Interpretation Services
Both CCSIs offer interpretation services in two sign languages and several other communication modes, following a thorough analysis of the communication needs of deaf and hard-of-hearing students (DHS).
Recurring or One-Time Needs
In addition to interpreting all classroom activities (workshops, videos, guest speakers, etc.), interpretation services can be requested for activities outside of class, such as group work, individual meetings with teaching or administrative staff, and more.
To access interpretation or transliteration services, students must seek assistance from the Adapted Services office at their educational institution, which collaborates with the CCSIs.
Working Languages
Quebec Sign Language (LSQ)
Quebec Sign Language (LSQ) is the primary language used by francophone deaf individuals in Quebec. LSQ is a language in its own right, independent of French, with its own grammar and syntax. Both CCSIs provide LSQ interpretation services in francophone institutions.
The interpreter may work in person or remotely.
American Sign Language (ASL)
Deaf individuals from the anglophone community primarily communicate in American Sign Language (ASL). Like LSQ, ASL is an independent language with its own grammar and syntax. Both CCSIs provide ASL interpretation services in anglophone institutions.
The interpreter may work in person or remotely.
Communication Modes
Pidgin
Pidgin is a composite linguistic system that retains French sentence structure and word meanings while overlaying signs from Quebec Sign Language (LSQ). However, pidgin may adopt syntax closer to LSQ for more abstract and visual concepts.
This mode is also offered in English with the support of American Sign Language (ASL).
The interpreter may work in person or remotely.
Oral Mode or Oral Transliteration
Interpreters working in oral transliteration reproduce the hearing person’s message by silently rearticulating it to make it as readable as possible on the lips. Various strategies are employed to enhance understanding for the deaf or hard-of-hearing student. Different options are available: without gestures, with natural gestures, or with signed support.
The interpreter may work in person or remotely.
Depending on the source language, both French and English are used.
Interpreter
The interpreter serves as a resource for both the deaf or hard-of-hearing students (DHS) and the hearing individuals in the class. Their role is to ensure effective communication between the DHS requiring their services, the teacher, other students, and any other resource personnel at the educational institution. The interpreter also facilitates mutual understanding among all parties. Their duties are carried out in accordance with ethical principles of neutrality, confidentiality, and fidelity. They faithfully transmit messages without altering their meaning or offering opinions or advice.
Furthermore, the interpreter does not intervene pedagogically, meaning they do not assist with assignments or provide explanations of the material taught. They also do not assist in situations where the DHS experiences difficulties with adaptation or learning.
Finally, all information the interpreter accesses during their work remains confidential.
