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:

PEEEEW! My shoes are stinky.
 Intent:

what it means.
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

 An
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.
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.
2.
3.
4.
5.
6.
Sam has brown
eyes; his eyes are
nice.
Sue likes his eyes.
Sue’s eyes are
green.
Sam likes her eyes.
He knows her
teacher.
She knows his
teacher.
7.
8.
9.
10.
11.
12.
13.
Sam likes dogs.
Sue likes dogs.
Sam has a dog; his
dog’s name is Ruff.
Sue likes Sam’s dog.
Sue has a dog; her
name is Sissy.
Sam doesn’t like
Sissy.
I like Sissy.
1.
2.
3.
4.
5.
6.
Bob has green
shoes.
Ken has blue shoes.
Bob likes Ken’s
shoes.
Ken despises Bob’s
shoes.
Bob is nice.
Bob likes Ken’s
school.
7.
8.
9.
10.
Ken likes Bob’s
school.
Ken’s school is nice.
Ken’s school colors
are red and white.
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?