. Listener determines meaning based on both explicit and implicit information.

Challenges/Implications in Word Order/Grammar

1. Producing target language interpretation that is grammatically correct and avoiding source language intrusions. It's easy to slip into English word order when feeling overwhelmed, text is difficult/not familiar, and rapid source language production. Difficulty increases when doing interactive interpreting. 2. Conditions in ASL must precede the consequences. Use appropriate brow raise and head shift

Challenges with Time/Tense Markers

1. Producing target language that appropriately conveys time so be sure to monitor your interpretations or take note when it's not included. 2. Recognizing time markers in ASL when working from ASL to English

Challenges with Pronouns

1. Providing number specificity when working from English into ASL where possible. Some texts don't need number specificity but other text can become confusing with the number-specificity. Interpreter must active seek context clues to try and figure out the number-specific pronoun if there is one. 2. Providing gender specificity when working from ASL into English where the referent is set up with no notation of gender. Must also try and find out the gender-specific pronoun.

Classifiers can be divided into two categories ...

1. Real-world= classifiers that take on life-size proportions and the actions performed are real world. Looks a bit like a reduced form of mime when being produced. 2. Abstract= less iconic in shape/movement and take on a reduced proportion in size as they describe the object or action taking place. Fluent signers stray from mostly using one category of CL's. They go back and forth between the two.

What can ASL do that English can't?

1. Send multiple pieces of information at the same time 2. Spatialize 3. Add nuances (subtle distinction/variation) through facial expression, body attitude (language), and intensity of signing 4. Incorporate numerals into signs 5. Classifiers (CL's) can be nouns that "get verbed" - that can move 6. Distant, middle, and close up shots (signs or CLs) 7. Incorporation of affirmation and negation by nodding or shaking the head while signing

ASL is similar to other visual languages because ...

1. Strong association to the reality of actual things/events 2. Tends to be specific, sensory-oriented, succinct (brief) 3. Requires signers to construct a message with signs based on their effectiveness in communicating semantic meaning through perceptual imagery. 4. Uses lexical items specific in nature, avoid the use of multiple-meaning and ambiguous terms and constructions. 5. Uses a series of expansion techniques to formulate information

Five Steps of the Interpreting Process

1. Take in Source Language 2. Identify deep structure meaning 3. Apply contextual schema screen 4. Formulate/rehearse TL utterance 5. Produce interpretation

English is indirect due to:

1. Tends to use multiple meaning lexical items 2. Lexical items and indirect address foster non-elaborative and ambiguous ways of conveying information Most English presentations/ exchange of info tends to deal with specific issues at hand, no need to elaborate. Sometimes elaboration is only done in storytelling, acting, or special form of discourse. Examples English indirect ASL Direct heavy overweight call off cancel get rid of remove straighten up stop missing work/class fix bad behavior pull your leg tease What

Challenges with Noun/Verb Modifiers

1. When working from English into ASL, using classifiers and other language appropriate strategies to convey information, thus avoiding source language intrusion. Only sign adjectives and adverbs signs for specific, limited purposes. 2. When working from ASL into English, having adequate English vocabulary to translate SASSes and other classifier rooted utterances with equivalent meaning and clarity.

ASL Grammatical Structure

Can use Subject-verb-object but the primary form of sentence structure is topic-prone (topicalized); imbedded information allows for greater degree of simultaneous conveyance of information. Interpreter must understand how the topic is determined in an ASL sentence. The person, place, or subject is the first in the sentence followed by the comment. The topic can be determined by the signer and is context specific. Example: I like ice cream. (this sentence can be signed in the SVO form) Topic: ice cream Comment: I like ICE CREAM, I LIKE.

Challenges/Implications in Conveying Meaning

Central focus is to convey communication of equivalent meaning between people who are linguistically and culturally different. 1. Degree of Detail 2. Degree of First-Person Address 3. Implicit and Explicit Meaning

English Negation/Affirmation

English adds words or phrases to indicate negation or affirmation. Ex: I will NOT go. I can drive to the meeting Affirmation is usually embedded in the verb, although a lexical item may be added for emphasis or clarity. Vocal intonation is sometimes used to indicate negation and affirmation.

Conveying Meaning

English and ASL use very different but equally effective device to convey meaning. A major challenge faced by ASL/English interpreters is determining how each language constructs meaning.

Degree of First-Person Address

English tends to summarize in third person (she, he, it). This meaning talking about a person said without directly quoting her/him. (Example: He walked to me yelling and screaming loudly talking about I lied on him). But ASL tends to use first person (role shifting, becoming the speaker). When going from English to ASL, always remember drop the English form of indirect address (third person) change into first person. Also, be sure to use frequent role shifting to identify the person speaking, shift slightly to the left or right and become that person.

Implicit and Explicit Meaning

English tends to use a lot of implicit information whereas ASL tends to make the information more explicit. English uses words with multiple meanings (implicit) interpreters must know to drop the form and sign the meaning. Interpreters need to know how to use generic terms with non-specific referents in English and ASL. Being able to recognize a compact lexical item and do noun-listing in ASL and vice versa English deals comfortably with "general" words but when interpreted into ASL "specific" or "more specific" terms should be used when that information is given. This is seen in the use of years "In 1835 YEAR 18-35". English uses "make" for many meanings (implicit) whereas ASL would use specific verbs (explicit) such as sew, bake. or set-up. Examples General Specific More specific They the owners John's parents who own the cafe. At times twice a month 1st and 3rd Tuesday of the month.

Degree of Detail

English users get restless when someone takes a long time getting to the point. English prefers to summarize or cut to the chase; think of the phrase "Long story short." ASL tends to tell the whole story, adding more details. Deaf people take time to set up the scene, characters, show action in a very descriptive manner. **It's important that interpreters develop techniques to truncate the amount of detail in linguistically and culturally appropriate ways. This would include selecting English terms that are more generic and compact in semantic meaning Example: signer giving a detailed list of frustrating events and the interpret could shorten that statement to you wouldn't believe the morning I've had. It was crazy.

ASL tends to use ...

Explicit lexical items and linguistic constructions that rely heavily on direct conveyance of information, minimizing the need for participants to identify implied meaning. ASL provides the rich variety of detailed and descriptive information.

English Affect Markers

Generally the emotive part of most messages conveyed via words with appropriate vocal inflection, particularly used in consultative and formal registers. Sometimes visual affect markers are used but it's not common and used in lower registers. Conveyed in the modifications in the way words are produced and in the selection of lexical items. Example: seeing ex husband or old boss in the store and you tell your friend "I can't believe HE is here." He is stressed using vocal inflection which would show either a positive or negative feeling. But your face wouldn't show any emotion.

Problems with Process Models

Inability to illustrate the simultaneity of the process and multi-tasking required. These processes are happening at lightning speed

Interpreting happens where?

Inside your head. It's cognitive process. It does requires physical input of source language and output of target language.

Step 2 Analyze Deep Structure Meaning

Interpreters are required to analyze the surface structure of SL texts. It answers these questions: speakers goals, linguistic register used, ideas being declared, relationships between participants, affective information is being conveyed, and structural properties (grammar,humor, metaphors). Critical thinking:Break into chunks that make sense, examine for detail to look more deeply into a text and determine its nature. Interpreters must look at the explicitly stated as well as the implied propositions. Must think through communication, seeing clearly what's being said, relating comments and filter all that's said through your own life experiences. Maintaining a continual effort to be clear and precise meaning in language usage Cognitive Competence: -ability to think critically with clarity, precision, specificity, accuracy, relevance, consistency, depth , completeness, and balance - critical thinking skills help identify speaker's meaning and intent and assumptions -requires disciplined reasoning, inferring and deducing in order to extract the message from the words and signs. - must be aware of own beliefs and biases in order to set them aside and truly reposition oneself to comprehend what is being said from the speaker's position. Linguistic and Cultural requirements: - recognize various rhetorical structures in language and use the knowledge to identify speaker's goal and predict logical path the speaker will use to accomplish the goal. -able to recognize euphemisms, nuances, subtleties, innuendo, insinuation, indirect suggestions, and metaphors and shades of meaning and to accurately comprehend he meaning intended and purpose for using these structures. -Adept at reading culture based nonverbal signals that often accompany SL utterances.

Deriving Meaning

Interpreters use prosody determine meaning and predict the speakers next words. Since they are fluent in English, it's unnecessary to focus on the word/sign for meaning. So the interpreter can focus more on: 1. Analyzing the content and how it influences communication dynamics 2. Analyze the incoming message at deeper (textual) level (use prosaic cues) 3. Switch into Target Language without losing meaning or speaker's goals. Drop the english!!

Functional Elements

Made of articles (a, the, an), prepositions (on, from, with), and conjunctions (and, but, however). These elements serve as "auditory lubrication" to foster comprehension by means of cohesion and transition. They have little to no meaningful content. Many English sentences wouldn't make much sense without functional elements. Ex: The cat is running to the store because he wants some milk and cookies. The functional elements are: The, is, to, because, some, and.

ASL (visual) Prosody

Made of pauses, phrasing, and visual intonation patterns that convey utterances composed of primarily content elements in ways that take advantage of multi-dimensional nature of visual communication.

Content Elements

Made up of nouns (person, place, thing, idea) ,verbs (action/movement), adjectives (describes nouns, appeal to senses), and adverbs (describe verbs). These elements provide substance and meaning to the sentence. ASL has many nouns, verbs, adjectives(include CL's) and adverbs (often alters the verb). Ex: The cat is running to the store because he wants some milk and cookies. The content elements would be: cat, running, wants, store, milk, and cookies

Contrasting

Makes a statement by presenting the positive and negative of the idea. Not used all the time. It is used based on the signer's desire to emphasize or reiterate the comment being made. This, not that. Example: I have an old car. CAR MINE. NEW NOT. CAR OLD! I am sick. ME FEEL GOOD , NOT. SICK ME.

Step 4 Formulate/ Rehearse TL interpretation

Most time is spent at this stage. Interpret makes cultural and linguistic choices on how to convey the intended meaning. Dynamic equivalence= taking SL utterance and making sure the client is receiving the message in the same way the hearing audience is. Making sure to drop the source language rules, grammar,behaviors. Linguistic Competence: bilingual, including mastery of wide range of lexicons, registers, and discourse information Cultural Competence: Bicultural= able to appropriately express a variety of goals, engage in turn-taking, turn-maintaining, incorporation of emotional overlays Linguisti nad/Cultural Adaptations: -able to use bicultural expertise in the constructions of TL messages that compliment speaker goals and maintain dynamic equivalence. -able to consistently make TL selections that clearly express intended informations and speaker's goals Pick equivalent signs/words, order them accordingly to target syntax, conjugate them according to the target grammar.

ASL Numbers

Multiple numbering systems for various topic areas like clock-time, people heights, building heights, room measurements, counting, sports-scores, etc. There are approximately 27 different numbering systems in ASL.

Describe then Do

Narrate what will happen, then act it out. Technique has two parts: 1. States what s/he will do/say from a narrator perspective (can happen very quickly) 2. Using role shift, the signer does/says what was described from the position of the person/thing doing the action. Example I'll call the police. POLICE CALL WILL CL:1 (WALK ACROSS ROOM) PHONE (DRAW SQUARE) CL:Y (PHONE PICK-UP) PRESS-BUTTON 9-1-1

ASL Voice

Primarily uses the active voice. Although it has the ability to make passive voice constructions in certain instances. But it's not common to use passive voice in ASL. In most ASL constructions, the actor must be identified or the information will be misconstrued. ASL can also use certain constructions in order to be vague. This includes the use of lexical items like someone, person, somewhere. Examples:

Couching/Nesting

Provides information in an introductory expansion or set up to ensure the listener has the schema or frame required to understand the upcoming discourse. The decision to use couching/nesting is based on a signer's schema and background as well as the signers decisions regarding the need for clarity. Set up the scene, then focuses on a part of the set-up Example MEDICINE TAKE OR CREAM RUB-ON SKIN OR FOOD EAT FINISH- ITCH ALL-OVER OR STOMACH UPSET OR HARD BREATH FS-ALLERGY

Faceting

Refers to the use of two or more signed synonyms when conveying a particular concept. Examples: I'm very happy. ME HAPPY, SMILE-ON-FACE- SATISFIED. He is an expert cook. HE COOK SKILL GOOD EXPERT WONDERFUL TOP-NOTCH.

Process Models

Several models have been proposed and they all try to portray the largely invisible cognitive processes required to take an utterance from one language-culture and render a culturally and linguistically equivalent utterance in the target language. Other models are substantiated by formal data collection and research; detailed in scientific nature. Others are based on application and interpretation of emerging field research and person's experience as an interpreter and interpreter-educator.

Reiterating

Sign or phrase is repeated for emphasis or clarity. Basically repetition. Notice that the signs are short and incorporate English grammatical structure. Examples: I can't go to the party. CAN'T GO PARTY, CAN'T I want some candy. WANT CANDY, I WANT.

ASL Negation/Affirmation

Signers adds a non-manual marker (head nodding "yes" or shaking "no") while the verb or verb phrase is being signed. In formal register, the non-manual marker must be accompanied with a signed affirmation/negation, optional in consultative and informal registers.

Dropping Source Language Form

Significant challenge for interpreting students. Failure to drop SL form causing the message to be skewed/ unclear communication due to SL intrusions. Must give yourself the appropriate amount of processing time in order to deeply analyze the SL to extract the meaning and intent from original message then completely reformulate the same meaning in the target language (TL). Don't rush because errors are more likely to occur.

English Grammatical Structure

Subject-verb-object (SVO); linear rather than simultaneous Example: I like ice cream. Subject: I Verb: Like Obj: ice cream

English Voice

Voice of an utterance indicates the relation of the subject to the verb. Passive voice in English includes some form of verb "to be" with main verb in past participle form. Passive voice is used frequently and sometimes it's used in order to be vague; particularly in upper consultative and formal registers. Comfortably uses both passive and active voice constructions. Examples: The car was wrecked. The president was shot. The window was broken. if a By-phrase is included , still know who and convey that to the deaf client.

An interpreter is required to ...

to analyze linguistically complex source language (SL) utterances as quickly and efficiently as possible.

Reciprocal Signals

certain eye behaviors, head nods, verbal utterances (right, uh-huh) to indicate that one is attending and comprehending the messages being received.

ASL is Direct because ...

information is transmitted in signs that reflect explicit and specific meanings. Ex: verb "run" is modified to show different types/speeds of running like dashing, scampering, scurrying, etc. Also ASL would select different signs to convey the various meanings of the word "run" like unravel, compete/campaign.

English uses speech ...

medium of communication and you don't have to concentrate on words you hear in order to extract the meaning.

Step 5 Produce Target Language Interpretation S

sign/speak accurately Consecutive form is the most accurate in one-on-one settings

Visual Conveyance of Information

ASL has a variety of technique to convey information in a visually clear and effective manner.

Step Three Apply Contextual/Schema Screen

Apply schemas that apply to this situation. Cohort groups - able to identify cohort membership based by participants that may be coloring or shaping original meaning and how it's being expressed. - able to retain this information for TL formulation (in the event a cultural expansion is required for equivalence) Schema - ability to deduce similarities and differences in participant background and experiences that may be influencing the communication and interpersonal Contextual factors - ability to predict contextual factors one may encounter and use these predictions to guide preparation prior to entering the interpreted event - adept at modifying predictions as needed and to use emerging contextual information to analyze how context is influencing message delivery.

English Modality

Auditory/vocal; orally expressed language; requires the use of content and functional elements to create a proper rhythm of speech so the listener can comprehend/understand. Has a written form using alphabetic letters.

Noun-Listing/Examples

The use of listing examples/nouns that fit into a certain category after the introduction of a term. It helps clarify. Each noun listing is followed by the sign et cetera, list, or like that. That's how the category is established. So the etc, list, like that must be included so it's known you are listing examples and stating a list of things. Can name three or four things then add the sign list or Like-that. Examples: silverware (FS-SILVERWARE SPOON,FORK, KIFE LIST) Fruit (FRUIT APPLE, BANANAS, GRAPES,ORANGE, LIST) Can also use the technique of expansion via examples. The term sign first then list of examples expansions will follow. This list will be included based on: 1. Reciprocal signals used by the listener that will indicate familiarity/ lack of clarity, confused regarding the topic 2. Signer's goal= if goal is to entertain, elaborate or teach then list of examples will probably follow. Example i cleaned my house. HOUSE MINE. I CLEAN++ SWEEP, MOP, WASH WALLS, WINDOWS SPRAY WIPE

English Numbers

There are two numbering systems in English: 1. Cardinal= used to denote quantity (1, 2, 3, 4, 5, 92, etc) 2. Ordinal= used to denote order (1st, 2nd, 3rd, 17th, etc) Anytime you want to express any numerical information, one of the two numbering systems will be used.

Role Shifting/ Incorporation of 3-D Information

These two technique are required to convey interactions between two or more people (role shifting) and to "set the scene" where the event took place. ASL is direct can use space to convey a great deal of descriptive information. The signer enters the scene taking full advantage of the 360 space surrounding them. This results in a more image based, pictorial and dynamic means of using visual communication. Using body-agreement (head, trunk,eyes, arms, etc.), locatives and directional verbs to set up people and things according where they are in real space. Then the signer can step into the role of any characters in the communication exchange by shifting their torso and becoming the person saying something or reacting to a statement being said. Set up the person on the right then the left and act!

ASL Time/Tense Markers

Time marker comes early in the sentence and conjugates all following verbs until a new time marker is noted. ASL typically works within a frame of chronological sequencing. So the signer will convey an event by first discussing the first thing that happened and continue relaying events in the order they actually took place.

English Time/Tense Markers

Verbs change forms (conjugated) to mark present, past , or future tense. Elaborate verb tense system allows incidents to be told without following real time sequence. Speaker can jump time frames and still be clearly understood. Examples talk: talks, talking, talked

ASL "Visual Lubrication" includes:

Visual incorporation of auxiliary (helping) verb to be (was, were, would) Spatial referencing: using the space around you to metaphorically establish a person or place as referent. Mostly content elements, very little use of functional elements (only when needed). The use of these techniques all ASL articulation to flow to maintain clarity and fostering comprehension by allowing a timely delivery of signs without causing visual fatigue.

ASL Modality

Visual/spatial modality; fosters the use of spatial referencing and restricts use of functional elements- utterances are made of primarily content elements. Produced using the body, mostly hands, to convey information. To communicate, use hand signals (signs) with accompanying facial/physical markers (non-manual signals). There is no written form so most Deaf individuals living in North America use the English alphabet to communicate in written form.

Volume of Lexical Units/ Speed of Production

Volume of Lexical Units= ASL and English have the ability to convey equivalent information in various ways. Since English uses both content and functional elements while ASL uses primarily content elements, it's easy for interpreters to confuse volume with equivalency. When working between ASL and English sometimes you may find yourself slipping back into English (SL) grammatical structure in order to match the volume, putting out a sign for every English word. This can be tiring for the eyes of the deaf clients. Always strive for message equivalency. Speed of Production= when hearing person reads from a frozen/memorized text, speech is more rapid than spontaneous speech. There's not enough time to analyze, comprehend and interpret the text into ASL. Same with deaf person signing from a text, production is monotone and stiff, it's difficult for interpreters because natural prosody is lacking. It's more difficult to comprehend and make sense of because breaks happen in unnatural places and fingerspelling appears in unusual places as well. ***Interpreters work most effectively with spontaneous linguistic expression in both English and ASL.***

Challenges with Voice

When working from English into ASL, identifying passive voice construction in English and making proper transition to active voice in ASL. Interpreter must identify the goal of the signer/speaker because if they are using passive voice to intentionally be vague that the message should reflect that. So an equivalent lack of specificity needs to be present in the interpretation. If the speaker/signer want to be clear but use passive voice then the interpretation should match that while going from active to passive.

Word Order

Word Order= English requires a strict adherence to word order. For example, verbs aren't the subject of a sentence "Run me fast." Other areas are more flexible like conditional statements "if it rains, I'll call you" "I'll call, if it rains." The conditional phrase can come before or after the consequence. ASL was thought to be a freeform language but it has strict rules as well. For instance, an adjective can come before or after the noun and same with verb-adverbs. But conditional phrases must come before the consequence in ASL.

Step 1 Take in Source Language

You've got to see/hear it. True comprehension occurs when the listener remains focused on the SL message until s/he is able to make sense of incoming text. Must perceiving and temporarily storing incoming SL utterances Don't feel pressured to start to quickly that's a mistake that can lead to SL intrusions. Physical requirements: must see/hear SL message and develop mental/physical stamina required to focus and sustain attending skills. Bimodal nature of interpreting ASL/English can be physically tiring. Cognitive Competence: develop clozure skills (being able to fill in the blanks using clues from overall context, information preceding and following the point where the interruption occurred. Then, interpreter must have the ability to store, connect, retrieve, and process information quickly. Linguistic/Cultural Competence: complemented with bilingual-bicultural competence includes being familiar with range of registers in each language, know how speakers/signers accomplish various goals, and using reciprocal signals. Social Competence: don't forget you work with people. Develop social skills and cultural finesse to support effective interpersonal interactions like: greetings, leave-taking, interrupting, forms of polite speech, etc. Demonstrate social competence in both languages and cultures in order to interact in a variety of social settings.

Cohort groups (membership)

a group of people who experience many of the same historical and social conditions. People born in the same era are exposed to similar ideas, prevailing assumptions, critical public events, and popular trends.

ASL uses movement ....

as the medium of communication. The physical articulators in ASL are larger than in English. It takes more time to produce a single ASL sign to say one english word (larger physical production). This is important because the information is being received visually using the eyes (operated by muscles that can tire with use).

ASL transmits information ...

at the approximately the same rate as English. This is possible because of visual ASL prosody