No, I’m not kidding

 Yes this is crazy, but I never hold back when it comes to taking on the role of the interpreter. It’s better to start you sooner than later.  Be the person you are interpreting for. Really start to think in terms of how they mean what they say.  If they look bored; your voice should sound bored.  If their voice sounds confused, you should look confused.

 Content: what it means.  PEEEEW! My shoes are stinky.  Intent: how it is meant.  PEEEEW! My shoes are stinky. Equivalent meaning: PEEEEW! My shoes are stinky.

 A source language?  A target language?  Equivalent meaning?  An interpreter?  Discuss these with your table group

 A machine  That produces a sign for every word  or speaks a word for every sign Example: A bird in the hand in worth two in the bush. What would that look like without first interpreting it for meaning? Understand, if a Deaf person just gets a sign for every word; the interpretation essentially falls on the Deaf person. The Deaf person would be wondering why you are talking about birds.  An interpreter does interpret meaning equal to the source language in content and intent

 From sign to voice.  ASL is our source language, or the language coming in  English is our target language, or the language going out  We are the voice interpreter, or the provider of equivalent meaning from ASL to English

 If you are the voice interpreter, make sure you are speaking English, and in full sentences.  Don’t try to put an English word to each sign. Instead see all of what they mean then find words to describe it.

 How would we say that in English? Hide next slide Danna.

 Sam really likes your red coat.  Ken can’t stand his teacher.  Dak wants my dog. Don’t even think about it.

 From voice to sign  Our source language is English  Our target language is ASL  We are the voice interpreter, or provider of equivalent meaning from English to ASL

 Hear all of what they say and then see it. Put yourself in the story, then describe what you see and feel. Then you can create an interpretation.

 Examples: Your jacket is really a nice pretty pink color. I really can’t stand my teacher. My homework is so darn boring. Dan’s teacher wants my backpack so bad.

 Make sure you are being the voice of the person signing. Everything you speak is from their perspective, never yours.  Example: If the signer points at you, the interpreter, they are actually saying “you” or “the interpreter” or your name. As the interpreter you will always refer to yourself as “the interpreter” or by your name, but never as “me”.  Also if the signer points to themselves, the interpreter voices “Me or I, My or Mine”

 In ASL we can just point to the same individuals over and over again, because the language is efficient. It is easy to follow the visual placement of characters you have set in space by indexing.  But when we voice English we can’t just say he, she, or hers, his, we actually need the name of the person so we don’t become confused about who is doing what.

 Take turns with your partner, switching roles with each slide  Sit right knee to right knee, one person will look at the board, and sign it to their partner  The partner (interpreter) will voice what was signed  Be honest and actually say what they signed, not what you think they meant, this will help them identify where they may be making a mistake

 Sal knows Cal.  Cal knows Sal.  Cal likes Sal’s dog, named, Pal.  Sal’s dog likes Cal. This is written English and how we would say this, but by using ASL you were able to point without spelling the names over and over.

 Each list is dealing with the same characters/places throughout; you should only have to fingerspell their names, or place an object once. But by indexing them over and over, it is like saying their names over and over.  Your voice interpreter will say the names over and over as you only point.

 Here we go

1. Sam has brown eyes; his eyes are nice. 2. Sue likes his eyes. 3. Sue’s eyes are green. 4. Sam likes her eyes. 5. He knows her teacher. 6. She knows his teacher. 7. Sam likes dogs. 8. Sue likes dogs. 9. Sam has a dog; his dog’s name is Ruff. 10. Sue likes Sam’s dog. 11. Sue has a dog; her name is Sissy. 12. Sam doesn’t like Sissy. 13. I like Sissy.

1. Bob has green shoes. 2. Ken has blue shoes. 3. Bob likes Ken’s shoes. 4. Ken despises Bob’s shoes. 5. Bob is nice. 6. Bob likes Ken’s school. 7. Ken likes Bob’s school. 8. Ken’s school is nice. 9. Ken’s school colors are red and white. 10. Ken’s school likes Ken.

 What was most fascinating about what you learned today?  Do you feel you learned enough to interpret an equivalent meaning from the source language to the target language?  How did this lesson help you today?