Frozen Texts and Interpreting

Developer: Sherry Hicks, MFA, CSC

Level:  Beginner to advanced

Maximum Number of Participants: 24

Total hours: 6 hours

Students will gain both linguistic and practical hands on experimental understanding by exploring common frozen texts.  Embedded within these frozen texts is meaning of texts that must be conveyed appropriately to D/deaf children seeking interpreting services in K-12 environments.  Students often have the opportunity to interpret frozen texts and are never quite ready for these sorts of frozen texts.  The goal is to glean the meaning of these frozen texts by initially doing a translation exercise, followed by modeling.  This is intended to instill a sense of working with frozen registers in interpreting, and know what is required to be successful at this task.  The goal of this module is to gain pertinent skills for working with texts that are always the same, and to have the opportunity to work with these common texts when under the pressure of simultaneous interpreting.  The aim is to gain exposure and practice using these texts for educational interpreters.  It is vital that these texts be recognizable by D/deaf children.  Therefore this module will guide students to find the true meaning of these texts.  This will benefit the student seeking overall improvement of expressive ASL skills from introductory to advanced users of ASL.
 

Taught in ASL

New York State Performance Competencies:

  • Prosodic Information:  Stress/Emphasis for Important Words or Phrases
  • Prosodic Information: Affect/emotions, Register, and Sentence Boundaries (not run on)
  • Non-Manual Information: Sentence Types/Clausal Boundaries Indicated (e.g. y/nQ Wh/Q , if/then)
  • Non-Manual Information: Production and use of Non-Manual Adverbial and 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
  • 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