EIPA - Educational Interpreter Performance Assessment English to ASL Interpretation Questions and Answers — Questions and Answers
Question 1: A high school history teacher says, "The 'shot heard 'round the world' ignited the American Revolution." Which of the following ASL interpretations best demonstrates conceptual accuracy over a literal translation?
- Signing REVOLUTION WAR START, (classifier showing a gunshot) THAT-ONE EVENT TRIGGER. (Correct answer)
- Signing SHOT HEAR AROUND WORLD START AMERICA WAR.
- Fingerspelling S-H-O-T H-E-A-R-D R-O-U-N-D W-O-R-L-D.
- Signing GUN-SHOOT, EVERYONE-AROUND-WORLD HEAR, START WAR.
Correct answer: Signing REVOLUTION WAR START, (classifier showing a gunshot) THAT-ONE EVENT TRIGGER.
Conceptual accuracy requires the interpreter to convey the meaning and intent behind the English phrase, not just the individual words. The phrase 'shot heard 'round the world' is an idiom representing a pivotal, triggering event. The correct answer captures this concept by identifying the event (the shot) as the trigger that started the Revolutionary War, which is the actual meaning. The other options are too literal and would likely cause confusion.
Question 2: An educational interpreter is preparing for a middle school science class. The student they work with prefers conceptually accurate ASL. The lesson is about photosynthesis. Which of the following best describes the difference between transliterating and interpreting this lesson?
- Transliterating would sign in English word order (e.g., THE-PLANT-USES-LIGHT), while interpreting would use ASL grammar and structure (e.g., PLANT, SUN-LIGHT-ON-IT, USE, MAKE-FOOD). (Correct answer)
- Interpreting would involve mouthing every English word, while transliterating would not.
- Transliterating aims to convey the general concept, while interpreting focuses on signing every word precisely.
- Interpreting is only used for storytelling, while transliterating is used for academic subjects.
Correct answer: Transliterating would sign in English word order (e.g., THE-PLANT-USES-LIGHT), while interpreting would use ASL grammar and structure (e.g., PLANT, SUN-LIGHT-ON-IT, USE, MAKE-FOOD).
Transliteration involves rendering a message from a spoken language into a signed system that follows the grammar and syntax of the spoken language (in this case, English). Interpretation involves conveying the meaning from the source language (English) into the target language (ASL), using the distinct grammar and structure of ASL. The correct answer accurately contrasts the English-based structure of transliteration with the conceptually-driven, topicalized structure of ASL interpretation.
Question 3: During a lively elementary school music class, the teacher uses a lot of vocal intonation, speaking loudly for 'forte' and softly for 'piano'. To effectively convey this prosody in ASL, the interpreter should primarily:
- Vary the size and intensity of their signs and use corresponding facial expressions. (Correct answer)
- Sign LOUD and QUIET before interpreting the corresponding phrases.
- Fingerspell F-O-R-T-E and P-I-A-N-O repeatedly.
- Maintain a consistent signing speed and size to avoid distracting the student.
Correct answer: Vary the size and intensity of their signs and use corresponding facial expressions.
Prosody in ASL is conveyed through non-manual markers and variations in sign production, not just lexical signs. To match the teacher's dynamic vocal intonation, the interpreter must use dynamic signing. This includes making signs larger and more intense for 'forte' (loud) and smaller and softer for 'piano' (soft), along with facial expressions that match the mood and intensity.
Question 4: An interpreter is working in a kindergarten class. The teacher gives the instruction, "Everybody, please run and get your jackets!" The deaf student is a new signer with a limited vocabulary. Which interpretation is most appropriate for the student's linguistic level?
- Signing EVERYONE, GO-GET JACKET, HURRY!
- Signing EVERYONE, PROCEED-TO-LOCATION, RETRIEVE-YOUR-OUTERWEAR.
- Fingerspelling J-A-C-K-E-T and pointing to the coat hooks.
- Signing RUN, GET JACKET, NOW. (Correct answer)
Correct answer: Signing RUN, GET JACKET, NOW.
When interpreting for a student in the early stages of language acquisition, it is crucial to match the language to their developmental level. The interpretation should be clear, direct, and use signs the student is likely to know. Signing RUN, GET JACKET, NOW is a direct and conceptually clear equivalent of the teacher's urgent command, using basic vocabulary. The other options are either too complex or not a complete or natural interpretation.
Question 5: Which of the following scenarios demonstrates an appropriate use of 'register' when interpreting from English to ASL in an educational setting?
- Using formal, academic signs for a principal's speech at an assembly and more casual, peer-level signs when interpreting for a student's conversation with a friend in the hallway. (Correct answer)
- Using the exact same signs and sentence structure regardless of whether the speaker is the teacher, the principal, or another student.
- Always using a very formal register to show respect for the educational environment.
- Interpreting a classmate's slang using formal, academic signs to elevate the language.
Correct answer: Using formal, academic signs for a principal's speech at an assembly and more casual, peer-level signs when interpreting for a student's conversation with a friend in the hallway.
Register refers to the level of formality in language. A skilled interpreter must be able to shift registers to match the speaker, context, and audience. Using a formal register for an authority figure like a principal and a consultative or casual register for a peer conversation demonstrates competence in matching the sociolinguistic nuances of the situation, which is a key skill assessed by the EIPA.
Question 6: During a parent-teacher conference, an interpreter is asked by the teacher to briefly summarize the student's classroom participation for the parents, who are also Deaf. According to the EIPA Guidelines of Professional Conduct, what is the interpreter's most appropriate action?
- Decline and state that their role is to interpret, then offer to interpret the teacher's summary for the parents. (Correct answer)
- Provide their own summary of the student's participation based on their observations.
- Ask the student to summarize their own participation for their parents.
- Interpret the teacher's request and then wait for the parents to respond before taking any action.
Correct answer: Decline and state that their role is to interpret, then offer to interpret the teacher's summary for the parents.
The EIPA Guidelines of Professional Conduct specify that an interpreter's primary role is to facilitate communication, not to act as a participant or offer personal opinions or summaries. The interpreter should not take on the teacher's responsibility. The most professional action is to state their role boundary clearly and then offer to interpret the communication between the teacher and the parents, allowing the teacher to provide the summary directly.
EIPA - Educational Interpreter Performance Assessment English to ASL Interpretation Questions and Answers
A high school history teacher says, "The 'shot heard 'round the world' ignited the American Revolution." Which of the following ASL interpretations best demonstrates conceptual accuracy over a literal translation?