In the spirit of saying Hey! Look at Deaf language artists! I’d like to share with you a Facebook Page I was turned on to today called ASL 1–10 Stories. 1–10 stories are a genre of ASL poetry using sign/classifier “rhymes” of the handshapes for the numbers 1 through 10. You have to learn to understand ASL on a sophisticated level to appreciate these stories, and I’ve never seen hearing people do them as well as Deaf people, so I like to think of it this way: if Paul & Tina are your appetizer, learn ASL from Deaf people so you can enjoy ASL poetry for dessert!
I am not as offended or concerned about Paul & Tina’s Signalong as some people are. I think exposure to ASL can be a good thing, regardless of who’s signing. Personal experience: the first time I was truly impressed with the beauty of ASL was at a monologue competition in 1985, when a hearing girl spoke and signed a monologue from Children of a Lesser God. I have no idea, in retrospect, how good she was at signing; all I remember is I thought it was beautiful. The fact that she spoke and signed at the same time made it accessible to me. I don’t think I would have gotten the same impression at the time if I had seen a Deaf woman delivering the same monologue, even if it were interpreted. I might have been more intimidated than entertained. I might have seen more differences than similarities. I might not have been ready for the culture shock.
If you read the comments on Paul & Tina’s Signalong Facebook page post about taking down their donation site, you’ll see a variety of views, both supportive and critical, both from hearing and Deaf people. I think this dialogue is a good thing. The comments from d/Deaf people were more supportive than those from interpreters, though, and I think that’s telling. If Deaf signers want to be offended by Paul & Tina, and educate them about their language and culture, that is their job. It’s not ASL/English interpreters’ job to be offended for Deaf people.
It’s not how you start, it’s how you finish
Where you start isn’t necessarily where you end up. It’s not Paul & Tina’s job to be Deaf, and they’re not trying to be. They’re just being themselves and having fun with it. They’re not the be all, end all; they’re just doing their thing. Where people take it from there is their business. Time will tell whether future interpreters might have first thought ASL was fun by watching their videos. Eventually, we learn from Deaf people if we get that far. And if we don’t get that far, what’s the harm?
I put this diagram together on Popplet to impress upon my students how many skills it takes to learn ASL– and how many skills they can develop by learning it. Like dance, ASL involves coordination, movement, and space; like any language (foreign, world, modern, spoken), ASL involves grammar and vocabulary; like communication, ASL involves conversation and structure; like anthropology, ASL involves culture and diversity.
There are also several connections that are shared by ASL and at least two other disciplines (I colored these magenta): like communication and dance, an ASL course involves structure, articulation, memorization, rehearsal, partner work, and audience; like language and communication, an ASL course involves conversation; like anthropology and dance, an ASL course involves culture.
So much goes into learning ASL, and so much can come out of it! I hope that this diagram and these words will help give students a greater respect for the complexity in store for them as they embark upon learning ASL.
Sign language interpreters are spoken language interpreters too
To talk about our work, it helps to have efficient terms that accurately define it. Typically, we ASL/English interpreters call ourselves “sign language interpreters,” while we call (for example) Spanish/English interpreters “spoken language interpreters.” Yet signed language is only half our language pair; the other half is spoken language; therefore, we are also spoken language interpreters.
How to distinguish, then, between interpreters who work with two spoken languages and interpreters who work with a spoken language and a signed language? Saying “signed-spoken” and “spoken-spoken” is a mouthful. Luckily, there are better terms for this comparison: bimodal and unimodal (Emmorey, Borinstein, Thompson, & Gollan, 2008). What we share with unimodal interpreters is that we are bilingual. What sets us apart is that we interpret between two modes: signed and spoken; therefore, we are bimodal interpreters.
Visual language interpreters are aural language interpreters too
I like the name of the Association of Visual Language Interpreters of Canada better than the Registry of Interpreters for the Deaf because we are interpreters for the H/hearing as much as we are interpreters for the D/deaf. Yet the term visual language interpreters fails to acknowledge that we are also aural language interpreters. This is where bimodal is more accurate. We interpret in two modes: call them aural and visual or audible and visible; either way, we are bimodal interpreters.
We are also bimodal when we do sight translation; i.e., interpreting from written text to signed language for those who have difficulty reading. An interpreter might also do tactile sight translation for a Deaf-Blind person who does not read Braille or cannot obtain a certain document in Braille. There are many different ways we facilitate communication; not all of them are visual, but they are all bimodal.
We need terms as inclusive and specific as our work
Bimodal is an accurate and comprehensive term for what we do to facilitate communication between D/deaf and hearing people. We, as a collective of individuals, serve a diversity of deaf (not always Deaf) consumers using a variety of methods to make audible language visible and vice versa. Some use American Sign Language (ASL); some use manually coded English (MCE), a.k.a. pidgin sign English (PSE), or, preferably, contact language; some use oral methods such as mouthing and gestures; still others use cued speech. Whatever opinion people have of these modes of communication, there are D/deaf people who use them, and there interpreters and transliterators who serve those D/deaf people and their hearing interlocutors. Not all of these methods are bilingual, but they are all bimodal.
To be even more accurate, some of us sometimes interpret using audible, visible, and tactile methods between hearing, D/deaf, and Deaf-Blind people, so when we do that, we are trimodal interpreters.
Let scholarship inform our practice
The demand for bimodal interpreting services has always outpaced the supply of available practitioners, and consequently, federal funding has primarily been directed at increasing the number of available practitioners, not on research and development. As a result, we contend that the field has adopted and maintains a “culture of practice” rather than a “culture of scholarship.” (Nicodemus & Swabey, 2011)
There is a time and place for specialized terminology. I am not suggesting we start calling ourselves bimodal interpreters outside of the profession. I do not plan to say to hearing clients, “Hi, I’m your bimodal interpreter!” I will continue to call myself an interpreter first, and an ASL/English interpreter second. I might even slip and call myself a sign language interpreter if I am careless. However, when talking about our work vis-à-vis the work of interpreters who work in spoken languages only, I would like to see us compare bimodal interpreters with unimodal interpreters instead of sign(ed) language interpreters and spoken language interpreters. Fellow interpreter educators could start by introducing the term bimodal bilingual, if they have not already done so, and fellow interpreters could use the term in professional discussions. It would be ignorant to use the same terminology we have always used when scholarship informs us of a better option. We are professionals, and part of professional practice is scholarship. I believe it is time for us to take a more global, research-based view of what we do, and start talking about it in ways that demonstrate greater awareness.
Emmorey, K., Borinstein, H. B., Thompson, R. and Gollan, T. H. (2008). Bimodal bilingualism. In Bilingualism: Language and Cognition 11(1), 43–61. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2600850/
Nicodemus, B. & Swabey, L. (2011). Bimodal bilingual interpreting in the U.S. healthcare system: A critical linguistic activity in need of investigation. In B. Nicodemus & L. Swabey (Eds.) Advances in Interpreting Research. Inquiry in action, 241–259. Philadelphia, PA: John Benjamins. Retrieved from https://www.academia.edu/5270051/