BEI Oral Certificates

Visible-to-Spoken Oral Transliterating/Paraphrasing

Note: For consistency, simplicity, and to follow general United States usage, a person who practices oral transliterating or paraphrasing will be called an "oral interpreter" (shortened to "OI" herein), while "transliterating" (verbatim repetition of the speaker's words) and "interpreting" or "paraphrasing" (substantial verbal changes in the speaker's words made by the OI while retaining the substance and tone of the message) will all be termed "interpreting.”

Below are described the primary skills and abilities needed to do effective visible-to-spoken (voicing) (V/S) oral interpreting. Numbers following each item indicate the relative weighted importance of the skill for use in scoring the performance portion of the quality assurance screening.

Numbers represent:

  • 4 = essential
  • 3 = extremely important
  • 2 = very important
  • 1 = important

Receptive Skills

Grasp of Spoken Words (3)

Understanding the speech of a deaf or hard-of-hearing speaker who needs the services of a V/S OI will usually depend in varying degrees on the ability to both hear and recognize the speech of a given deaf speaker, and also the ability to speechread that speaker. When understanding the non-audible or voiceless speech of either a hearing or deaf speaker, the OI will depend wholly on the visual skills of speechreading and understanding non-verbal clues to identify the verbal message. In either case, recognition of words and phrases expressed in a possibly fragmented or non-grammatical way will require a broad understanding of English and a large vocabulary.

Recognition of Meaning and Tone (3)

Comprehension of the spoken message may be delayed slightly when the OI must depend totally on visual input or on visual and sometimes perplexing auditory input. The OI may need to search for the right sound, word or phrase to fill in visual, auditory or grammatical gaps in the incoming message. The OI must be sensitive to situational clues to help give meaning. Recognition of speaker intent and emotional content, when the speaker's voice is without intonation or the speaker uses no voice, will depend heavily on accurate recognition of non-verbal clues such as facial expression, gestures, and body movements used by the speaker.

Memory (3)

Messages may need to be held in the memory for a long period of time, and in larger clumps of words, while deciphering takes place before the message can be expressed.

Expressive Skills

Verbal Communication

Language Usage (3)

In strict transliteration, language exactly as used by the speaker will be repeated verbatim. However, in most cases, the OI will use correct grammar and pronunciation, even if the deaf or hard-of-hearing speaker does not do so. With voiceless speakers who have full command of English, the OI will most often voice verbatim.

Speech/Voice (4)

The V/S OI must have clear, audible easily-understood speech, with enough volume to carry over environmental sounds and, if necessary, over the emotional content of the speaker's message. If speaking to a large audience, the OI's voice must be audible to all. If the OI is using a microphone, his or her voice must be clearly understandable.

Intonation (3)

The tone of voice of the OI should reflect accurately the perceived emotional content of the message and the intent of the speaker.

Non-Verbal Communication

Natural Gestures and Facial Expressions (2)

These elements should be used as one would when speaking to hearing persons to help express the meaning and emotional content of the message, supplementing the verbal expression. Care should be taken that gestures and expressions are congruent with the intent of the message, and that they are neither over-emphasized or absent altogether.

Support Techniques

Additional support techniques for specific problems in voice communication to hearing consumers, if needed, have not been identified at this time.

Spoken-to-Visible Oral Transliterating/Paraphrasing

Note: For consistency, simplicity, and to follow general United States usage, a person who practices oral transliterating or paraphrasing will be called an "oral interpreter" (shortened to OI herein), while "transliterating" (verbatim repetition of the speaker's words) and "interpreting" or "paraphrasing" (substantial verbal changes in the speaker's words made by the OI while retaining the substance and tone of the message) will all be termed "interpreting."

Below are described the primary skills and abilities needed to do effective spoken-to-visible oral interpreting. Numbers following each item indicate the relative weighted importance of the skill for use in scoring the performance portion of the quality assurance screening.

Numbers represent:

  • 4 = essential
  • 3 = extremely important
  • 2 = very important
  • 1 = important.

I. Receptive Skills

A. Hearing (3)

The OI must be able to hear accurately, both the exact spoken by the speaker and the intonations which give additional meaning.

For example, if an instructor is using the words "adductor" and "abductor" in an anatomy lecture, the OI must hear them clearly enough not to confuse them. A rising pitch may indicate a question, excitement or give some other audible clue that the OI will need to convey visually.

Unheard or wrongly-heard material will either be lost or wrongly-transmitted to the speechreading consumer.

B. Recognition and Comprehension (2)

Once heard, the words and phrases must be recognized and understood in their given context by the OI in order to reproduce them in an accurate and meaningful manner. Knowledge of English grammatical structure and a large vocabulary are needed for this skill. The OI also must accurately recognize and understand the non-spoken meanings expressed in variations of pitch, intonation, pace, hesitancy and other vocal changes.

C. Memory (3)

The OI must be able to hold incoming messages long enough to understand the meaning and check for "problems" (for the speechreader) before producing in silent speech. The OI must remember not only the concepts in the message but the "strings of words" themselves in the order which they were spoken, as well as the tone with which they were expressed. Information will need to be held in memory longer for the more complex process of paraphrasing into different but correct grammatical structure.

II. Expressive Skills

A. Verbal Communication

  • Articulation (4)
    The term "articulation" is used here to represent the means by which the OI produces clear, precise and "speechreadable" silent speech. This speechreadability is basically the result of learned or acquired clarity and precision of visible movements of the articulators (lips, tongue, teeth, throat and cheek muscles) when speaking, whether with or without voice. An OI may use "unnatural" speech while oral interpreting in the sense that it may be clearer and more precise than speech he or she might ordinarily use when in general conversation with a hearing or non-hearing person. This implies, not over-enunciation, but rather the precise and clear utterance of all sounds present in the words spoken. There should be no slurring, "swallowing" or dropping of sounds, syllables or words. Even "little" words, such as prepositions and articles, should be given full articulation so they can be seen as part of the grammatical structure of phrases and sentences.
  • Phrasing (3)
    By "phrasing" is meant those pauses that occur in natural speech between meaningful clumps of words. Our use of punctuation in written language is an attempt to show such natural phrasing. Both listeners and speechreaders alike depend heavily on phrasing for accurate understanding of a message. Even the clearest, most articulate speech will not be speechreadable if there are no such pauses. The OI's job is to produce phrasing that reflects the speaker's, enhances comprehension and is visible to the speechreader.

B. Non-Verbal Communication

  • Facial Expression (2)
    The OI's facial expression should reflect the meaning of the message being spoken, as well as the tone of voice of the speaker. It should not normally express the attitude of the OI. Facial expression should never distort the mouth while speaking, since this will lessen the visibility of the word.
  • Eye Gaze (2)
    The eyes always communicate, whether appropriately or not. They are a primary source of emotional content of a message. Gaze should normally and primarily be directed to consumers, except when used to specifically to express message content, such as drawing attention to the interpreted "placement" of an object or place referred to by the speaker. Eye contact with the consumer(s) also gives the OI opportunity to obtain immediate feedback as to their comprehension of the message. Eye gaze can be used to "locate" speakers elsewhere in the room or to identify speakers in a narrative dialogue.
  • Head Movement (2)
    Head movements are most useful to indicate negatives (such as the difference between "can" and "can't"). They can also be used to indicate direction and identify speakers. Head movements should always be minimal, purposeful and not too rapid, because any sudden or large movement either horizontally or vertically changes the visibility of the mouth, frequently preventing speechreaders from grasping the words spoken. Unconscious, repetitive nodding of the heard or a continuous tilting to one side must be avoided.
  • Body Movement (1)
    Movement of the shoulders and torso, kept to a minimum, can be expressive in indicating tone, attitude, different speakers or specific phrases. Unconscious, repetitive body movement (shifting, rocking or leaning to one side) will be distracting to speechreaders.
  • Natural Gestures (2)
    Gestures of arms and hands are a natural part of most people's communication and should be a natural part of the OI's communication also. It is quite possible to oral interpret competently with the hands at rest, but occasional natural gestures add liveliness to a message and can help clear up ambiguity for the speechreader. However, repetitive unconscious gesturing soon becomes meaningless and distracting. As a rule, gestures should never obscure the face and must never take the place of the spoken words themselves.

C. Support Techniques

Support techniques are additional learned verbal and non-verbal methods used by a skilled OI when it is recognized that even the best articulation, phrasing, and natural non-verbal communication may not be sufficient for a speechreader to understand a particular message accurately. Support techniques are used only in response to specific, recognized speechreading problems in the message content or in the delivery.

For example, the sentence "I like skiing," with no additional context, would be very ambiguous for a speechreader, because while the first two words may be understood easily, the last has very little visible consonant articulation and could easily be mistaken for other "low-visibility" words with a similar vowel, like "tea,” which also could logically complete the sentence. A low-key, under-emphasized mime-gesture of pushing with ski poles while saying "skiing" would be a non-verbal support technique that would immediately clarify the word to the speechreader. Where there is additional context, such as: "He likes to ice skate in winter, but I like skiing," an additional support technique is probably not needed and should not be added.

Appropriate use of such techniques usually indicates an experienced, skilled OI. Over-use of non-verbal support techniques gives the impression that the OI lacks confidence speechreading skills of the consumer. Over-use of verbal support techniques may reflect lack of confidence in the consumer's grasp of English grammar or vocabulary, or word-changing habits (from sign-language interpreting) that are inappropriate in oral interpreting.

  • Verbal Support Techniques
    Verbal support techniques involve actually changing either the style of delivery or the words themselves (but not the content or meaning) of the speaker's message. Such techniques should be used sparingly and for one purpose only: to make sure the message is understood for the speechreader.
    • Method of Delivery.
      • Articulation (2)
        Slightly slower, especially clear articulation of a word or phrase may be used to highlight a key word or a speaker-emphasized point, or to focus attention on a proper noun. (E.g., showing the emphasis in "That was the only time I visited her".)
      • Rate of speech and / or phrasing (2)
        The OI may transliterate more slowly or more rapidly than the speaker if the speaker's rate of speech causes a difficulty for speechreaders. The OI may "normalize" phrasing if it is absent from the speaker's delivery, or if the speaker's own phrasing creates difficulties in understanding.
      • Pauses (1)
        Brief pauses added before and after proper nouns and key words have the effect of "capitalizing" these words. (E.g., where "=" means a 1-second pause: "Only at the = University of Pennsylvania= do they provide that service."
    • Word Changes.
      • Addition (2)
        The OI may add a word or phrase not actually spoken by the speaker to assure clear understanding of the message (especially when the consumer indicates uncertainty). For example, the OI may add the words "1, 5" after saying "15" if there is a logical possibility in the context that the "15" could have been misunderstood by the almost identical-looking "50." The OI should indicate through slight body shift, head movement, or other non-verbal method, that the additional information was not actually spoken by the speaker.
      • Substitution (1)
        On rare occasions, a word or phrase may be substituted for the speaker's when the OI is quite sure the original will not be understood. The substitute, of course, must carry the same meaning and be more visible (speechreadable) than the original word. Inappropriate is substitution based on the fact that this word would normally be changed when doing sign language interpreting.
      • Deletion (1)
        On rare occasions, a word, phrase or a whole sentence of the speaker's message may be deleted. In transliteration, this should normally never occur intentionally, but may happen if the OI's time lag or the speaker's speed is too great to remember a message verbatim. Helpful deletion might include eliminating some of the speaker's extremely repetitious "ums" and "ahs" after first indicating their presence to the consumer. Deletion should never result in the OI speaking ungrammatically, or in loss of substance of the message.
      • Rearrangement (1)
        Primarily a paraphrasing technique, on rare occasions the OI may realize the need to rearrange the structure of a sentence or phrase to make it speechreadable. To do so the OI must have a long time-lag, expert knowledge of the English language and great sensitivity to the speechreading needs of the consumers.
  • Non-Verbal Support Techniques.
    • Mime (2)
      The OI may deliberately insert more specific, graphic and mime-like gestures, eye gaze, head and body movements if deemed necessary to get the message across accurately.
    • Specific Gestures (2)
      Many times a gesture is created specifically for a "problem" (e.g., "underlining" a proper noun whose name contains several words, such as "Industrial Light and Magic" to tie the words together and indicate that together they name a single entity), or to indicate the speaking of letters rather than words (as in "I.B.M.") by putting imaginary periods in the air with the forefinger after each letter.
    • Mirror Writing (1)
      Mirror writing is a term given to printing with the forefinger in block capital letters, usually in the air in front of the OI's body or, occasionally, on the palm of the other hand, facing the consumer. It can be used to give clues in cases of homophenous words, or to help identify proper nouns. As with any support technique, overuse becomes distracting and counterproductive.
    • Manual Alphabet and/or Numerals (1)
      The option of occasional use of manual alphabet and numerals may be available under certain circumstances. However, in oral interpreting this option may be used only if: a) all speechreading consumers present have said they understand manual letters and numerals and can read them, b) all have agreed to their occasional use by the OI, and c) the OI is familiar, fluent, and clear with their use.

III. Stamina (3)

Use of the skills described above requires constant attention from the OI. Because very few oral interpreting jobs are for a few minutes only, stamina, the ability to maintain quality over time, is regarded as an element to be evaluated in this OI screening. To trained and experienced OIs, use of the basic receptive and expressive skills has become almost automatic, thus causing less fatigue and allowing the OIs to maintain the quality of their performance over long periods of time. They also are able to use part of their attention to focus on special problems and the use of support techniques. Relatively new OIs, on the other hand, may do well initially but deteriorate as the intense concentration causes early fatigue (even after just 2 or 3 minutes). They may also be less able to give attention to special problems and the appropriate use of support techniques.

BEI SEE Scoring Determinants

Physical Production

Physical production focuses on sign formation and execution, i.e., handshapes, palm orientation, location and movement. It includes intelligibility of fingerspelling and numbers and appropriate use of non-manual behaviors that are not grammatical as well as facial inflections and body language.

  • Clarity of overall production
    Looks at overall delivery, including behaviors that might take away from delivery (superfluous movements, detracting mannerisms or behaviors, etc.).
  • Accuracy of signs
    Evaluate sign parameters (handshape, palm orientation, location and movement). Abides by the 2 out of 3 rule and executes basic words in accordance with SEE principles.
  • Use of sign space
    Under physical production, this aspect has to do with execution of signs, signing space (box), touching body, etc. Includes going out of sign space when appropriate; i.e., descriptive phrases, localized fingerspelling.
  • Accuracy of fingerspelling/numbers
    Correct spelling as well as correct expression of numbers.
  • Clarity of fingerspelling/numbers
    Evaluate parameters of fingerspelling/numbers. Includes place of execution (in front of shoulder) and movement errors (floating letters).

Sign Vocabulary

Includes repertoire of signs, semantic accuracy (including use of idiomatic and colloquial expressions); appropriateness of signs in various contexts; the use of fingerspelling; and the use of basic, complex and compound words.

  • Vocabulary of signs
    Considers overall repertoire of signs for level expectations. Dependency of fingerspelling and the overuse of invented signs evidence an underdeveloped vocabulary.
  • Fingerspells words when there is not a SEE sign
    Use of semantically accurate signs and phrases. (belt, bow, duck, bear) Uses established initialized signs. Appropriately uses 2 out of 3 rule.
  • Use of sign modification, mime and non-verbal behaviors
    Sign modification: 1) Verbs showing direction: (give, teach, show, look); 2) Pronouns: If person is present sign in direction of person; 3) Intensity: walk-slow/fast; 3) Mime: Use of gestures, some role shifting strategies to convey contextual information and 4) Non-verbal behaviors: Negating and Affirming with appropriate head movements.

Fluency

Fluency relates to overall evenness in communicating thoughts and ideas, both in signs, fingerspelling and numbers. Consideration is given to the overall flow of thought based on appropriate rhythm and pace of delivery according to the topic under discussion.

  • Fluency of signs
  • Processing time

Not enough processing time results in semantic errors and corrections; grammatical errors and corrections. Fluency unevenness may be seen. Too much processing time results in deletions, ideas or incomplete sentences. Also, cohesion (transitions, relationship between ideas) may be absent.

Grammar

Grammatical features include SEE structure, NMS and mouth markers; directionality, digital and eye indexing; topicalization (when possible); plurality markers; facial/manual modulations and inflections, etc. and pronominalization (direction, setting up in space, orientation to designated space).

  • Use of SEE structure/syntax
    Uses 3 Point Principle, affixes, basic words, complex words, compounding words. ASL signs that translate unambiguously to one English word and tense markers.
  • Use of grammatical space
    Signs executed in the appropriate location (bow, tire, pain, butterflies) role shift, digital or eye indexing (gazing); listing techniques; directionality; spatial organization.
  • Use of expression
    The use of expression and sign modulation to convey affect (emotional impact); use of NMS as syntactic markers.
  • Mouth movements
    Transliteration looks at correct formation of speech consistent with the source's word choices.
  • Use of affixes, verb tenses, and contractions

Looks at the ability to use a variety of linguistic strategies to express the same meaning when there is no 1-word, 1-sign relationship. Includes the use of fingerspelling, seeking an existing sign, or modifying an existing sign with a similar or related meaning. Errors would include fingerspelling when not appropriate, substituting a synonym or deleting.

Message Equivalency

Compares ideas expressed in transliteration to ideas in source. A hierarchy is considered between main ideas and secondary ideas. Also, cohesion (transitions and relationships) between ideas.

  • Accuracy of overall message
    Main ideas and secondary ideas are represented based on level expectations. Degree of severity determined by the number of main ideas and secondary ideas lost. More lenience is given to errors with secondary ideas. Other errors may occur from over-attention to secondary ideas causing loss of main ideas.
  • Ability to convey meaning of language/register specific to the situation
    A general assessment of context specific aspects: vernacular, emotional impact, speaker's intent.
  • Deletion of key factors
    Major topic areas are deleted or incomprehensible. Looks at main ideas only.

General Aspects

  • Comfort factor
    Assesses the impact of candidate's demeanor and signing style. Looks at anomalies not associated with other items: distracting habits; nervousness; posturing; appearance.
  • Transliterated in SEE as appropriate
    Assesses the use of aspects specific to transliteration in SEE. Emphasis on consistency of target language/system grammar/structure/syntax.

Receptive Part 1 – Vocabulary

Includes repertoire of equivalent English word choices and semantic accuracy (including the use of idiomatic and colloquial expressions), when used by signer.

  • Vocabulary
    The candidate uses an appropriate register equivalent to that of the signer. This includes the ability to express technical or specific vocabulary appropriate for message equivalency as expressed by the signer.
  • Ability to interpret fingerspelled words
    The candidate is able to comprehend and voice fingerspelled items.
  • Ability to accurately convey equivalent meanings of SEE grammar/structure/syntax
    The candidate provides a correct interpretation into spoken English from SEE syntax and expressions.
  • Ability to express the meaning of the message in understandable English structure
    The message seems fluid with logical and comprehensible English usage. Thoughts and ideas are expressed as complete units.

Content/Message Equivalency

Compares content expressed in interpretation to ideas expressed in the source language. A hierarchy is considered between main ideas and secondary ideas. Also, cohesion (transitions and relationships) between ideas.

  • Ability to accurately convey equivalent meaning of gestures, non-verbal behaviors and use of sign modifications
    The candidate comfortably produces English equivalents for source material expressed through gestures, sign modifications and non-verbal behaviors.
  • Accuracy of overall message
    Main ideas and secondary ideas are represented based on level expectations. Degree of severity determined by the number of main ideas and secondary ideas lost. More lenience is given to errors with secondary ideas. Other errors may occur from over-attention to secondary ideas causing loss of main ideas.
  • Deletion of key factors
    Major topic areas are deleted or incomprehensible. Looks at main ideas only.

General Aspects

  • Transitional markers and non-relevant asides
    The candidate incorporates non-relevant asides. The target interpretation acknowledges non-relevant asides without creating a distraction that disrupts the message.

Part 2 – Physical Production

Physical production focuses on English pronunciation.

  • Voice Quality
    This item looks at pronunciation as well as overall flow of sentences.
  • Voice Volume
    Candidate demonstrates control in volume appropriate for the situation (anger, secretive).
  • Vocal Expression
    Expression looks at the ability to convey the speakers intent and English structures appropriate to the situation.
  • Comfort Factor
    Assesses the impact of the candidates demeanor and voicing style. Looks at anomalies not associated with other items: distracting habits, nervousness, posturing, appearance.