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Interpreter track

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Taylor Whittenton

on 21 July 2014

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Transcript of Interpreter track

Transcript
I'm curious about now,your life now. You live here in Columbus Ohio and you teach ASL(American Sign Language)classes here at Ohio State university and different places in the community. And I think you work with d/Deaf kids and teens. So there's a lot of teaching.

They're not teens, they're adults and I do contact interpreting. I do a lot of teaching that is related to language and communication. Yes I teach Sign Language here and I used to work with d/Deaf individuals living independently. Most of the people I worked with don't have the kind of exposure from parents to allow them to do that on their own. For example, paying bills, shopping for food,cleaning, etc. Many of them have not been taught to that so I work with helping individuals live independently. I share my life experience with them. I interpret, people tell me stories or tell me something and I pass it on to someone else. I interpret for other people through tactile interpreting, interpreting with d/Deaf-blind. So yeah, I think it's very interesting. There are many ways to teach, I guess tactile interpreting isn't technically teaching but working with students and working with adults to help them learn life skills.

Is there anything else since this is a record, a historical record that you want to say or that you want to make sure people know or that you want people to know about communication or learning languages or just anything you would like to say for the record.

In my experience, I wish that any child in the future who is d/Deaf, would be able learn sign language and really how to sign and have access to language. I wish their parents would be more involved with them. To help them communicate in ASL. I think its fine to help them in English too but my mom was very involved with a lot of things in my life. You know, I would like them to be interested in the d/Deaf community and also to be interested in my life. Of course I understand that those parents, for example my mom, does kind of have two lives, she has the d/Deaf world with me and in the hearing as a hearing person. And I understand that both of those are very important to her. Many parents want the easy way out, they just want to do whatever the doctor says and give the kid a cochlear. It also hurts the d/Deaf community and I wish in the future that parents would get more involved and look at the other options. Whether or not cochlear implants really help language and are best or is the d/Deaf community best for their child/ren? Instead of just finding out that their child is d/Deaf and being so scared they don't know what to do, and quickly deciding to just get a cochlear implant. They are forcing a cochlear implant on their d/Deaf child just as a reaction because they are scared. Even at the university level I have seen a lot more people who come to Gallaudet with cochlear implants. They come into Gallaudet and most haven't been exposed to the d/Deaf community and when they realize it's there they throw away their cochlear implant most look back and realize that they were forced and they are happyy without it because they finally have found their identity. And I think that's key thing for people to have, whatever it is. Whether they're born d/Deaf or learn to sign, that's great. If that person decides to get a cochlear implant later in life, that's fine, if that's their identity. You know, but let them make that decision. And the key to that is them finding out their identity. And I really hope parents get more involved in really weighing the options and looking into them, not just taking someone's word and doing it. Listen to both sides of the argument, see what somebody has to say, listen to other parents, listen to the d/Deaf community. You have to look at it from both sides not just doing what a doctor says. So that's something I think is really important andI wish everyone would know. I really hope that people learn what's going on in the d/Deaf community. Whatever doctors or audiologists say, that's great, I understand that, that's fine, I understand their perspective. But let's get the experience of people who have d/Deaf children. Ask parents who have d/Deaf children, see what has worked for their kid. If the cochlear implant has been successful or not. Ask more questions about that though. Don't just take someone's word for it and do it. So I would really hope for more involvement, for more searching, that's what my mom did.

Thank You
Translation
CURIOUS NOW YOUR LIFE NOW LIVE #COLUMBUS YOU TEACH ASL OF-COURSE

AMERICAN SIGN LANGUAGE #OHU DIFFERNT CL:1places around COMMUNITY PLUS YOU WORK WITH TEEN DEAF KID DEAF-BLIND.

NEG
NO NOT TEEN ADULT DEAF-BLIND INTERPRET ADULTS, YEAH TACTILE INTERPRETING
Y/N-Q Y/N-Q
YOU TEACH LANGUAGE TEACH++ RIGHT? TEACH QUOTE COMMUNICATION RIGHT?

I STUDENT HERE TEACH CL:3- list 1. SIGN LANGAUGE 2. HAVE PAST WITH LIVE

INDEPENDENT THEY EXPOSE PARENTS THAT IMPORTANT B-I-L-L-S IMPORTANT SHOP

FOOD IMPORTANT CLEAN NOT EXPOSE I TEACH++ MY ESTABLISH EXPERIENCE LIFE

GROW-UP 3.SOME INTERPRET BRING ME STORY SOME PEOPLE TELL-ME I ACCEPT

SHARE-TO-OTHERS TELL-THEM INTERPRET THROUGH FS-TACTILE TACTILE

INTERPRETING .REALLY INTERESTING DIFFERENT WAYS TEACH++ IX-R NOT TEACH

IX-L TWO-OF-THEM THROUGH LIFE SKILL

CURIOUS ANYTHING YOU WANT ADD MEAN IX-L QUOTE RECORD FS-RECORD CURIOUS ANYTHING YOU WANT EVERYONE PEOPLE ABOUT THOSE-THINGS THAT FS-OR

EVERYONE ABOUT COMMUNICATION HOW LEARN LANGUAGE WANT ADD FOR FS-
_______WH-Q
RECORD WANT ADD?


#OK I ESTABLISH MY EXPERENCE I WISH ABOUT EVERYONE KID LIKE SEE THEM

TO LEARN SIGN ACCESS AND PARNETS MORE INVOLVE SPECIFIC ASL ENGLISH 2-

SIDED DIFFERENT WHAT I HAPPY THAT MY MOM INVOLVE A LOT SPECIFIC DEAF

THINGS DO WHAT HAPPEN MORE MOTIVATE INTERTWINED MY LIFE. OF COURSE MOM

HAVE HER LIFE 2 DIFFERENT WORLD DEAF WORLD HEARING WORLD


Transcript cont.
I UNDERSTAND

IMPORTANT IX-L HERS IX-R HERS MOST PARENTS NOW THEY WANT EASY LIFE

FOLLOW DOCTOR

ORDER FOR COCHLEAR IMPLANT HURTS A LOT DEAF COMMUNITY ALL-OVER WISH

PARNETS INVOLVE MORE. 2-SIDES WHAT THEIR PROOF IX-L EXCEL IX-R PROOF

COCHLEAR IMPLANT EXCEL LEARN INVOLVE NOT SHOCK MY SON DEAF DO-WHAT

DOCTOR COCHLEAR IMPLANT NOW PROGRESS FORCE++ REACTION. HERE

GALLAUDET UNIVERSITY I SEE NOW NUMBER GROW COCHLEAR IMPLANT ENTER

GALLAUDET UNIVERSITY STUDENT ENTER COCHLEAR IMPLANT DO-WHAT #OH

SUDDENLY COCHLEAR IMPLANT PARENT FORCE CHOOSE GALLAUDET. HAPPY WHY

FIND IDENTITY FS-IDENTITY REALLY KEY FIND IDENTITY AND-THEN THEY FINE BORN

DEAF LEARN SIGN WAHTEVER FINE AND-THEN GROW-UP COCHELAR IMPLANT FINE

IMPORTANT IDENTITY IX-that KEY IDENTTITY FS-IDENTITY AND PARENTS INVOLVE

MORE IN-DEPTH 2-SIDES NOT TAKE WORD AND DO #IT. LISTEN IX-R THAT PARENTS IX

-L THAT MUST LOOK-AT-BOTH-SIDES NOT ONLY DOCTOR. THAT I WANT SAY

IMPORTANT INFORM-EVERYONE LEARN KNOW ABOUT DEAF HAPPEN LEARN DEAF

COMMUNITY DOCTOR AUDIOLOGIST FINE AWESOME FINE BUT DIFFERENT PEOPLE

EXPERIENCE
Y/N-Q
WITH DEAF CHILDREN. DEAF PARENTS ASK-THEM COCHLEAR SUCCESSFUL #OR NOT.

NEED KNOW MORE ASK QUESTIONS++ NPT ACCEPT AND DO #IT INVOLVE++ IN-DEPTH

PROGRESS THAT WHAT MY MOM FS-DID.

THANK YOU
Morphological feature
Morphological feature – in my narrative he used the phonological feature of compounds. He did this with the word parents. He combined the words mother and father to create the compounded word parents.

He also used the morphological feature of deriving nouns from verbs in ASL with the word cochlear implant. By using the noun cochlear implant and the verb get-a-cochlear-implant.

Paper
Sign language is a language used by deaf and hard of hearing individuals. Sign language is not a branch of any other language but one entirely unique to itself. There is not a universal sign language but instead one or multiple sign languages for each country. They each have their own grammar, syntax, and all together structure that can be represented. Therefore, the same meaning can be signed multiple ways depending on who is interpreting it. This idea is shown in the numerous renditions of the star spangled banner.

In one rendition of the star spangled banner by John Maucere the music is slow and therefore his signing is slow. Although, this does not mean there are any pauses;, just as in singing where singers can hold a note, a signer can hold a sign. At one point he uses a technique seen in some poetry where one hand signs one thing while the other hand does another. In this case, in his left hand he continued to show the motion of a flag still standing and waving while in his right hand he signs the verse “so proudly we hail”. Also, in this rendition you can see the feeling of the song on his face. You can see the passion for the song that Americans hold and that the singer is also trying to portray through her voice. The same emotion that can be heard is seen in his signing.

Another aspect of this rendition is the signers use of transitions; the smoother the song, the smoother the sign should be. When the signer extends the “dawns light” across the horizon with his left hand and then raises to a flag it is a perfect transition to the next line where he “hails the flag”. Also, in this version of the song the signer first draws a flag with his index finger and then draws the stripes on. Not only is it a more visual way of showing the stripes on the flag, it also spans across more time since the music is slower.

In another version of the Star Spangled Banner done by Kristina Garcia-Santiago, the song is faster that Maucere's. In this version it is more literal translation and less of an interpretation. She uses the actual words like “can you see” unlike Maucere you held the CL:2 across the horizon. In this rendition there is almost zero facial expressions. There is no feeling in the song it is just the song as it is. Following along with the idea of a more literal translation, she signs the exact sign for stripes, it is not done in a manor to represent the American flag, not are the stars. She does do a good job of showing the pace of the music. Her signs beat to the beat of the music allowing viewers to see that it is faster paced.

In Garcia-Santiago's version there is not as smooth as transitions but this could also be because the music itself is not as slow or smooth. Another variant from Maucere's is she does not use he compound for home, she literally signs “EAT SLEEP” to represent “home” in the last verse. A final contrasting point is that when signing the verse “banner yet wave” Maucere uses a double handed flag (with facial expression) while Garcia-Santiago uses her left hand as the ground and her right hand as the flag. As the verse progresses she “raises the flag” by moving her right hand upward.

As far as comparisons, both did the same sign for the verse “Ramparts we watched” they both stacked their arms on top of each other repeatedly then switched to the CL:2 to represent eyes watching the horizon. Both also kept some of the signs similar such as bombs “bursting in air”, there are only a few ways to actually change that without changing the meaning.

There are probably hundreds of different ways to sign the Star spangled banner due to the fact that different styles can be inputted into a signed song. The style and signs can also be changed by the tempo of the music (as seen in my comparisons) and the facial expressions given. There is more feeling to a song when you can see the emotion on the signers face. The comparisons could go on and on, but the meaning is still the same
GOAL!
Interpreter track
Taylor Whittenton
Since there was no grade or any way for me to know how to improve my draft I have kept most of it the same. I hope that you will allow me to get a better grade once my draft is graded and we have discussed what I can improve on. Also, I noticed that our final capstone link is still saying access denied.
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