Language Matters Inc.

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CLTPES: What You Will Learn
CUEING MECHANICS AND ACCURACY
Has cueing changed since it was first invented? What did your cueing instructor know? Have you formed unique cueing habits that you're unaware of? (How do you know?) Understanding the how and the why of cueing mechanics will put you in the know. We'll bring you accurate and precise information -- verified by linguists -- guaranteed to get you on the right track.
ROLE AND FUNCTION
What do cued language transliterators do? What should they be doing? Unfortunately, answers to these questions are often not one and the same. In fact, job descriptions often assign the transliterator responsibilities directly counter to proper role and function. Our instructional staff will bring you a clear understanding of the whats and whys of cued language transliteration, including why the role of a cued language transliterator differs from that of a signed language interpreter. We'll give you information that will help you clearly and confidently explain, set up, and carry out an appropriate job role.
ACCENTS AND DIALECTS
Accents and dialects can be culturally revealing. They tell us something about the person behind the words. How do you analyze an accent or dialect? How do you cue it accurately? When do you forego conveying a unique pronunciation? When do you include it? Our cued language transliterator educators have experience analyzing and cueing accents and dialects from across the country and around the world. We'll show you how to examine and convey this intriguing aspect of language. You'll learn how to convey this part of the person (and culture) behind the words.
PROFESSIONAL ETHICAL BEHAVIOR
Transliterators see it all... good behavior and bad. Have you ever wondered who owns your confidentiality -- your employer or your profession? Should you transliterate profanity to a kindergartener? Should you stop students from cheating if the teacher expects it? If the teacher's facts are wrong, should you help her/him down the right path? If you witnessed a student destroying school property, should you report it anonymously? Our instructors will answer these and other questions, giving you the backbone for your professional role and, ultimately, defining the significance of your professional endeavor.
LOGISTICS
While transliterating in a classroom, should you sit? Stand? What if the teacher moves around? During a movie, should you be near the screen? Near the Deaf consumer? Where do you position yourself when transliterating a stage production? Who provides the light so that you can be seen? Where do you stand to transliterate for physical education class? In the huddle? On the field? Near first base? Where do you position yourself when transliterating for multiple Deaf consumers? Must Deaf consumers sit near each other? We've got answers because not only do we know the what and the why of the job, we know the how. You can know it too!
VOICING/CUEM READING
Can you read cuem? Can you speak and cue while the Deaf consumer is doing the same? Should you voice a Deaf consumer's message if s/she requests otherwise? What if the hearing audience makes the opposite request? Do you find it difficult to voice the cued message of a Deaf consumer who is making a lengthy presentation? Our instructional staff will help you identify relevant voicing issues and provide you with practice opportunities to help improve your cue reading and voicing skills.
AUDITORY ENVIRONMENTAL STIMULI
What's the right way to convey environmental sounds via cueing? Where does facial expression come into play? How will the Deaf consumer know that the teacher didn't say, "Buzzzzzzz?" Without explaining it to a young Deaf consumer, how can he/she understand what 'ding-a-ling-a-ling' means? Should you insert AES into the middle of a sentence? What are the implications of transliterating AES? Or leaving AES out? Our instructional staff will give you at least eight different tools to help you appropriately convey AES. They'll help you better understand when and how to include AES.
ORGANIZING AND PRIORITIZING INFORMATION
The school bell is ringing while the public address system is blaring as the teacher is presenting a Spanish lesson. Meanwhile, three students are having a loud disagreement as another sneezes while yet another drops a stack of books. Does this sound like your typical transliterating day? Our instructional staff knows that you've only got two hands and one brain. We help you make the most of them by improving your ability to chunk, prioritize and convey multiple input.
CULTURE
Everything that transliterators do, as well as everything that we don't do, impacts the cultural perception afforded the Deaf consumers with whom we work. Are cued language transliterators a bridge to language in use? Are we a link to interaction? Are we a conduit to the factors which socialize and integrate? Undoubtedly, because we are environmental interfaces, we are the path upon which cultural access travels. Learn about the cultural implications of your knowledge, actions and skills. Our instructional staff will help you to recognize and clarify the professional significance of your work.

CLTPES: What You Will Learn