Ten Thousand Hours

Proficiency

Requires Practice

Ten Thousand

60,000 Minutes

360,000 Seconds

416 & 2/3 Days

625 (16-Hour) Days

1250 (8-Hour) Days

6.85 Years (no vacation)

How Long Until I'm "SAFE"?

BC estimate = 1,000 hours

or One Year of Four-Hour Workdays

Can I become "SAFE" before I graduate?

YES

1,000 Hours / Three Years

333.3 Hours per Year

(let's call it 345)

345 / 2 Semesters = 172.5

So you need to PRACTICE

172.5 hours of interpreting work

Each semester in order to become

"SAFE" by the time you graduate

Semesters are fifteen weeks

(not counting Final Exams)

So YOU need to PRACTICE

INTERPRETING *stuff*

for about 12 hours every week!

12 / 6 (not counting the Sabbath)

= 2 Hours every day

2 Hours =

120 Minutes

120 Minutes =

7,200 Seconds

• ASL Reception & Comprehension
• ASL Production
• English Reception & Comprehension
• English Production
• Translation ASL to English
• Translation English to ASL
• Consecutive Interpreting ASL to English
• Consecutive Interpreting English to ASL
• Simultaneous Interpreting ASL to English
• Simultaneous Interpreting English to ASL

10,000 Hours

2500 (4-Hour) Days

50 weeks * 5 days = 250

Ten Years

Processing & Cultural Adjustment

English Grammar and Production

ASL Perception And Production

ASL Numbers and Fingerspelling

Right Now

Homework

Processing

The Five-Minute Workshop

Practice Producing and Perceiving

Fingerspelling With Peers

Prepare Yourself to Spell Every Word

You Will Ever Encounter

in Just Two Weeks

How to Improve your Perception

of ASL Numbers in 300 seconds.

• Read a paragraph in English. Restate the same paragraph in your own terms in spoken English. Restate the same concepts once again in ASL.
• Listen to or read a paragraph of English text. Restate the concepts in a different text type

• We were taught to produce numbers 6-9 by thumb contact
• But Deaf people don't depend on the thumb to see them
• Notice the finger configurations / IGNORE the thumb!

• Generate Category Lists
• Take Turns Spelling and Confirm by Spelling Back
• Practice Perceiving from Different Angles

• Listen to the radio and repeat back, verbatim and with equal inflection, what people are saying. (this and the next one work well when driving alone between assignments)
• After doing the repetition task for at least one minute STOP, turn down the radio and prepare to summarize what you just said... first plan it, then confidently speak it out loud as though you were explaining it to a person who had not heard any of the original text.

LA

LB

LC

LD

LE

LF

LG

LH

LI

LJ

LK

LL

LM

LN

LO

LP

LQ

LR

LS

LT

LU

LV

LW

LX

LY

LZ

JA

JB

JC

JD

JE

JF

JG

JH

JI

JJ

JK

JL

JM

JN

JO

JP

JQ

JR

JS

JT

JU

JV

JW

JX

JY

JZ

BA

BB

BC

BD

BE

BF

BG

BH

BI

BJ

BK

BL

BM

BN

BO

BP

BQ

BR

BS

BT

BU

BV

BW

BX

BY

BZ

CA

CB

CC

CD

CE

CF

CG

CH

CI

CJ

CK

CL

CM

CN

CO

CP

CQ

CR

CS

CT

CU

CV

CW

CX

CY

CZ

FA

FB

FC

FD

FE

FF

FG

FH

FI

FJ

FK

FL

FM

FN

FO

FP

FQ

FR

FS

FT

FU

FV

FW

FX

FY

FZ

AA

AB

AC

AD

AE

AF

AG

AH

AI

AJ

AK

AL

AM

AN

AO

AP

AQ

AR

AS

AT

AU

AV

AW

AX

AY

AZ

DA

DB

DC

DD

DE

DF

DG

DH

DI

DJ

DK

DL

DM

DN

DO

DP

DQ

DR

DS

DT

DU

DV

DW

DX

DY

DZ

EA

EB

EC

ED

EE

EF

EG

EH

EI

EJ

EK

EL

EM

EN

EO

EP

EQ

ER

ES

ET

EU

EV

EW

EX

EY

EZ

GA

GB

GC

GD

GE

GF

GG

GH

GI

GJ

GK

GL

GM

GN

GO

GP

GQ

GR

GS

GT

GU

GV

GW

GX

GY

GZ

HA

HB

HC

HD

HE

HF

HG

HH

HI

HJ

HK

HL

HM

HN

HO

HP

HQ

HR

HS

HT

HU

HV

HW

HX

HY

HZ

IA

IB

IC

ID

IE

IF

IG

IH

II

IJ

IK

IL

IM

IN

IO

IP

IQ

IR

IS

IT

IU

IV

IW

IX

IY

IZ

KA

KB

KC

KD

KE

KF

KG

KH

KI

KJ

KK

KL

KM

KN

KO

KP

KQ

KR

KS

KT

KU

KV

KW

KX

KY

KZ

MA

MB

MC

MD

ME

MF

MG

MH

MI

MJ

MK

ML

MM

MN

MO

MP

MQ

MR

MS

MT

MU

MV

MW

MX

MY

MZ

• Narrative (telling / informing) - tell me a story
• Description (reporting / explaining) - give me definitions and details
• Argumentation (analysis / urging / discussion) - convince me of the pros or cons

language to image to language

• (using drawings in notes)

hop skip and jump

• (consecutive processing within simultaneous interpreting)

Colonomos Training

• Concentrate
• Represent (visualize)
• Plan (rehearse)

Visual Competition

• (conscious insertion of gaps / sharing visual space)

Generate Your Own

Anatomically-Correct

Handshapes

• Generate the handshape with EXTREME Tension
• Release the tension
• With minimal effort, Reset the handshape
• Look at your hand - that's YOUR version of the handshape.

Cultural

Adjustment

Various Text Types TASK

Begin with the story of Goldilocks and the Three Bears (ENGLISH)

• Team member A starts the story as normal narrative
• (2 sentences)
• Team member B continues as though it is a news report on TV
• (2 sentences)
• Team member A continues as a sales pitch (as seen on TV)
• (2 sentences)

REPEAT but change to ASL, starting with Team Member B

• Team member B continues the story as normal narrative
• (2 sentences)
• Team member A continues as though it is a news report on TV
• (2 sentences)
• Team member B continues as a sales pitch (as seen on TV)
• (2 sentences)

Name signs

• (Sandra McLennon)

Educational Choices

• Institute
• Oral
• Mainstream)
• (Mal Grosinger)

Deaf Artifacts

• Bed Vibrators
• Flashing Lights
• TTYs
• Videophones)

Sign and spoken language interpreting: a componential approach to skills development

By Carol J. PATRIE

Based on my many years of experience in American Sign Language interpreting and interpreter education I am pleased to share some insights with you. Some may think there are many important differences between signed and spoken language interpreting. However the underlying processes of interpretation are overwhelmingly similar regardless of language pair. There are many more similarities than differences in comparing signed and spoken language interpreting. In either signed or spoken language interpreting, messages are conveyed from one language to another. (Yes, American Sign Language is a language, no, it is not universal.)

The main differences center on modality. Spoken language interpreters rely on aural/oral approaches while signed language interpreters rely on aural/oral and manual/visual modalities.

You may also be interested in knowing about organizations related to signed language interpreting. The Registry of Interpreters for the Deaf (RID) was established in 1984 and is a membership organization of over 10,000 members that certifies and provides a certification maintenance program. In addition, RID publishes The Journal of Interpretation, a research-based publication, and The Views, a monthly newsletter. For more information about RID go to www.rid.org