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Ten Thousand Hours

Proficiency in our work requires practice doing the work
by

Brian Cerney

on 16 May 2012

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Transcript of Ten Thousand Hours

10,000 Hours Proficiency
Requires Practice Ten Thousand 60,000 Minutes 360,000 Seconds 416 & 2/3 Days 625 (16-Hour) Days 1250 (8-Hour) Days 2500 (4-Hour) Days 6.85 Years (no vacation) 50 weeks * 5 days = 250 Ten Years 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 The Five-Minute Workshop 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! How to Improve your Perception
of ASL Numbers in 300 seconds. ASL Perception And Production ASL Numbers and Fingerspelling Prepare Yourself to Spell Every Word
You Will Ever Encounter
in Just Two Weeks 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 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 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 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 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 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 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 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 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 Practice Producing and Perceiving
Fingerspelling With Peers Generate Category Lists
Take Turns Spelling and Confirm by Spelling Back
Practice Perceiving from Different Angles 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. English Grammar and Production 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. Homework Right Now 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 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 Processing & Cultural Adjustment Processing Cultural
Adjustment 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) 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 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)
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