FAQs About ASL Interpreting

ASL is a visual language. With signing, the brain processes linguistic information through the eyes. The shape, placement, and movement of the hands, as well as facial expressions and body movements, all play important parts in conveying information. Sign language is not a universal language: each country has its own sign language, and regions have dialects- much like the many languages spoken all over the world. Like any spoken language, ASL is a language with its own unique rules of grammar and syntax. Like all languages, ASL is a living language that grows and changes over time. ASL is used predominantly in the United States and in many parts of Canada. Its primary users are Deaf and hard-of-hearing individuals. The American Deaf community values ASL as the core of a culturally Deaf identity. In addition, ASL is accepted by many high schools, colleges, and universities in fulfillment of modern and “foreign” language academic degree requirements across the United States.^{1 ,9}

Culture and language intertwine, with language reflecting characteristics of culture. Learning about the culture of people who are Deaf is also learning about their language. Deaf people use ASL to communicate with each other and with hearing people who know the language. ASL is a visual/gestural language that has no vocal component (though ASL interpreters are skilled and able to proficiently synthesize and process the language in order to voice it into English).  ASL is a complete, grammatically complex language. It differs from a communication code designed to represent English directly. As previously mentioned, ASL is not a universal language; however, signed languages are used in other countries (e.g., Italian Sign Language, Chinese Sign Language, Swedish Sign Language). American Deaf culture centers on the use of ASL and identification and unity with other people who are Deaf. A Deaf sociolinguist, Dr. Barbara Kannapel, developed a definition of the American Deaf culture that includes a set of learned behaviors of a group of people who are deaf and who have their own language (ASL), values, rules, and traditions. In 1913, George W. Veditz, president of the National Association of the Deaf, reflected (in an old movie) the sense of identity ASL gives Deaf individuals when he signed, “As long as we have deaf people on Earth, we will have signs, and as long as we have our films, we can preserve our beautiful sign language in its original purity. It is our hope that we all will love and guard our beautiful sign language as the noblest gift God has given to deaf people.”⁸  

The values, behaviors, and traditions of Deaf culture include:

Promoting an environment that supports vision as the primary sense used for communication at school, in the home, and in the community, as vision offers individuals who are deaf access to information about the world and the independence to drive, travel, work, and participate in every aspect of society.

Valuing children who are D/deaf as the future of D/deaf people and Deaf culture. Deaf culture therefore encourages the use of ASL, in addition to any other communication modalities the child may have.

Support for bilingual ASL/English education of children who are D/deaf so they are competent in both languages.

Inclusion of specific rules of behavior in communication in addition to the conventional rules of turn taking. For example, consistent eye contact and visual attention during a conversation is expected. In addition, a person using sign language has the floor during a conversation until he or she provides a visual indicator (pause, facial expression, etc.) that he or she is finished.

Perpetuation of Deaf culture through a variety of traditions, including films, folklore, literature, athletics, poetry, celebrations, clubs, organizations, theaters, and school reunions.

Inclusion of unique strategies for gaining a person’s attention, such as: gently tapping a person on the shoulder if he or she is not within the line of sight, waving if the person is within the line of sight, or flicking a light switch a few times to gain the attention of a group of people in a room.⁸

It has become accepted that a capital “D” refers to Deaf people as a culture. Lower case “d” deaf refers to deafness or hearing loss. Capital “D” Deaf people identify themselves as culturally Deaf. Lower case “d” deaf people generally do not associate themselves as culturally Deaf.¹⁰

ASL Interpretation is the most prominent type of interpreting used today. Interpreters facilitate language for two distinct languages: ASL and English. In order to be effective, interpreters must be fluent in both languages. ASL interpreting occurs in two ways: simultaneously and consecutively. According to the Registry of Interpreters for the Deaf (RID), simultaneous interpreting requires interpreters to listen and sign, or watch and speak, at the same time. The interpreter begins to convey a sentence in the target language while listening or watching the message being delivered in the source language. Consecutive interpreting “…begins only after the speaker has spoken or signed a sentence or paragraph. Interpreters may take notes to help create a coherent and accurate translation.”^2,3

• Transliteration is also a prominent mode of interpreting. Interpreters transliterate between spoken English and a sign representation of English. Often times, elements of ASL interpreting are incorporated but overall it follows an English word order.
• Tactile Interpretation is a method of interpreting used by individuals who are deaf-blind. In this mode, an interpreter creates signs in the person’s hand, while using other tactile cues to describe affect and the environment.
• Oral Transliteration is a less commonly used visual access system. Oral transliterators silently repeat the English being spoken, while using specialized techniques to supplement the mouthing (e.g., gestures, pointing, etc.).
• Cued Speech Transliteration is a less commonly used visual access system. It is a unique system whereby the transliterator uses handshapes situated in different locations near the mouth to represent English phonetic markers. ²

The role of the interpreter appears to be very straightforward: to effectively facilitate communication between and among D/deaf individuals and those who are hearing. However, the complexities of the task, the types of visual interpretation, and the enormous range of qualifications brought by the interpreter make it anything but simple. Interpreting requires a high level of fluency in two or more languages, a keen ability to focus on what is being said, a broad-based world knowledge, and a professional ethical demeanor. Interpreters cannot interpret what they do not understand; therefore, having information about an assignment beforehand is extremely helpful. Interpreters serve all parties in the communication exchange. While we often think of the D/deaf person as the requester of interpreter services, the reality is, all parties have an equal and mutual need for the interpreter. ²

Family members who are not certified interpreters do not have the same ethical obligations or standards of confidentiality to adhere to as interpreters who are bound by the NAD-RID Code of Professional Conduct (formerly known as the Code of Ethics). Being impartial and neutral while facilitating communication between parties is essential in the interpretation process. Often times, depending on the content and nature of the assignment various topics or information may be introduced that can spark emotional responses in family members. In addition, family members who have learned sign but have not obtained national certification(s) often do not have the same technical and linguistic training as professional interpreters.

Certificate of Interpretation (CI)

Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to-sign tasks. The interpreter’s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008.³

Certificate of Transliteration (CT)

Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English for both sign-to-voice and voice-to-sign tasks. The transliterator’s ability to interpret is not considered in this certification.  Holders of the CT are recommended for a broad range of transliteration assignments. This credential was offered from 1988 to 2008.³

A comprehensive list and description of all previously offered national certifications fully recognized by Registry of Interpreters for the Deaf (RID) is provided on their website.

The Registry of Interpreters for the Deaf, Inc. (RID), a national membership organization, plays a leading role in advocating for excellence in the delivery of interpretation and transliteration services between people who use sign language and people who use spoken language. In collaboration with the Deaf community, RID supports its members and encourages the growth of the profession through the establishment of a national standard for qualified sign language interpreters and transliterators, ongoing professional development and adherence to a code of professional conduct.³

The D/deaf and hard-of-hearing community is diverse.  There are various ways a person becomes D/deaf or hard-of-hearing, age of onset, educational background, communication methods, and cultural identity. How people “label” or identify themselves is personal and may reflect identification with the D/deaf and hard-of-hearing community, the degree to which they can hear, or the relative age of onset.  For example, some people identify themselves as “late-deafened,” indicating that they became deaf later in life.  Other people identify themselves as “deaf-blind,” which usually indicates that they are deaf or hard-of-hearing and also have some degree of vision loss.  Some people believe that the term “people with hearing loss” is inclusive and efficient.  However, some people who were born D/deaf or hard-of-hearing do not think of themselves as having lost their hearing.  Over the years, the most commonly accepted terms have come to be “Deaf,” “deaf,” “hard-of-hearing, or “hard-of-hearing.”¹

The term hearing-impaired is no longer accepted by most in the community but was at one time preferred, largely because it was viewed as politically correct.  In the past, people used the word “impaired” following the words “visually,” “hearing,” or “mobility”.  “Hearing-impaired” was a well-meaning term, at that time, but it is not accepted or used by many D/deaf and hard-of-hearing people today. For many people, the words “D/deaf” and “hard-of-hearing” are not negative. Instead, the term “hearing-impaired” is viewed as negative.  The term focuses on what people can’t do.  It establishes the standard as “hearing” and anything different as “impaired,” or substandard, hindered, or damaged.  It implies that something is not as it should be and ought to be fixed if possible.  To be fair, this is probably not what people intended to convey by the term “hearing impaired.”¹

The answer to this question is dynamic and very involved; however, as a person who is requesting interpreting services from A-Team Interpreting®, LLC you can rest assured that the subject matter experts who are processing your request will be able to determine if a particular assignment needs more than one interpreter. Often times, schedulers will ask you for detailed information about the request so that they can synthesize this information in order to determine what is needed to fill the request in the most efficient way possible per industry standards.

Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and the agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. The decision to use a team rather than an individual interpreter is based on a number of factors, including, but not limited to: length and/or complexity of the assignment, unique needs of the persons being served, physical and emotional dynamics of the setting, avoidance of repetitive stress injuries (RSIs) for interpreters. Furthermore, an interpreter who is hearing may sometimes team with an interpreter who is deaf, called a certified deaf interpreter (CDI).⁷

All team members are actively engaged in the process. They may be providing direct interpretation services, actively working between the two languages or functioning in a supporting role. This support is necessary to enhance the team’s performance and assure accurate communication takes place and may include: monitoring the overall setting,

assuring appropriate and timely transitions, and supporting/cueing other team members as needed. At times, more than one team of interpreters may be needed. Some factors determining the number of interpreters needed are: size of the audience, setting, communication preferences of presenter(s) and audience type and interactivity of

presentation, special communication needs of those in attendance (including, but not limited to, the need for tactile, oral or close visual range interpretation), dynamics of the scheduled events (concurrent sessions, off site tours, etc.)⁷

Title III of the Americans With Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 prohibit discrimination based on disability.  A substantial amount of information about this can be found on the ADA website which provides thorough and comprehensive information regarding providing accessible communication for individuals who are Deaf and hard-of-hearing. The ADA became law in 1990 and is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. The ADA is divided into five titles (or sections) that relate to different areas of public life and directs businesses to make “reasonable modifications” to their usual ways of doing things when serving people with disabilities. The ADA requires that businesses take steps necessary to communicate effectively with customers with vision, hearing, and speech disabilities and is regulated and enforced by the U.S. Department of Justice.⁵

Situations where an interpreter may be required for effective communication:

• discussing a patient’s symptoms and medical condition, medications, and medical history• explaining and describing medical conditions, tests, treatment options, medications, surgery and other procedures• providing a diagnosis, prognosis, and recommendation for treatment• obtaining informed consent for treatment• communicating with a patient during treatment , testing procedures, and during physician’s rounds• providing instructions for medications, post-treatment activities, and follow-up treatments• providing mental health services, including group or individual therapy, or counseling for patients and family members• providing information about blood or organ donations• explaining living wills and powers of attorney• discussing complex billing or insurance matters• making educational presentations, such as birthing and new parent classes, nutrition and weight management counseling, and CPR and first aid training⁴

Any place or appointment that you, as a person who can hear, envision yourself going to and communicating without the services of a sign language interpreter is exactly the type of place or appointment that a person who uses ASL to communicate might benefit from or need the services of a certified and/or qualified interpreter. Imagine for a moment that no sign language interpreter is present when a person who is Deaf walks into your place of employment and starts signing in ASL to you. Would you understand exactly what is being communicated and be able to respond back in ASL? This scenario can serve as an example for how Deaf people may feel when someone who uses English as his/her native language writes something down on paper and expects that it will be understood in its entirety or expects to use it as the primary method of communication in place of an ASL interpreter.  The fluency and comprehension of English as a second language (especially in its written form) varies for people who are Deaf

The Department of Justice published revised final regulations implementing the Americans with Disabilities Act (ADA) for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010, in the Federal Register. These requirements, or rules, clarify and refine issues that have arisen over the past 20 years and contain new, and updated, requirements, including the 2010 Standards for Accessible Design (2010 Standards).

Overview 

People who have vision, hearing, or speech disabilities (“communication disabilities”) use different ways to communicate. For example, people who are blind may give and receive information audibly rather than in writing and people who are deaf may give and receive information through writing or sign language rather than through speech. The ADA requires that title II entities (State and local governments) and title III entities (businesses and nonprofit organizations that serve the public) communicate effectively with people who have communication disabilities. The goal is to ensure that communication with people with these disabilities is equally effective as communication with people without disabilities. This publication is designed to help title II and title III entities (“covered entities”) understand how the rules for effective communication, including rules that went into effect on March 15, 2011, apply to them. The purpose of the effective communication rules is to ensure that the person with a vision, hearing, or speech disability can communicate with, receive information from, and convey information to, the covered entity. Covered entities must provide auxiliary aids and services when needed to communicate effectively with people who have communication disabilities. The key to communicating effectively is to consider the nature, length, complexity, and context of the communication and the person’s normal method(s) of communication. The rules apply to communicating with the person who is receiving the covered entity’s goods or services as well as with that person’s parent, spouse, or companion in appropriate circumstances.

Auxiliary Aids and Services

The ADA uses the term “auxiliary aids and services” (“aids and services”) to refer to the ways to communicate with people who have communication disabilities. For people who are blind, have vision loss, or are deaf-blind, this includes providing a qualified reader; information in large print, Braille, or electronically for use with a computer screen-reading program; or an audio recording of printed information. A “qualified” reader means someone who is able to read effectively, accurately, and impartially, using any necessary specialized vocabulary. For people who are deaf, have hearing loss, or are deaf-blind, this includes providing a qualified notetaker; a qualified sign language interpreter, oral interpreter, cued-speech interpreter, or tactile interpreter; real-time captioning; written materials; or a printed script of a stock speech (such as given on a museum or historic house tour). A “qualified” interpreter means someone who is able to interpret effectively, accurately, and impartially, both receptively (i.e., understanding what the person with the disability is saying) and expressively (i.e., having the skill needed to convey information back to that person) using any necessary specialized vocabulary.

For people who have speech disabilities, this may include providing a qualified speech-to-speech transliterator (a person trained to recognize unclear speech and repeat it clearly) , especially if the person will be speaking at length, such as giving testimony in court, or just taking more time to communicate with someone who uses a communication board. In some situations, keeping paper and pencil on hand so the person can write out words that staff cannot understand or simply allowing more time to communicate with someone who uses a communication board or device may provide effective communication. Staff should always listen attentively and not be afraid or embarrassed to ask the person to repeat a word or phrase they do not understand. In addition, aids and services include a wide variety of technologies including 1) assistive listening systems and devices; 2) open captioning, closed captioning, real-time captioning, and closed caption decoders and devices; 3) telephone handset amplifiers, hearing-aid compatible telephones, text telephones (TTYs) , videophones, captioned telephones, and other voice, text, and video-based telecommunications products; 4) videotext displays; 5) screen reader software, magnification software, and optical readers; 6) video description and secondary auditory programming (SAP) devices that pick up video-described audio feeds for television programs; 7) accessibility features in electronic documents and other electronic and information technology that is accessible (either independently or through assistive technology such as screen readers) .

Real-time captioning (also known as computer-assisted real-time transcription, or CART) is a service similar to court reporting in which a transcriber types what is being said at a meeting or event into a computer that projects or displays the words onto a screen. This service, which can be provided on-site or remotely, is particularly useful for people who are deaf or have hearing loss but do not use sign language. C-Print is also another option. The free nationwide telecommunications relay service (TRS), reached by calling 7-1-1, uses communications assistants (also called CAs or relay operators) who serve as intermediaries between people who have hearing or speech disabilities who use a text telephone (TTY) or text messaging and people who use standard voice telephones. The communications assistant tells the telephone user what the other party is typing and types to tell the other party what the telephone user is saying. TRS also provides speech-to-speech transliteration for callers who have speech disabilities.

Video relay service (VRS) is a free, subscriber-based service for people who use sign language and have videophones, smart phones, or computers with video communication capabilities. For outgoing calls, the subscriber contacts the VRS interpreter, who places the call and serves as an intermediary between the subscriber and a person who uses a standard voice telephone. The interpreter tells the telephone user what the subscriber is signing and signs to the subscriber what the telephone user is saying.

Video remote interpreting (VRI) is a fee-based service that uses video conferencing technology to access an off-site interpreter to provide real-time sign language or oral interpreting services for conversations between hearing people and people who are deaf or have hearing loss. The new regulations give covered entities the choice of using VRI or on-site interpreters in situations where either would be effective. VRI can be especially useful in rural areas where on-site interpreters may be difficult to obtain. Additionally, there may be some cost advantages in using VRI in certain circumstances. However, VRI will not be effective in all circumstances. For example, it will not be effective if the person who needs the interpreter has difficulty seeing the screen (either because of vision loss or because he or she cannot be properly positioned to see the screen, because of an injury or other condition). In these circumstances, an on-site interpreter may be required.  If VRI is chosen, all of the following specific performance standards must be met: real-time, full-motion video and audio over a dedicated high-speed, wide-bandwidth video connection or wireless connection that delivers high-quality video images that do not produce lags, choppy, blurry, or grainy images, or irregular pauses in communication; a sharply delineated image that is large enough to display the interpreter’s face, arms, hands, and fingers, and the face, arms, hands, and fingers of the person using sign language, regardless of his or her body position; a clear, audible transmission of voices; and

adequate staff training to ensure quick set-up and proper operation. Covered entities must provide aids and services when needed to communicate effectively with people who have communication disabilities. The key to deciding what aid or service is needed to communicate effectively is to consider the nature, length, complexity, and context of the communication as well as the person’s normal method(s) of communication. Some easy solutions work in relatively simple and straightforward situations. For example: in a lunchroom or restaurant- reading the menu to a person who is blind allows that person to decide what dish to order or in a retail setting- pointing to product information or writing a note back and forth to answer simple questions about a product may allow a person who is D/deaf to decide whether to purchase the product. Other solutions may be needed where the information being communicated is more extensive or complex. For example: in a law firm- providing an accessible electronic copy of a legal document that is being drafted for a client who is blind allows the client to read the draft at home using a computer screen-reading program; in a doctor’s office-an interpreter generally will be needed for taking the medical history of a patient who uses sign language or for discussing a serious diagnosis and its treatment options.

A person’s method(s) of communication are also key. For example, sign language interpreters are effective only for people who use sign language. Other methods of communication, such as those described above, are needed for people who may have lost their hearing later in life and do not use sign language. Similarly, Braille is effective only for people who read Braille. Other methods are needed for people with vision disabilities who do not read Braille, such as providing accessible electronic text documents, forms, etc., that can be accessed by the person’s screen reader program. Covered entities are also required to accept telephone calls placed through TRS and VRS, and staff who answer the telephone must treat relay calls just like other calls. The communications assistant will explain how the system works if necessary.

Remember, the purpose of the effective communication rules is to ensure that the person with a communication disability can receive information from, and convey information to, the covered entity.

Companions 

In many situations, covered entities communicate with someone other than the person who is receiving their goods or services. For example, school staff usually talk to a parent about a child’s progress; hospital staff often talk to a patient’s spouse, other relative, or friend about the patient’s condition or prognosis. The rules refer to such people as “companions” and require covered entities to provide effective communication for companions who have communication disabilities. The term “companion” includes any family member, friend, or associate of a person seeking or receiving an entity’s goods or services who is an appropriate person with whom the entity should communicate.

Use of Accompanying Adults or Children as Interpreters

Historically, many covered entities have expected a person who uses sign language to bring a family member or friend to interpret for him or her. These people often lacked the impartiality and specialized vocabulary needed to interpret effectively and accurately. It was particularly problematic to use people’s children as interpreters.  The ADA places responsibility for providing effective communication, including the use of interpreters, directly on covered entities. They cannot require a person to bring someone to interpret for him or her. A covered entity can rely on a companion to interpret in only two situations.

(1) In an emergency involving an imminent threat to the safety or welfare of an individual or the public, an adult or minor child accompanying a person who uses sign language may be relied upon to interpret or facilitate communication only when a qualified interpreter is not available.

(2) In situations not involving an imminent threat, an adult accompanying someone who uses sign language may be relied upon to interpret or facilitate communication when a) the individual requests this, b) the accompanying adult agrees, and c) reliance on the accompanying adult is appropriate under the circumstances. This exception does not apply to minor children.

Even under exception (2) , covered entities may not rely on an accompanying adult to interpret when there is reason to doubt the person’s impartiality or effectiveness. For example:

It would be inappropriate to rely on a companion to interpret who feels conflicted about communicating bad news to the person or has a personal stake in the outcome of a situation.

When responding to a call alleging spousal abuse, police should never rely on one spouse to interpret for the other spouse.

Who Decides Which Aid or Service Is Needed?

When choosing an aid or service, title II entities are required to give primary consideration to the choice of aid or service requested by the person who has a communication disability. The state or local government must honor the person’s choice, unless it can demonstrate that another equally effective means of communication is available, or that the use of the means chosen would result in a fundamental alteration or in an undue burden (see limitations below). If the choice expressed by the person with a disability would result in an undue burden or a fundamental alteration, the public entity still has an obligation to provide an alternative aid or service that provides effective communication if one is available. Title III entities are encouraged to consult with the person with a disability to discuss what aid or service is appropriate. The goal is to provide an aid or service that will be effective, given the nature of what is being communicated and the person’s method of communicating. Covered entities may require reasonable advance notice from people requesting aids or services, based on the length of time needed to acquire the aid or service, but may not impose excessive advance notice requirements. “Walk-in” requests for aids and services must also be honored to the extent possible. Covered entities are required to provide aids and services unless doing so would result in an “undue burden,” which is defined as significant difficulty or expense. If a particular aid or service would result in an undue burden, the entity must provide another effective aid or service, if possible, that would not result in an undue burden. Determining what constitutes an undue burden will vary from entity to entity and sometimes from one year to the next. The impact of changing economic conditions on the resources available to an entity may also be taken into consideration in making this determination.

State and local governments: in determining whether a particular aid or service would result in undue financial and administrative burdens, a title II entity should take into consideration the cost of the particular aid or service in light of all resources available to fund the program, service, or activity and the effect on other expenses or operations. The decision that a particular aid or service would result in an undue burden must be made by a high level official, no lower than a Department head, and must include a written statement of the reasons for reaching that conclusion.

Businesses and nonprofits: in determining whether a particular aid or service would result in an undue burden, a title III entity should take into consideration the nature and cost of the aid or service relative to their size, overall financial resources, and overall expenses. In general, a business or nonprofit with greater resources is expected to do more to ensure effective communication than one with fewer resources. If the entity has a parent company, the administrative and financial relationship, as well as the size, resources, and expenses of the parent company, would also be considered.

In addition, covered entities are not required to provide any particular aid or service in those rare circumstances where it would fundamentally alter the nature of the goods or services they provide to the public. In the performing arts, for example, slowing down the action on stage in order to describe the action for patrons who are blind or have vision loss may fundamentally alter the nature of a play or dance performance.⁶