Interpreting Children's Stories

Developer: Sherry Hicks, MFA, CSC

Level:  Beginning to Advanced

Maximum Number of Participants: 16

Total hours: 6 hours

Students will gain both linguistic and practical hands-on experiential understanding by exploring common texts.  Embedded within these texts is meaning that must be conveyed appropriately to D/deaf children using interpreting services in K-12 environments.  Students often have the opportunity to deliver the message of texts that are read aloud in the classroom and are caught unprepared.  This workshop focuses on carving out "real time" to practice and come up with strategies for successful, simultaneous interpreting for a range of texts read aloud.  The goal is to seek meaning and employ the elements of ASL storytelling that includes use of space, characterizations, role shift, and eye gaze to match meaning.  What is required for the practitioner to be successful at conveying the essence of the stories?  This module will allow the participants to gain these pertinent skills of working with texts and at the same time, be under the pressure of simultaneous interpreting.  The aim is exposure to these texts for educational interpreters who work with young D/deaf and/or hard-of-hearing children.  It is vital that these texts be recognizable by D/deaf children everywhere through seeking the true meaning.  This will benefit the student seeking overall improvement of expressive ASL skills from introductory to advanced users of ASL.

New York State Performance Competencies:

  • Prosodic Information: Stress/Emphasis for Important Words or Phrases
  • Prosodic Information: Affect/Emotion, Register, and Sentence Boundaries (not run-on)
  • Non-Manual Information: Sentence Types/Clausal Boundaries Indicated (e.g., y/nQ, whQ, if/then)
  • Non-Manual Information: Production and Use of Non-Manual Adverbial & Adjectival Markers
  • Use of Signing Space: Comparison/Contrast, Sequence, Cause/Effect
  • Use of Signing Space: Use of Verb Directionality/Pronominal System
  • Use of Signing Space: Location/Relationship using ASL Classifier System
  • Interpreter Performance: Amount of Text Conveyed
  • Word Choice: Ability to Convey Idiomatic meaning
  • Signs: Signs Made Correctly
  • Signs: Fluency (rhythm & rate)
  • Signs: Key Vocabulary Represented
  • Signs: Idiomatic Expressions Conveyed (frozen form represented, form/meaning represented, translated to meaning)
  • Message Processing: Appropriate Eye Contact Movement
  • Message Processing: Developed Sense of Whole message (gestalt, chunking)

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    Page updated December 4, 2003
    By Peter Brown