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When Your Consumer Is A Deaf Child: How Do You Match Their Language?

April, 2008

     How can an interpreter match a student’s language needs when the children themselves do not have the language to articulate his/her needs or preferences?
     The NAD-RID Code of Professional Conduct (CPC) states: 2.3 Render the message faithfully by conveying the content and spirit of what is being communicated, using language most readily understood by consumers, and correcting errors discreetly and expeditiously.
     During my training for interpreting in educational settings, I was exposed to an analysis of RID’s (then) Code of Ethics and how it applied to interpreting in an educational setting. The issue of having to adhere to a language mode or policy the school held was addressed and little else. From my 16 years of experience interpreting in educational settings, I have never been required to meet any arbitrary language mode established by school authorities.
     I have not had the good fortune to come across any analysis of the new NAD-RID CPC and how to apply “using language most readily understood by consumers” to children 12 years of age and younger. Young children cannot be directly asked what language or mode they prefer. An interpreter needs to determine what language or mode to use and must reevaluate language preference and complexity level on an ongoing basis when working with young children.

 

Knowledge of Child Development and Language Acquisition is Essential.
     Young children want to please adults. This provides an interpreter with both opportunities and challenges. A child will copy your language to please you. If you challenge what another important adult in their life told them, you will be summarily dismissed. All children use language in a nonstandard form during the process of acquiring and developing profi ciency. An interpreter will need to evaluate whether the child’s error was taught to them or is a natural occurring nonstandard language form. Children correct their nonstandard language usage without formal instruction. They develop standard language though observation and exposure. Therefore, an interpreter need not be heavy handed in “teaching” standard language but needs to be
ever vigilant in correctly modeling the best language possible. To aid in your modeling of language, ask deaf members of the local community to model for you. I have found it most helpful to have deaf parents tell me their child’s favorite story or ask them to, “Teach me as if I were your child (place concept here).” I have found little enlightenment when I have asked, “How would
you interpret?” or “What is the sign for?”
     How does an interpreter know whether the child they are interpreting for prefers American Sign Language (ASL) or a sign English mode? An interpreter may be infl uenced by the child’s parents, teachers or their own language preferences and profi ciencies. I suggest that you seek or request time during the day to simply allow the child to express him or herself to you. Ask the child about things that passionately interested them. This will
require some research into the latest trends and fads of that age. Take a Saturday morning to watch all the popular cartoons, read the local toy store circular and go to your local library and read every early childhood book you do not already know by heart.
     I had an opportunity to attend to a fi ve year old child who has a cochlear implant, a teacher who signs in a very strict English form and parents who speak another language and do not sign. The child expressed herself in beautiful ASL when conversing about a topic that was of interest to her. Another child I had the opportunity to attend to who was ten years old, has deaf parents and was fully mainstreamed. He expressed himself in a heavily English ordered signing mode. Assumptions based on the child’s environment and not the child themselves can be misleading.
     Read the child’s Individualized Education Plan (IEP). The IEP is a legal document, so you must adhere to the requirements your state and school place on such documents. I have had to stand in many cramped closets reading an IEP because it was not allowed to leave a secure environment. Look for sections of the IEP dealing with: language use and development, testing
accommodations, goals, audiogram, allergies and other medical or emotional conditions. There is much information that will not pertain to your interpreting. However, with practice, you will learn how your particular state organizes information, having an impact on how you interpret, within the IEP document.

     Different communication events during the school day offer varying opportunities to expose the child to differences in language. Typically, young students are always read to at some time during the day. Ask the teacher for his or her goal in reading a particular story. You can then determine if an ASL interpretation is the best way to accomplish the teacher’s goal. If you have taken the time to learn that the child is not an ASLuser, you still may take this opportunity to expose the child to ASL. After the story has been read, if you can, ask the child to retell the story to you. This will enable you to see how much they understood from ASL and how they translate the information into their most comfortable language as well as provide them theopportunity to inform you on their language development. We can all understand Yoda of Star Wars when he speaks regardless of his nonstandard English usage. This ongoing “dance” of language exposure and feedback will help you to match the child’s ongoing language development and preferences. Since a child’s attention span is usually about one minute per year oflife, you may actually need to “dance” (move with the teacher) to keep their attention.     ASL or signing in English order is rarely or never officially taught to any child. When you begin working with a child, you will learn that they have picked up some bad habits and have incorporated into their language items that are not part of any real language. Chastising a child for these errors or berating theperson who taught them the error is the wrong way to interpret for a child.     A first grade child who I interpreted for was struggling to understand a lesson on shapes until I discovered that their parent had taught them that the sign for shape meant air. Instead of demanding the child change or that I was using the right signand the child’s parent was wrong, I used classifiers to express the concept of shape. Then slowly, in a non threatening way, I introduced the idea that other people use the “air” sign she knew to mean the concept shape. An interpreter working with young children may need to be willing to not follow standard linguistic rules to create understanding and use the errors the child haslearned to introduce correct linguistic concepts.     Every child is unique, therefore no treatise on usinglanguage most readily understood by consumers can possibly answer all questions that will come up while working with young children. Some other ideas you might want to keep in the back of your mind pertain to the uniqueness of the child.     Children whose parents are fluent in a language other than English offer a wonderful opportunity for interpreters. I have had the privilege to work with many children who just moved to America. I found it a great opportunity to use techniques I learned for high visual language users. It was also helpful to dosome research into the child’s culture. Some natural gestures in America are considered offensive in other cultures. Knowing that helped me to avoid several embarrassing situations. Taking classes in mime have been useful in helping me communicate concepts breaking through language barriers. There are alsoseveral online dictionaries of sign languages from many countries. If the child comes from a country with an online dictionary you could incorporate a few basic signs from the child’s native sign language while introducing ASL.

     Children using interpreters can also have other needs. As an interpreter, we are not qualifi ed to diagnose learning disabilities; however, you may be requested to interpret for a child with a learning or physical disability. Or perhaps, you will be asked to interpret for a child with a disability that has not yet been identifi ed. All uniqueness a child may have can be viewed as an opportunity for the interpreter to enhance his or her skills.

Some learning disabilities include:

          Association Reactions: One part of the body moves involuntarily because of the movements of another part of the body: For instance, the left arm may move when the right arm moves or one arm may move when the head turns.

          Catastrophic Response: An involuntary reaction to too many sights, sounds, extreme emotions or other strong stimuli. This may result in losing one's temper, becoming dazed or unaware of one's surroundings or "freezing" for a short time.

          Crossing the Midline: Trouble with moving one's limbs across the center of the body.

         Directional Problem: Trouble automatically distinguishing left from right; learning north, south, east and west.

          Intersensory Problem: Trouble using two senses at once or associating two senses, for instance, not realizing that the written letter "d" which is seen, is the same as the signed "d;” being unable to feel someone tap you on the shoulder while you are reading; being unable to attend to conversation and write at the same time.

OLDEST TO MOST RECENT

When Your Consumer Is A Deaf Child: How Do You Match Their Language?

PUBLISHED RID VIEWS APRIL 2008

Can Bilingual Bicultural Educational Norms be Incorporated into an Interpreted Education?

 

Written 2009

Interpreting for Foreign Language Classes

 

Written 2010

Politically Correct International Signs

 

Written 2011

          Visual Motor Problem: Trouble seeing something and then doing it; learning a dance step while watching a teacher, copying something off a blackboard, throwing something at a target.
          Perceptual Problems: Trouble taking information in through one's senses and/or processing that information.Soft Neurological Signs: Signs of central nervous system dysfunction that can be observed; staring, turning the head instead of moving the eyes, inability to look people in the eye, not holding the head straight, being easily startled.
          Visual Perceptual Problem: Trouble taking information in through the sense of sight and/or processing that information.
          Autism Spectrum: characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests.
     Each of these learning disabilities offers unique challenges in how the interpretation process can be modified and how an interpreter develops the “dance” of matching their interpreting to the language most readily understood by the child.
     Other uniqueness children posses, for example, being color blind (color vision defi ciency), will affect the interpreter as well. I interpreted for a first grade child who had red/green and blue/yellow color vision deficiency. No one told me he had this condition, but after several attempts at trying to figure out whythe child could not do the coloring appropriately (which occurs often in a fi rst grade class), we developed a strategy. I would point to the words on the page and the word on the crayon and interpret “match the words” instead of signing “color the apple red.”
        Handedness is another classifi er of uniqueness that affects children’s sign language acquisition. Being left handed, I strive to make sure my sign production is correct, and I do not cross dominate. I have interpreted for several left handed children who never had a left handed role model to help them overcome their cross dominating errors. Listing all possible uniqueness qualities that children can possess would be impossible; hopefully touching on the few mentioned will help interpreters in this setting start to analyze their specific situation.
     In many circles of the interpreting community, it is said that the most skilled and professional interpreters should be working with children in the elementary education setting. Hopefully, this article will give interpreters a broader understanding of the needs
of this challenging specialty along with some helpful resources to make interpreting for young children more successful.
     Using language most readily understood by the consumer and correcting errors discreetly and expeditiously is a simple statement in the NAD-RID CPC; however, through deeper analysis by applying it to interpreting for young children, it becomes a very complex set of activities. An evaluation of exactly what “language” means in the context of a developing
child incorporates standard language development milestones, cultural influences and experiential influences. What is readily understood by the child can be very individual and effected by many environmental infl uences. It will also change, sometimes daily, and the interpreter needs to keep a balance of encouragement to grow without creating frustration by moving too fast. Children have their own unique culture and each child has their own mitigating factors to be considered. How much a child can hear can be a significant or insignificant influence that again is unique to each child, and the interpreter cannot assume
the child’s audiogram is paramount.
     There are many good resources available to an interpreter who chooses to take on this exciting and challenging vocation. Deaf adults, video/DVD of children, co-interpreters, the web and publications are all available to help you be the best you can be.

April 2008

Anchor 37
Can Bilingual Bicultural Educational Norms be Incorporated into an Interpreted Education?

 

            Interpreters are well aware of the Deaf community's esteem for American Sign Language and Deaf culture.  Some interpreters may not be aware that early education for the Deaf and Hard of Hearing in America began with a Bilingual, Bicultural approach.

Bilingual Bicultural educational philosophy strives to educate Deaf and Hard of Hearing students in ASL and English in conjunction with Deaf and Hearing cultural norms.  This approach worked quite well until the Conference of Milan Endorsed Oral Education for the Deaf in 1880. Thus changing the perspective of educators for the Deaf into using the English only method (AKA the Oral Method).  In 1964 Oral Deaf Education was labeled a “Failure” in the Babbidge report to the US Congress, its use diminished but did not vanish.  After legal support for mainstreaming from Section 504 of the Rehabilitation Act of 1973 and Public Law 94-142 (education for All Handicapped Children Act) Total Communication and Mainstreaming took off.  Total Communication rarely included the actual language of ASL but some form of manually coded English used concurrently with spoken English (SimCom). Currently there is a resurgent interest and enthusiasm for providing a Bilingual Bicultural (Bi-Bi) education to Deaf Students.  This article poses the question.  Is it possible to incorporate the Bi-Bi philosophy of education for a Deaf Student who is mainstreamed with an educational Interpreter?

 

            At first thought there seems to be some insurmountable obstacles to achieving this goal. This article will break down a Bi-Bi education into some of its constituent parts then address each part. This short article cannot possibly address all components of a Bi-Bi education comprehensively instead this article will touch on several aspects that are key issues needed to be considered when discussing the main point of this article. They are; can the obstacles in, Language issues, Cultural Issues, Qualifications of interpreters, and Ethical issues, be overcome and can best practices be adopted that can incorporate aspects of a Bi-Bi education via an interpreted education.

 

Language Issues:

            When discussing a Deaf or Hard of Hearing student’s education provided through an interpreter, one crucial component is language. Much of the literature and many people interested in this topic express that an Educational Interpreter needs to be able to model ASL. One example is. (Journal of Deaf Studies and Deaf Education, Vol 4, 144-155, Copyright © 1999).

What exactly is language modeling and how does it differ from teaching a language?  Does correcting an error a child makes fall under modeling or teaching?  Historical investigation into language acquisition has found that language has been passed on from family / community to children through exposure and correction without any formal education. In the modern world it was collectively decided that an artificial construct of formal instruction in the native language of children is vitally important to their development, and successful integration into the community.  Since the creation of formal teaching of language a clear delineation between natural exposure / modeling and formal instruction has never been created. Some aspects of natural exposure and teaching are obviously distinct other aspects are in a gray area between the two and some overlap.  School systems establish curriculum, teachers plan how to instruct the students, testing stands to see if core concepts have been understood.

There are a few commercially available curriculum for teaching ASL to adult second language learners, some based on a vocabulary approach, some based on traditional methods of teaching a second language to someone who has a well established first language.  School districts do not, as a rule, have any established curriculum for teaching first language learners ASL. Without a curriculum and clearly established guidelines delineating the differences between modeling (with natural correction) and teaching, can an interpreter who may be highly proficient in ASL but is not a native user effectively provide a Deaf / HoH student with a solid enough foundation in ASL?

 

           Looking at the current paradigm of teacher education K-12 here in America. A basic understanding is required of content, however expertise in any given subject or content area is not a prerequisite to teach.  The Elementary and Secondary Education Act, (so called “No Child Left Behind act”) under the provision of highly qualified teachers is trying to implement a required level of content knowledge. The current state of affairs requires individuals wishing to become teachers need to be able to; teach, research, and help students discover and learn independently. 

            ESEA “(23) HIGHLY QUALIFIED- The term highly qualified' —

                        (A) When used with respect to any public elementary school or secondary school teacher teaching in a State, means that —

  • The teacher has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State, ....

                        (C) When used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor's degree and —

                        (i) Has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an option for a test; or

                        (ii) Demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation that —

                              (I) Is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;

                              (II) Is aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;

                              (III) Provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches;

            A person who is fluent and eloquent in both spoken and written English may not be able to teach the English language. The same can be true for ASL. A certain level of language proficiency and skills in the process of teaching are both essential. The teacher should have the expertise in teaching and the interpreter the expertise in ASL, working together they should be able to accomplish a great deal.  Currently there is not an agreed upon minimum standard of ASL competency to be able to facilitate a Bilingual approach to learning.

 

Individuals wishing to become teachers of the Deaf do have the Sign 

Communication Proficiency Interview (opinions on validity of the exam not withstanding) however interpreters have no guidance or formal requirements to satisfy their proficiency except for a general held belief that they should be nationally certified. Does a national certification have any validity regarding language modeling for Deaf children acquiring language? To interpret for Deaf students some states may legally require a license, state screening, EIPA 3.5 or greater, or national certification however to interpret for children no specific criteria regarding the ability to present language in a developmentally appropriate manner is currently required.

Cultural Issues:

            Can a person that is only marginally involved in a culture instruct about that culture? The Language section discussed the murky waters delineating teaching and modeling. The same holds true for culture.  Where is the dividing line between formal teaching, modeling and simply sharing some information about Deaf Culture?  In the current educational system in America there are many courses and degrees in specific cultures.  Instructors in the post-secondary level are often members of the culture he / she is teaching but it is not always a requirement and in primary and secondary education very often the instructor is not a member of the culture.  Is it ethically appropriate for an interpreter who is not a member of the Deaf culture to share information, yet not formally teach, about said culture to a Deaf student?  Most deaf / hard of hearing children have hearing parents, siblings, extended family, and friends.  How are they to be informed of Deaf culture if they have NO exposure to it in their daily life? Might an interpreter’s cursory knowledge be better than nothing?

          There are many resources that contain essential information regarding Deaf culture; videotapes, DVD, CD, books, etc.  There is however no guidance on how to apply these resources in an age appropriate way for students in the K-12 setting, nor are these resources “required” reading / viewing to sit for a national interpreting exam. (some are recommended)

Qualifications of interpreters

          Currently there are several universities offering a Bachelors degree in Sign Language Educational Interpreting; in Idaho, Arizona, South Carolina as well as several certificate programs focused on Educational Interpreting. However most individuals who are employed in educational settings have not completed any formal training specifically focused on how to interpret for Deaf children.  The essential competencies specifically for interpreting in K-12 environments / Bi-Bi paradigm (as of yet) are not incorporated into all interpreter education programs. Often one college course and sometimes just a part of one course cursorily touch on the topic. Some states address this issue by requiring educational interpreters to take college level courses pertaining to child development. The EIPA written exam tests participants on some essential knowledge in child and language development.

Ethical issues:

            What does the current NAD RID Code of Professional Conduct say about an interpreter providing and interpretation informed by the Bi-Bi model of educating Deaf and hard of hearing students? The former RID Code of Ethics stated (paraphrase) An Interpreter is not to counsel or teach. The Current Code of Professional Conduct states; “3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental health teams) or other settings. 

Is an interpreter qualified to incorporate Bi-Bi principles into an interpretation?

Exactly where is the line between MODELING and TEACHING, SHARING INFORMATION and LESSON PLANNING, CORRECTING and TESTING? 

These are but a few of the difficult ethical questions that any educational interpreter needs to exert continual and comprehensive effort in examining.

          If you were to compare medical interpreting to educational interpreting you would find some similarities. The decision to accept a medical interpreting assignment usually rests in the ethical decision making process of the individual interpreter (same for educational interpreters). Said interpreter needs to learn as much as possible about the assignment then self-analyze their skill to determine if accepting the assignment is ethical or not.  Some agencies, cities, states, or regions around the United States may be more conducive to empowering an individual interpreter to refuse work they feel they are not qualified (certified) for or if the interpreter feels they do not have the necessary skills (content knowledge).  Other agencies, cities, states, or regions, may use various pressure tactics to force interpreters into assignments. Often citing a dearth of interpreters or saying “better you than no one”. There is also the all to real economic pressures interpreters feel that do effect their ethical decision making process. There is also the lack of knowledge on the part of the interpreter as to weather or not their skills are adequate to meet the need of the assignment. Now there is a National Coalition Aiming to certify all health care Interpreters. (see RID views July 2008 Vol. 25 Issue 7 Pg 33 Press Release) Who knows, maybe a modified Elementary and Secondary Education Act (so called, No Child Left Behind) may establish similar requirements for anyone interpreting in an educational setting. (Pie in The Sky, some may say) With a lack of established requirements and guidelines as to exactly what are ethically appropriate activities for an Educational Interpreter to preform they will need to examine the duties, skills, knowledge base, the questions raised in this article so far, and other factors involved in the Bi-Bi educational paradigm and determine exactly what he / she should do and what he / she should decline.

Despite all of these seemingly insurmountable obstacles outlined above it is still possible with proper training and sensitivity for an educational interpreter to incorporate some of the aspects of and imbue the Bi-Bi philosophy within his or her interpretation.

            Below are some speculations of simple ways a more Bi-Bi approach can be integrated into an interpreted education.

 

Comparative grammar in English class:

            One grammatical aspect of ASL is the use of comparisons. During the natural process of “Expansion” in ASL the language will use comparisons to create a greater depth of meaning.  Traditional ASL comparisons include; several signs created in conjunction that define a broad category, several signs created in conjunction that narrow a concept, expression of what “IT IS” juxtaposed to what “IT IS NOT”, sandwiched expressions “IT IS” ... “IT IS NOT” ... “IT IS”.

This natural aspect of ASL can be used to create correlations with English Language during an interpreted English / grammar lesson. Making comparisons of how each language’s grammar works. Even the simple period in an English sentence has a corresponding grammatical prosody feature in ASL.

            Semantic depth: Some Deaf students expressed a feeling that ASL was a “poor” language and English was “rich” because English had a different lexical item for each nuance of meaning where ASL had just “ONE SIGN”.  This is due to the lack of direct instruction of the grammar of ASL.  One example is related to the concepts; big, large, huge, gigantic. The way ASL expresses the semantic differences represented by the four English words above is not to use different signs for each nuance. ASL will use the same hand shape, and the same movement, however the duration of the sign; the curvature of the arch in the movement, and the facial grammar will change with each nuance.  If a student is not educated that duration, modification of movement, and facial grammar is integral, inseparable parts of ASL they will come to the conclusion that ASL is a “poor” language, which is not true.

          At minimum an exposure to, and basic information about ASL grammar is essential.  A mainstream teacher will have no knowledge of ASL grammar and an interpreter may not have the skill or training to teach ASL grammar.  An Interpreter may be able to advocate for a qualified Deaf adult to come and formally instruct the student in ASL grammar / Deaf culture. (Perhaps during time allocated for music class). The Deaf instructor and Interpreter can work together to create a delineation between what will be taught formally (and by whom), what will be modeled and how much correction will occur during an interpreted event.

May 2009

Inclusion of Deaf role models and Deaf history in Social studies / History class;

            Mainstream teachers will be aware of historical events of individuals achievements included in the curriculum, for example Abraham Lincoln, and at the same time be unaware of the individuals significance to the Deaf.  In the example of Abraham Lincoln the teacher will not be unaware that he allocated land in Washington, DC (against the advice of cabinet members) to provide a location to educate the Deaf. This land now houses Gallaudet University. Gallaudet being the ONLY liberal arts university for the Deaf in the world (to date) and the significance of it’s position and it’s namesake will also be lost on most mainstream teachers. Can, and if so, How, could an interpreter bring this information to the mainstream setting enabling a more Bi-Bi approach to the education of the student(s). The question of CAN an interpreter do this is related to skill and ethics, (touched on above) HOW is related to the working environment and the relationship between the interpreter and the teacher / team, which will be discussed later in this article.

Mathematics and Numerical Grammar:

            ASL has a vast and rich grammar related to the use and incorporation of numbers. RID publication Numbering in American Sign Language (Cartwright & Bahleda) is a wonderful resource.  Bringing books like Numbering in American Sign Language to math class not to read or learn from while interpreting but to help reinforce to a student that ASL does indeed have specific rules pertaining to how numbers and mathematical concepts are to be signed. Sometimes a student seeing it in print makes it more valid than just being told.

Scholarly resources are vital. If an interpreter is not sure of or confident in the facts of ASL grammar then he / she will not be able to incorporate Bi-Bi approach into the interpretation.

Teamwork:

            An interpreter in a mainstream classroom ideally should be viewed as part of the educational team.  Exactly who is part of the team and how the team interacts varies in  greatly. The team could be large having; an audiologist, a speech therapist, OT, PT, etc or consist of the teacher and interpreter. The culture of the school and the attitudes of the participants can make or break the team. The culture of the school may be accommodating or hostile. Interpreters will need to use skills in persuasion and negotiation to help the culture of the school become more Deaf friendly. Attitudes of participants can range from antagonistic, apathetic, to advocate. An antagonistic relationship is challenging to deal with and is very unfavorable to implementing components of Bi-Bi concepts into the environment.  Apathy can be just as exasperating.  Developing very good interpersonal skills and practicing a variety of approaches to interpersonal relations can help the ultimate goal (a rich and successful interpretation) to be accomplished. For example, if a teacher feels the interpreter is usurping his /her authority and control over the classroom environment then the interpreter will need to reassure the teacher in every conversation they hold that he / she respects and believes the teacher is the one with ultimate authority and control. "You can catch more flies with honey than with vinegar!" Practice schmoozing.

Esteem building:                                             

            A Deaf child who understands that their language is of the same value as English as well as that many places on the earth it is the norm for all people to know two or more languages, can develop a positive healthy language paradigm. Providing opportunities for Deaf students to learn of their culture and share what they have learnt with their peers again creates and opportunity for the student to feel a sense of self worth. A student gave a report to her class about Martha’s Vineyard during the 18th century, correlating the curriculum with her culture, with a net result of a big esteem boost. An interpreter’s positive attitude to ASL and Deaf culture, or expression of frustration, struggle, or simply not getting “it” (Deaf culture) can hold great sway on the Deaf student. An interpreter who exemplifies the Joy of learning, Joy of Reading, Joy of ASL, Joy of diversity in cultures can have a profound impact on those whom the interpreters serves

In conclusion:

            Many interpreters advocate for Educational Interpreters to be firstly nationally certified and secondly have either an additional specialization certificate or at minimum have intensive training specific to interpreting in educational settings. It is suggested such training include Child language acquisition and development, understanding of Bilingualism Biculturalism, advanced ethical decision making skills (to help navigate the minefield that is the educational system), expertise in ASL grammar, essential Deaf culture components, American Deaf History. This is a short list of essential competencies (yet not a comprehensive list of competencies) for all people entertaining the idea of incorporating Bi-Bi philosophy into an interpreted education.

Anchor 38
Interpreting for Foreign Language Classes

 

          Have you ever been interpreting and the speaker starts to say something in a foreign language? Have you ever accepted and assignment at a high school only to find out after you arrived that you will be interpreting Spanish class? At the end of those assignments did you still have hair on your head?  This article is to dissuade some of the fears of interpreting in foreign language settings as well as give some helpful strategies that can be applied in the very challenging environment of interpreting a language that you are not fluent in.
          According to the 2009 Modern Language Association of America survey[1], the fifteen most commonly taught languages at institutions of higher education in the U. S. are: (in descending order) Spanish, French, German, ASL, Italian, Japanese, Chinese, Arabic, Russian, Greek (Ancient), Hebrew (Biblical), Portuguese, Korean, Hebrew (Modern). According to the same survey there are 244 other languages that are less commonly taught. I have interpreted courses in: German, French, Japanese, Italian, ASL, Spanish, and Korean, in a variety of settings from Elementary through Post Secondary settings. Availing me of exposure to almost half of the top fifteen. From my experiences I would like to share some things I have found to be helpful and some pitfalls to avoid.

            There are many reasons Deaf people take foreign language classes. A Deaf adult may be planning a trip to another country and wants to be able to read and write essential concepts while in that country. A Deaf student may want to enter into or graduate from an institute of higher education that does not (as of yet) recognize fluency in ASL as satisfying the foreign language requirement. The task of interpreting a foreign language is very taxing therefore knowing the goals of the Deaf participant, from self enrichment / interest to prescribed mandate, can help the interpreters focus his / her limited energy into the most pertinent areas of this complicated process thereby better meeting the desires / needs of the Deaf student.

         The overall arch of focus is to enable the creation of a dynamically equivalent interpretation in a foreign language class.

 

What are some strategies to meet the challenges in this setting?

 

Fingerspelling:

            Each language has its unique written (visual) representation of the sounds within it. (Letters, Characters) Ex: ñ ü ß Ç. Each language has it’s own set of letters / characters that may exceed the 26 letters in the English / ASL fingerspelled alphabet. One helpful website is Omniglot [2]. It is a helpful resource to see the differences in written alphabets.  To compensate for the differences in letters between alphabets the interpreters can discuss with the Deaf student how the unique letters will be represented. One option is to research the Sign Language manual alphabet that is used in the country of the spoken language. I have added links for eleven manual alphabets that are part of the top fifteen most commonly taught languages [3].  I have found 120 different fingerspelling alphabets via electronic formats (on-line, smart phone apps). 

            Learning and using the entire manual alphabet of a different language would not only be difficult for the interpreters but may put a burden on the Deaf student that the hearing students do not have, namely to learn two visual representations (written & fingerspelling) of the target language.  The hearing students do not need to learn the sounds in the language being taught that are the same as English only the unique ones, this should be kept true for Deaf students.

            Many languages do not use Romanized characters, (Hebrew, Chinese, Arabic) however some of the languages not using Romanized characters that are taught in the U.S. have had Romanizations created to represent the sounds of the language. Ex: Hanyu Pinyin for Chinese, McCune-Reischauer for Korean.[4]

            It is vital that the interpreters learn what letters in the foreign words are present yet silent or that have pronunciation that differ from English in order to inform the Deaf student who has decided to speak for themselves so he / she will know the difference between pronunciation and spelling.

           

Using a Sign Language from the country of the spoken language or ASL:

            Incorporating signs from the Sign Language of the country who’s spoken language is being taught has its benefits and drawbacks. Does the Deaf student want to learn two new languages? The Sign and Spoken language may be very different grammatically. If an interpreter throws many signs from another language together the result will not represent either the spoken or signed language’s grammar. If the student wants to learn both the signed and spoken languages then the interpreters would need to be fluent in the other country’s Sign Language and take on the role of teacher. (which in itself is problematic)

            Incorporating a few signs from another sign language can be helpful. For example If the language has a frozen phrases like Korean 안녕하세요. (Annyeonghaseyo) which means Hello, how are you? - I'm fine, and you? - I'm fine, too, thank you. Literally “am peaceful” (this is a standard greeting) Spelling Annyeonghaseyo each time it is said would be an unneeded stress on the interpreters hands. Electronic resources like: web sites, DVDs, or Apps can provide the Korean Sign Language sign used for Annyeonghaseyo. 

 

However diving in and using many signs pulled from electronic resources can cause more problems, due to their linguistic limitations, than the reduction in fingerspelling eliminates. Language is not a compilation of signs but holds a unique grammar. We are all aware that ASL grammar is different from English, the same holds true for other counties Sign & Spoken Languages.

          After a vocabulary word from the new language has been fully introduced by fingerspelling and the students have learnt the word, substituting an ASL sign while moving your mouth in the pronunciation of the foreign word is one way to reduce the amount of fingerspelling required in the class. This is in essence sim-comming which alone is a difficult (some say impossible) task to do satisfactorily with the added difficulty of “pronouncing” a foreign word.

          Many languages have “loan words” taken from English or English has “borrowed” a word from the other language. The ASL Sign for the loan word can be easily used to represent the loan word with caution taken to inform the student of any derivation in spelling.

          Semantic depth; words / signs of one language do not correlate 100% to any other languages word / sign. In an introductory course for another language a simplified or most common meaning of a word will be presented. The words actual full range of meaning may be drastically different from the full meaning of the first sign that was paired with the word. Compare the semantic range of the English word run with ASL’s representations of the same range of meanings. Work with the student to plan how corrections will be made when greater depth or range of meaning to the foreign words is presented.  Will the new information effect what sign will be used in the future? Perhaps fingerspell that word from now on would be better.

 

          Languages handle conjugations differently. Care should be taken before deciding to use an ASL sign for a word in the language being taught because the word may change spelling, pronunciation, and meaning when conjugated.

Grammar differences:

          Conjugation may be affected by person, number, gender, tense, aspect, mood, voice, honorific, deferential as well as other reasons. Interpreters will have to listen intently and practice identifying the differences in conjugation. In some instances a word can be so extremely modified that signing all the included meanings would take longer than fingerspelling the word. Ex: Korean: 하게써요 is just the conjugation added to a verb. The conjugation means: declarative, future, conditional, informal, high.

          Parts of speech vary from language to language so the interpreters will need to negotiate how the parts of speech in the target language with no correlation in ASL or English will be represented. Ex: gender identifiers, el, la.

          Word order also varies from language to language. In English the word order of a typical sentence is Subject-Verb-Object (SVO) however other languages may be any of the following: SOV, VSO, VOS, OVS, OSV. Keeping the source language word order while representing the words with ASL signs can only be accomplished with practice and attention to detail.  Use of space to visually compare the English or ASL natural order with the new language order is a useful tool.

 

Classroom negotiations:

          The interpreters absolutely MUST have a copy of the book, workbook, and handouts used for the class. It is difficult for a Deaf student to watch the interpreters and follow along in a book therefor the interpreters may have to indicate where in the book, workbook the class is presently reading. The book is a vital tool for preparation. You can use online / Apps translation software to make notes for yourself to aid your interpretation. (not for use during class but for preparation) Be wary of electronic generated translations because they can be FAR from accurate.

          The interpreters need to discuss with the Deaf student about his / her decision to speak for themselves or will the interpreters need to speak the language being taught.  If the interpreters will be speaking the language the instructor will need to know that any mispronunciations most probably will be the interpreters and not the students.

            Having access to listening practices the students are required to do are very helpful in training the interpreters ear for the language and ability to correctly pronounce it. There are also some online resources that are more general but can be helpful.

          Test taking can be a challenge for interpreters. Many courses incorporate listening passages to test student’s ability to comprehend the language aurally. Explaining to the instructor that during a listening passage you will be transforming an oral test into a visual test and that the resulting grade will be heavily influenced by your ability in the language and not a true measure of the student’s ability. I have experienced some instructors deciding to give the Deaf student a written passage as alternative testing.

          Foreign language classes vary greatly in pace from slow repetitive simple vocabulary for elementary school classes to those designed to have participants become fluid speakers in a short time. The amount of preparation the interpreters will need varies according to the pace. If the instructional approach is total immersion the interpreters will need to have prior experience in the language. Ask the student if he / she understands the meaning of a word and ask which sign he / she wants used for the foreign word. The student may misunderstand and choose a sign that does not match the foreign word. Avoid correcting the student because part of an immersion approach is to learn from your own errors.

 

What competencies do interpreters needs to possess to successfully interpret a foreign language class?

English Grammar:

          Instruction in a foreign language may use comparative grammar between the target language and English. The interpreters must be well versed in English grammar rules and how to express them in sign to successfully make the instructors comparison meaningful. There is the added difficulty of expressing said comparison using a third language (ASL). Historically there have been several attempts to create a Visual Representation of English (VRE): SEE I, SEE II, Signed English, CASE, Cued Speech. Rarely is any one individual interpreter or individual Deaf person skilled in all VREs. Subsequently the interpreters and Deaf student will have to take time to communicate with each other about how grammar will be presented.

 

Clear and fluid Fingerspelling:

          Many hearing people were taught to fingerspell by inexperienced people or books and thus tend to make hyperextended [5] hand shapes unlike the more ergonomic natural shapes Deaf people do. Ex: an E where the fingers are balled up tight and do not touch the thumb or where the thumb is hyperextended to touch all 4 fingers.

During instruction it will become necessary for the interpreters to fingerspell an entire sentence or paragraph. Doing so without making errors or straining oneself is essential. Familiarity with the Rochester Method [6] will be helpful only in as much as both the interpreters and Deaf participants

are both fluent in producing and receiving messages via the Rochester Method.

         Some students benefit from speech reading. Interpreters will need to have some experience in oral transliteration as well as sign supported speech reading methods to accommodate the students learning style. Clear articulation, placing fingerspelling near your face, knowledge of what sounds are not visually detectable in speech reading and how to represent them, are but a few skills needed for this approach.

 

 

Linguistic ability:

          Foreign language classes are taught by individuals who’s L1 could be either the language being taught or English. (L1 = native language L2 = acquired language) There is debate as to whether an L1 or L2 is preferred. For further reading on this topic see; “Going beyond the Native Speaker in Language Teaching” [7]. For the purposes of this article the challenges faced by the interpreters will vary depending if the instructor is L1 or L2. An L2 instructor may use more comparisons to English as discussed in the paragraph on English Grammar. An L1 instructor may have an accent when speaking English, may speak their L1 language faster than an L2 instructor. The interpreters will need a “good ear”. Which is the ability to understand accents and not often struggle to figure out what was said.

          All languages determine their visual representation of auditory information independently. (Letters attached to sounds) The interpreters must be able to break with English convention of letter sound pairings and adapt to the spelling of the foreign language. Ex: Spanish LL represents a sound that is similar to the sound represented by a Y in English. The differences may or may not be directly taught. Hearing students can acquire this knowledge by listening, the Deaf / HH student may or may not be able to do so. As the interpreter you would know that implicit learning is taking place during the class and you may need to make the implicit, explicit.

          Some interpreters contend that anyone interpreting in a foreign language class must be fluent in the three languages involved. I believe this is true if an interpreter is asked to interpret a class that requires students to have prior knowledge of the language. If all students are expected to have no prior knowledge of the language being taught and the interpreter is willing to put in the extra preparation necessary as well as possessing the competencies required to take on this kind of assignment then I feel it can be successful.

 

            I would advocate for the interpreters to be paid for the substantial amount of prep time required just as theatrical interpreters are paid for their substantial preparations. 

 

 

[1] http://www.mla.org/2009_enrollmentsurvey  p19 of full report PDF

[2] Omniglot   http://www.omniglot.com/writing/index.htm

[3] Fingerspelling of other Languages

Spanish, http://www.deafblind.com/spain.html

French, http://en.wikipedia.org/wiki/French_manual_alphabet

German, http://www.sign-lang.uni-hamburg.de/fa/

Italian, http://www.istc.cnr.it/mostralis/eng/pannello07.htm

Japanese, http://www.kyoto-be.ne.jp/ed-center/gakko/jsl/zen_jsl04.htm

Chinese, http://www.spe-edu.net/shouyu/

http://www.sinosplice.com/life/archives/2007/04/02/chinese-sign-language-fingerspelling

Arabic, http://www.dd2000.4mg.com/alfab.htm

Russian, http://www.deafblind.com/russima.html

Greek, http://www.deafblind.com/greecema.html

Portuguese, http://abcgestual.no.sapo.pt/D1.htm

Korean, http://en.wikipedia.org/wiki/Korean_manual_alphabet

[4] Chinese http://www.chineselearner.com/pinyin/  Korean http://www.lib.ucdavis.edu/dept/hss/e-asian/roman-mccune-korean.php

[5] Hyperextension is the movement or extension of joints, tendons, or muscles beyond the normal limit or rang of motion.

[6] The Rochester Method is based on standard English. Each English word in a sentence is fingerspelled.

[7] Going beyond the Native Speaker in Language Teaching

Vivian Cook TESOL Quarterly Vol. 33, No. 2 (Summer, 1999), pp. 185-209

Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)

Stable URL: http://www.jstor.org/stable/3587717

March 2010

Anchor 39
Politically Correct International Signs

 

          To be PC or not to be PC

 

          There is a movement among some Interpreters and some Deaf people to use indigenous signs for foreign countries and their cities. By indigenous I mean, for example, the Japanese Sign Language sign for "Japan", rather than the ASL sign. This development has been sparked by an increasing interaction between American and foreign Deaf people and Interpreter from varying countries. Through activities such as international Deaf sports, Deaf Way, Deaf tourists (who can communicate more easily with foreign Deaf than Hearing people in a similar situation), Deaf missionary work, and Deaf people working in such settings as the Peace Corps, and international interpreter organizations.

          Should interpreters begin to use these signs in their work too?

Two articles from Silent News are very helpful in examining this issue. The articles are "A sign of African-American pride" by Emmanuel Azodeh, March 1994, and "In England, deaf community fights to keep their offensive signs" by Rajeev Syal, month? 1994. Azodeh discusses the various signs that have been used for "Africa" over the years. Since Africa is a continent, not a country, there is no indigenous sign for it, but it is interesting to see the emotions that a sign can evoke, just as labels of ethnic groups evoke emotions: consider "Negro", "Colored People", "People of Color", "Afro-American", "Black", and "African American". To encapsulate the parts of his article that is pertinent to this discussion, Azodeh says that about five years ago the sign for Africa, which begins with a [5] hand shape, palm orientation away from signer, tracing a half circle to the dominant side while closing to an [O] and dropping slightly, replaced the sign where an [A] circles the face. The original sign for Africa was derived from Swahili and began at the forehead and circled the face. This represented the African continent and a profile of the "African Mother": that is, Africa as the cradle of civilization. Deaf people in Africa will point to their face to represent specific countries. It is an easy way to communicate where the signer is from.  The explanation of the original Africa sign shows how the origin of a sign can be tied to a very tender and loving concept with significant metanotative impact.  Later the sign was changed, shifted to begin from the jaw rather than the forehead, but the circular movement resembled BEAUTIFUL as in the expression "Black is beautiful." The article also examines the two variations of the sign. One sign ends on the side of the face, another sign ends on the nose. Disagreement still exists if there is a negative connotation in the sign that ends on the nose. Some people say ending on the nose shows pride in the distinctive facial feature of people from Africa while others feel it to be derogatory. The sign first mentioned that starts with a [5] surfaced in the 1970s. In 1990 Azodeh traveled to Nigeria and shared this sign with the Deaf people there. They preferred the sign at the face because this allowed the viewer to maintain eye contact with the signer. Breaking eye contact implies looking down on something. Other signs are illustrated and rejected. Sign etymologies are always controversial, especially since this is a relatively new study, but the point this article strives to make is that the article shows how signs, like words, can have a very high emotive impact, and this should be taken into consideration when interpreters select s sign while interpreting. The article is worth reading in its entirety and makes many points not mentioned for the purpose of this article. James Womack (quoted in http://m1.aol.com/alysser/teachaslvocab.htm) says of the sign that is a [C] that traces the shape of the continent and closes to a [O^], "The new sign [for Africa] is American and a certain Jack Burns came up with it during a theatrical rehearsal in Los Angeles back in the mid-1970's."  Jack Burns is a hearing white male interpreter.

         The other article by Syal, reprinted from the (London) Sunday Times, discusses how hearing people in England are trying to prevent Deaf people from using some signs that the hearing people find offensive. The signs have come to the attention of hearing people by being broadcast on television as part of the BBC's “See Here” program. For example, the sign for Gay is a limp wrist, and the sign for Jewish resembles a hooked nose. Austin Reeves, chairman of the Sign Language Committee at the British Deaf Association, said that the television producers "are in a dangerously powerful position to dictate language." Hearing people should not make decisions for Deaf people about their language! This article is also well worth reading in its entirety.

         Since signs for nations, nationalities and ethnic groups are a volatile issue, what is an interpreter to do? Let us consider the benefits and drawbacks and end with how to ameliorate the drawbacks if the Deaf consumers are supportive of indigenous signs. The benefits of using such signs are: (1) it shows the unity of Deaf Americans with international Deaf people and encourages the former to help other countries in their struggle for Deaf Rights and Liberation; (2) it broadens the perspective of Deaf people by showing the pervasiveness of Deaf cultures with its consequent increase in Deaf pride; (3) it respects the right of a foreign country to self-determination in regard to its own identity; (4) some ASL signs are seen as insulting or derogatory (IRELAND, POLAND, and CHINA) and using indigenous sign avoids that problem, and (5) it decreases the amount of fingerspelling needed when discussing countries that have no ASL sign. The drawbacks are: (1) some D/deaf people prefer the ASL signs and an interpreter who uses the indigenous signs may appear as if s/he is legislating sign language; (2) the new signs may be confusing and hard to get used to (especially for those countries that already have an ASL sign); (3) Hearing people don't use indigenous names, such as "jung gwa" for "China" and "Deutschland" for "Germany". Should interpreters be forcing Deaf people to do something hearing people don’t do? (4) some indigenous signs are identical or extremely similar (signs that resemble one another) - such as BELIZE and BRAZIL, IRAQ and ENGLAND. To ameliorate the drawbacks interpreters can: (1) use ASL signs or fingerspelling if the consumers object to the indigenous ones; (2) use ASL signs if consumers are too confused or be sure to sign negotiate and watch carefully for backchannel feedback; (3) Follow Deaf people’s preferences (4) if a country has more than one indigenous sign, pick the one that is not homologous to ASL, and if there are none, rely on context.

          Some interpreters continue using offensive signs. Some do so out of ignorance. That some interpreters are ignorant of the offense some signs cause is not so bad, but they try to rationalize the use of the offensive signs, This action causes one to wonder if their ego is more important than possibly offending their consumers. For example interpreters working in Seattle, Washington where Boeing is located and also employs a large number of Deaf people. The standard sign for Boeing is AIRPLANE while mouthing Boeing. For a joke some Deaf people sign BORING with the AIRPLANE or ILY hand shape.  An interpreter used the joke sign during a formal presentation at a company that is a subcontractor of Boeing. After being advised it is inappropriate to use that sing in a formal setting the interpreter just laughed it off. Saying "It's such a cute sign.” Later the interpreter tried to sign Boeing properly but it could be seen the interpreter stumble and struggled to change to the correct sign due to the strength to which the joke sign was ingrained in her lexicon. The struggle illustrates the issue with limiting oneself to only one sign for a concept. Repetition of use causes a sign to be the default sign choice. This struggle with sign choice can draw the attention of the Deaf people away from the topic to sign choice. Imagine if a Deaf person were signing BOING at such a gathering and the interpreter voiced "the Boring Company" because some hearing people mock the company in that manner!

         Another example is the use of the sign N*GGER (N twisting at the side of the nostril). Some white interpreters justify using it by saying, "Well growing up I saw lots of (White) Deaf people sign that.”

          Another example that people should be made aware of:  While we're on the subject, is the sign for Louisiana that looks like EXCRETE. During an event that happened in Louisiana, the platform interpreter signed this for "Louisiana". He / She was later corrected by some Louisianans. I don't know her / his reaction but I bring it up as a caution. This sign is widespread so it is not so amazing that this should happen.

          After discussing using offensive signs many interpreters may decide to always use politically correct signs. The danger in signing what a given interpreter thinks is PC he / she may choose a sign that offends someone. Using the indigenous signs for countries seems as though it is a safe, non-offensive, thing to do. Some Deaf Chinese people have strong negative response to the sign for CHINA that traces the outline of the Mao jacket across the top of the chest and down the side of the chest. Some do not like this sign because of family members experiences grown up in China under communism. The sign is connected in their opinion to a very oppressive regime.

         When interpreting signs for other countries interpreters need to be aware of; signs that are generally accepted as offensive, signs that may be offensive so some people, Deaf people have varied experiences, which affect the meaning and offensiveness of signs.  When choosing a sign to use for another country it is helpful to know the person / people being interpreted for. It is also helpful to ask the Deaf consumers if they have a preferred sign for a given country especially if the interpreter is aware that a country will be discussed during the interpreted event. If there are several consumers that want different signs for a country, let them decide, and if they can't then the interpreter can fingerspell in order to respect all people present. It is easy to become complacent and use the sign that is familiar and in most cases using the sign “that I’ve always used” will not cause a problem. To become more culturally sensitive and respectful of the diversity of the Deaf community interpreters can challenge themselves to carefully choose signs for other countries that make the interpreted event successful and non-offensive to the consumers.

 

Sept 2011

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