Transcript The Challenge of Mediating ASL and ENGLish (2).

THE CHALLENGE OF MEDIATING
ASL AND ENGLISH
Chapter 9
BECOME FLUENT
• Study the linguistics of ENGLISH
• Study the linguistics of ASL
Jourdain, this chapter’s for you!
:D
LINGUISTIC DIFFERENCES – CHALLENGES FOR INTERPRETERS
SEE TEXTBOOK FIG. 9-27 PAGES 225-228
Differences to Know between ASL and ENG:
• Modality
• Grammatical Structure
• Time / Tense Markers
• Negation / Affirmation
• Determining Meaning
• Affect Markers
• Noun / Verb Modifiers
• Pronouns
• Numbers
• Voice (yes, even for ASL – primarily “active” voice –not referring to audible / oral / aural concept)
OTHER FEATURES OF ASL & ENG
• Feature differences include:
• Prosody – Helps receivers/listeners determine & predict meaning
• Rhythm, pattern, phraseology & pausing
• Example: Be sure to put the right em-PHA-sis on the correct syll-AB-ble
(if the stress or accent is not right, it becomes more difficult to understand)
OTHER FEATURES OF ASL & ENG
(CONT’D)
• To achieve the appropriate rhythm / pattern / pace, a combination of
elements are employed:
ENGLISH – Has a written & auditory form
• Linear, auditory intonation
• Content Elements for substance &
meaning
• Nouns
• Verbs
• Functional Elements (for transition &
cohesion)
• Articles (a, an, the)
• Prepositions / Prepositional phrases
(for , for the children)
• Conjunctions (and, but)
• Antecedents (it, them, those, all)
ASL – Has no written or auditory form
• Spatial based on visual perception & conveyance of
ideas, info, feelings, abstract concepts, etc.
• Time-Oriented
• Rule-governed hand-signals (signs)
• Accompanying facial/physical markers (non-manual
signals)
• Visual intonation patterns
• Restricted use of functional elements (articles: a, an,
the), etc.
• Visual incorporation of the auxiliary verb (“to be” is
understood) (Hmm…to be or not to be…am, is, are,
were)
• Uses spatial referents to establish meaning / utterance
• ENGLISH (Take ASL 21-ASL to ENG!)
• When interpreting from ENG to ASL:
BOTH LANGUAGES
DROP FORM
• Drop ENG form•
•
•
•
•
•
Don’t use ENG word order
Don’t mouth ENG
Use mouth morphemes
Express the actual meaning of what is being said in a way the audience would understand
Use ASL equivalent language / visuals / classifiers / idioms, etc.
Use expansion techniques(1-couching, 2-explain by example / scaffolding, 3-contrasting, 4faceting, 5-reiteration, 6-use of 3-D space, 7-describe-then, do or act it out / take on or
become or personify the character)
• ASL (Learn more in the ASL 22 – ENG to ASL class!)
• When interpreting from ASL to ENG:
• Drop ASL form:
•
•
•
•
Don’t GLOSS or use ASL order (rhetorical questions, etc.)
Express the actual meaning of what is being said in a way the audience would understand
Use ENG equivalent idioms
Avoid redundant utterances - Use compression techniques (to condense what Deaf people
tend to express in expanded or redundant form)
Ashley, this
chapter is for you
FIG.9-1
SHOWING MEANING HELPS YOU
DROP (ASL OR ENG) FORM
SOME MEANINGS OF “RUN”
TRIP
FROM PAGE 195 (TEXTBOOK)
My son is going to run to the store.
HURRY
See you later. I have to run!
COMPETE / CAMPAIGN
She is running for president.
TENDENCY
Diabetes runs in the family.
DRIVE
The drunk driver ran him down.
UNRAVEL
She has a run in her stockings.
MOVEMENT OF LIQUID
The creek runs down a hill.
The child has a runny nose.
STREAM BED
I’ll meet you at the run (cultural term).
CONFINED AREA FOR ANIMALS
/ SEMI-TRUCKS
I like that house / freeway because it
has a large/long run.
Can you think of others? Nose run, run copies, machine, biz, amuck, etc.
ANOTHER WAY TO THINK OF
(TIME) TOPIC-COMMENT
• Subject-Verb or
• Object-Action
• Example (script for video Darci):
• The girl is walking her bike,
which has a flat tire.
• She then fills it up with air.
• She then happily rides off.
• Subject or Object (girl / bike)
• Verb or Action (walk / visual accuracy)
• Tire-flat
• Air-pump
• girl-(bike) ride-happy
Click on
each of
the
pictures
here to
show
the
button
to play
the
videos
Darci, the script will
be written for you
DRILL FOR SKILL
ACTIVITY
• Pair up with a partner
• Listen to / read the sentence which has been assigned to you & your partner
• GLOSS it to figure out how to sign it in ASL
• Use (Time) Topic-Comment order
• A.K.A. Subject-Verb
• A.K.A. Object-Action
• Help one another to sign the sentence(s) from ENG to ASL as best as possible
• Take turns signing each sentence and give one another feedback (improve)
• Receive feedback from your peers if you do it in front of the class
• In GoReact, record in ASL all of the sentences from the auditory prompt