Developing semantic understanding between spoken English and signed languages
Not only is having an expert command of spoken English and signed-language skills requisite to producing transliterated work, connecting these abilities for simultaneous production is also fundamental. A significant portion of this course will be spent on discussing, reacquiring, and synthesizing knowledge and fluency of grammatical skills inherent in both languages.
Here are some bullet points/learning outcomes of which we might want to be aware:
- How does X grammatical aspect manifest itself in signed language and spoken English? How does X differ in both languages and what can I do to create equivalent meaning in both?
- Will my language choices affect the intended register?
- What lessons and principles from spoken English impact my ability to produce a transliterated equivalent?
This is a pre-published version of this article by Dennis Cokely, Dean of the ASL Program at Northeastern University, regarding meaning in ASL vocabularies and interpretations. (Published citation/reference: Cokely, D. (2001). Interpreting culturally rich realities: Research implications for successful interpretations. Journal of Interpretation, 2001.) We’ll be using this article to talk about message intent, vis-a-vis listening. Required
This two-page handout taxonomizes four types of spoken English cohesion and transitional devices: additive, adversative, causal, and sequential transitions. Helpful in organizing mind/discoursal maps. Required
Parts of speech/Lexicality
(pp. 36 – 38.) This is chapter 2 in Hauser, 2008, Deaf Professionals and Designated Interpreters by Napier, Carmichael, & Wiltshire. Among important points like engagement via eye contact and attention, the conclusion of this paper reiterates the importance of appropriate and mature source language choices. Recommended
Intralingual prowess cuts both ways: interpreters need to now how to pick the right words, but also be able to render equivalent ASL. Disappointing to see his strategy of “When lost in a minefield of jargon, the rule is ‘Spell, and you’re out of there,’” though.
(Update 15 Jan 2014: There is a fairly spirited discussion about this article on RID’s Facebook page; you’ll need to search for the shared link to the WSJ article; sign-in probably required.)
Actress Marlee Matlin presents to LDAV’s ‘Speaking of Kids’ Conference
This link is not about Marlee, it’s about listening to how interpreter Jack Jason uses spoken English prosody, tone, affect, speed, and illocutionary force to make this a presentation, and not an interpreting assignment.
2016 Street Leverage presentation by Ben Bahan (Gallaudet University) reminding interpreters that “each discipline of study in the academy has its own approach to discourse,” and one of the reasons why interpretations in academic settings are lacking: a lack of exposure to language in these disciplines.
Language-focused activities aimed at reviewing and consolidating vocabualary from an end-of-the-year quiz.
“Thirsty for a hot take, Bae?” Great article that takes a proverbial pulse on how new additions — at least in 2014 — to the English lexicon are created, last, and/or die.
Word Power in 15 Minutes a Day Highly Recommended
Alcohol, Drugs, and Sexual Behavior Terminology
Two-part presentation university presentation demonstrating substance, profanity, and graphic sexuality terminology (mostly in a lower register formality). If you are sensitive to this type of language (both signed and spoken), please think twice. YouTube links.