Building ASL Interpreting and Translation Skills: Narratives for Practice / Edition 1

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Overview

Written in a workbook fashion and designed as a teaching / learning vehicle, Building ASL Interpreting and Translation Skills is for students taking courses in American Sign Language (levels I, II or III), as well as students enrolled in interpreting programs. The written English narratives are designed for translation, interpreting and transliterating with over 80 examples on the companion DVD signed by both native Deaf individuals and nationally certified interpreters.

The book is divided into four parts.

Part I:

The first part of the text consists of 24 chapters that provide readers with an overview of a variety of ASL grammatical features. Each chapter includes an example glossed into ASL to provide students with a model for translation, each of which are signed on the accompanying DVD, followed by narratives for student practice that gradually increase in length and difficulty. Part II

The second part of the text consists of 20 chapters covering additional grammatical features. The selections become increasingly longer in length. Selections in the first several chapters of Part II are also signed by a Deaf individual on the companion DVD. As the selections become longer, a nationally certified interpreter interprets selected narratives modeling the ASL principle described in the chapter.

Part III:

The third part of the text is devoted to exercises that focus on building automaticity when confronting multiple meaning words, idioms, and college level vocabulary. These selections are longer in length and are designed to provide interpreters with source material that covers a wide variety of topics.

Part IV:

The fourth part of the text includes narratives, lectures, and passages from texts that might be read in a high school or college class.

FEATURES OF THIS NEW TEXT:

  • Part I & Part II include information on ASL grammatical features and provides readers with examples of how to gloss the selections. These examples are also demonstrated on the accompanying DVD as a visual aid to help future interpreters.
  • Readers are taught how to work with multiple meaning words, idioms, and are provided with vocabulary building exerci ses
  • The workbook design allows students opportunity to compare what their written responses to the exercises with what they see on the accompanying DVD.
  • Enclosed DVD allows students to see some of the narratives signed and interpreted and provides students with visual examples and role models of what the ASL principles look in action.
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Product Details

  • ISBN-13: 9780205470259
  • Publisher: Pearson
  • Publication date: 1/28/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 360
  • Sales rank: 641,123
  • Product dimensions: 8.40 (w) x 10.60 (h) x 1.00 (d)

Meet the Author

Nanci A. Scheetz is a Professor at Valdosta State University. She teaches courses in the American Sign Language/Interpreting Program and the Deaf Education Program. She has been a nationally certified interpreter since 1987, and continues to work as a free-lance interpreter in educational and community settings. She has written curriculum materials, presented numerous workshops, and is the author of Orientation to Deafness, 2nd ed. 2002 (Allyn & Bacon), Psychosocial Aspects of Deafness, 2004 (Allyn & Bacon), and Sign Communication for Everyday Use, 1998 (Pro-Ed).

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Table of Contents

Preface

Transcription Symbols

Part I: Selections for Beginning ASL Students

Chapter One: Pronouns, Locations, and Use of Sign Space

Chapter Two: Directional Verbs
Chapter Three: Descriptive Adjectives
Chapter Four: Noun/Verb Pairs

Chapter Five: Topic/Comment

Chapter Six: Negation, Negative Incorporation & Modals

Chapter Seven: Classifiers: Describing Location and Movement

Chapter Eight: Establishing Tense in ASL

Chapter Nine: Age, Time and Counting Numbers

Chapter Ten: Additional Work with Classifiers

Chapter Eleven: Expressing Negatives using None

Chapter Twelve: Additional Work with Noun/Verb Pairs

Chapter Thirteen: Conditionals

Chapter Fourteen: Use of Finish as a Conjunction

Chapter Fifteen: Additional work with Verb Pairs

Chapter Sixteen: Giving Directions in ASL

Chapter Seventeen: Working With Time

Chapter Eighteen: Quantifiers
Chapter Nineteen: Repeatedly, Continually & Reduplication
Chapter Twenty: Changing Adjectives to Indicate Repetition
Chapter Twenty-one: Rhetorical Questions
Chapter Twenty-two: Additional Ways to Form Negatives

Chapter Twenty-three: Additional Work Signing Topics

Chapter Twenty-four: Classifiers that Show Movement and Distance

Part II: Selections for Intermediate ASL Students

Chapter One: Additional Work with Topic/Comment
Chapter Two: Using Reference Points to Mark Locations

Chapter Three: Using Semantic Classifiers to Mark Location & Movement

Chapter Four: Time

Chapter Five: Listing, Grouping, Prioritizing

Chapter Six: Role Shifting

Chapter Seven: Contrasting and Comparing

Chapter Eight: Instrument Classifiers

Chapter Nine: Characterization

Chapter Ten: More Work with Conjunctions

Chapter Eleven: Active/Passive Voice=

Chapter Twelve: Sequencing

Chapter Thirteen: Supplemental Selections

Chapter Fourteen: Supplemental Selections

Chapter Fifteen: Supplemental Selections

Chapter Sixteen: Supplemental Selections

Chapter Seventeen: Supplemental Selections

Chapter Eighteen: Supplemental Selections

Chapter Nineteen: Supplemental Selections

Chapter Twenty: Supplemental Selections

Part III: Multiple Meaning Words, Idioms, and Vocabulary Building

Chapter 1: Run, Down, Call, Make, Look

Chapter 2: Place, Up, Break, Fix, By

Chapter 3: Charge, Advance, Around, Back, Right

Chapter 4: See, Take, Time, About, Raise

Chapter 5: Short, Bank, Fall, Get Out, Line

Chapter 6: Put, Pass, Shake, Pick, On

Chapter 7: After, Bare, Cool, Draw, Meet

Chapter Eight: Box, Blow, Eat, Ring, Jump

Chapter Nine: Out, Use, Over, Kick, Mind

Chapter Ten: Bone, Miss, Low, Cut, Point

Chapter Eleven: Idioms

Chapter Twelve: Additional Work with Idioms

Chapter Thirteen: Additional Work with Idioms

Chapter Fourteen: Additional Work with Idioms

Chapter Fifteen: Working with Idioms

Chapter Sixteen: Vocabulary Building Exercises

Chapter Seventeen: Additional Vocabulary Building Activities

Chapter Eighteen: Additional Vocabulary Building Activities

Chapter Nineteen: Additional Vocabulary Building Activities

Chapter Twenty: Additional Vocabulary Building Activities

Part IV: Selections for Interpreting and Transliterating

Chapter 1

Selection 1.1: Reading Recovery

Selection 1.2: The Wedding

Selection 1.3: Baking Bread

Selection 1.4: Applying for a Job

Selection 1.5: Traveling to Europe

Chapter 2

Selection 2.1: Award Winners

Selection 2.2: Getting Stuck in the Mud

Selection 2.3: Drive through Flu Shots

Selection 2.4: Displays at the Grocery Store

Selection 2.5: Dog Shows

Chapter Three

Selection 3.1: Going Hunting in the Deer Stand

Selection 3.2: Ice Skaters at the World Games

Selection 3.3: Homes of the Rich and Famous

Selection 3.4: Waiting Tables can be Hard Work

Selection 3.5: Children’s Games

Chapter Four

Selection 4.1: Slalom on the Ski Slopes

Selection 4.2: The Food Pyramid

Selection 4.3: Graduating From Gallaudet

Selection 4.4: Daisies, Brownies, and Girl Scouts

Selection 4.5: Tim’s Trip to the Kennel

Chapter Five

Selection 5.1: Writing a Research Paper

Selection 5.2: Using Examples and Illustrations

Selection 5.3: Working with Students who Need Speech Therapy

Selection 5.4: Comparing and Contrasting

Selection 5.5: My First Grade Santa

Chapter Six

Selection 6.1: Down Home Days

Selection 6.2: Spinal Injury

Selection 6.3: Using All My Smarts

Selection 6.4: Main Processes of the Memory System

Selection 6.5: My Dog

Chapter Seven

Selection 7.1: The Airport

Selection 7.2: The Circle

Selection 7.3: Classrooms Yesterday and Today

Selection 7.4: First Immigration Wave: Mid-1800s to Early 1900s

Selection 7.5: The Smooth

Chapter Eight

Selection 8.1: Terrain and Temperature

Selection 8.2: Music: Originals and Remakes

Selection 8.3: Team Sports

Selection 8.4: Bailey, Hudson and Taz

Selection 8.5: Car Colors

Chapter Nine

Selection 9.1: Coffee Pots versus Single-serving Coffee Containers

Selection 9.2: The Traffic Ticket

Selection 9.3: Video conferencing Technology

Selection 9.4: Candidates for Governor Spout Platforms

Selection 9.5: The Soup Bowls

Chapter Ten

Selection 10.1: Banking Services

Selection 10.2: The Bridal Show

Selection 10.3: Interpreting Math Problems

Selection 10.4: What is expected of the Educational Interpreter in the Elementary Setting?

Selection 10.5: Literacy and the English Language Learner

Chapter Eleven

Selection 11.1: Earl Warren

Selection 11.2: The Solar System

Selection 11.3: Time Zones

Selection 11.4: Flying Kites

Selection 11.5: Rescue from the Third Floor

Chapter Twelve

Selection 12.1: Live versus Automated Phone Customer Service

Selection 12.2: Teaching Deaf Studies in Included Classrooms

Selection 12.3: Cruise Lines Keep Adding New Attractions

Selection 12.4: Teaching Tolerance to Young Children

Selection 12.5: Deaf, Deaf World

Chapter Thirteen

Selection 13.1: The Blizzard

Selection 13.2: Trying out for the Dance Line

Selection 13.3: Bike Across America

Selection 13.4: Cat Lovers

Selection 13.5: The Hundredth Day of School

Chapter Fourteen

Selection 14.1: A Walk in the Woods

Selection 14.2: Barbara the Pig

Selection 14.3: Violet’s Tanning Experience

Selection 14.4: The Pizza Party

Selection 14.5: The U Turn

Chapter Fifteen

Selection 15.1: TTY’s

Selection 15.2: Working as a Parking Lot Attendant at Disney World

Selection 15.3: Getting Stuck in the Dressing Room

Selection 15.4: The Money Pit

Selection 15.5: Immersion Weekends for Interpreters

Chapter Sixteen

Selection 16.1: Driving on the Ice

Selection 16.2: Instructors

Selection 16.3: The Cruise

Selection 16.4: Adult Day Care

Selection 16.5: Living with Deaf People

Chapter Seventeen

Selection 17.1: Car Shows on MTV

Selection 17.2: Levels of Cognitive Functioning

Selection 17.3: Seasons of the Year

Selection 17.4: How to be a Good Manager

Selection 17.5: Local Fast Food Chain Pushes its New Image

Chapter Eighteen

Selection 18.1: Travels by Renee

Selection 18.2: My Tropical Fish Hobby

Selection 18.3: Jimmy Carter

Selection 18.4: Sky Warn for Deaf

Selection 18.5: Jamaica

Chapter Nineteen

Selection 19.1: Police Chaplain

Selection 19.2: Ham Radio

Selection 19.3: Conduct of Police Officers

Selection 19.4: Death Notification

Selection 19.5: A Story about My Dad

Chapter Twenty

Selection 20.1: Let’s Talk about Wales

Selection 20.2: A Lecture regarding Psychosocial Aspects of Deafness

Selection 20.3: Feeding the Hungry across America

Selection 20.4: My Best Friend Emily

Selection 20.5: The Girls

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  • Posted February 7, 2010

    Learn importance of correct word order in sign language

    I never realized how confusing English can be for a deaf person until I started using this book. Sign language has to be visual so the deaf person can see a picture of what you are saying. In order to do this, you should sign the words in a specific order. This book gives detailed instructions on how to do this with one lesson building on another. My teacher, a deaf woman, recommended this book and I am finding it very useful in understanding the necessity of using the correct word order in signing. Being a religion teacher of the deaf, I find it very helpful in making sure I get the message across to my students as well.

    1 out of 1 people found this review helpful.

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  • Anonymous

    Posted April 20, 2010

    No text was provided for this review.

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