NCIEC Terp Talks Learning Exercise: Segmented Interpretation

NCIEC Terp Talks Learning Exercise

Keywords: pattern identification, culturally rich realities, segmented interpretation, evidence identification

Author: Dennis Cokely

Institution: Northeastern University

Title of Exercise: Segmented Interpretation

Title of Terp Talk, if different: A Deaf Take on Music

Link: http://www.interpretereducation.org/tim/terptalks/item/neu:rx917x48n/

Source Language: ASL

Speaker Info:

Gender: Female

Race: African-American

Age: Adult

Duration: 18:07 (actual talk only 15:00± minutes; last five minutes are samples of translated work)

Type of Task:

Supervised

aUnsupervised

Group

aIndividual

aStudent-centered Teacher-centered

Time Required for Activity: 60± minutes in total per individual; additional if in class

Topics Addressed in Activity: • ASL > English interpretation o Lexical choices o Prosody o Affect o Powerless language o Language dysfluencies • Interpretation of culturally rich realities • Self-assessment and analysis of one’s work

Course Title: Interpreting Expository Texts

Audience: Template design based on MERLOT Learning Exercise Template used under a Creative Commons Attribution-NonCommercial-ShareAlike license.

NCIEC Terp Talks Learning Exercise

Beginner 1

Beginner 2

Intermediate 1

Intermediate 2

aAdvanced

Fluent/Professional

Learning Objectives: During this activity students will be able to:

• Demonstrate an understanding of the meaning of the domains and rating categories in each of the rubrics.

• Demonstrate the ability to critically analyze their own interpretation work using the two rubrics as a starting point.

• Demonstrate the ability to identify patterns in their work and discuss possible strategies for rectifying or retaining those patterns.

• Identify specific instances in their interpretation work that form patterns that they wish to alter/modify and likely causes/reasons for those patterns.

• Identify specific instances in their interpretation work that form patterns that they wish to retain/reinforce and likely causes/reasons for those patterns.

• Identify any changes in their work that occur after 6:41 of the source text and likely causes/reasons for those changes.

Technical Notes:

• Students must be able to record themselves interpreting a text.

• Students must have access to the following two rubrics:

• http://www.interpretereducation.org/aspiringinterpreter/mentorship/mentoring-toolkit/rubrics_eng_interp_pdf/ • http://www.interpretereducation.org/wpcontent/uploads/2014/05/Interpretation_Com_petencies_Rubric.pdf

Description of Learning Exercise: • •

What is the instructor expected to do to prepare and deliver the assignment? o See below What must users do to successfully complete the assignment? o The website http://rosaleetimm.com will provide the student with background information on the signer and samples of the signer’s work, including several of her song translations.

Template design based on MERLOT Learning Exercise Template used under a Creative Commons Attribution-NonCommercial-ShareAlike license.

NCIEC Terp Talks Learning Exercise

o Segmented Interpretation, part #1: Student must NOT view the stimulus tape before starting.

• What, if any, information needs to be shared, and with whom? o See below • What activities need to be performed? o Student will record him/herself interpreting the first 6:41 of the TerpTalk video entitled “A Deaf Take on Music”: http://interpretereducation.org/tim/content/191199

o The target audience for the interpretation is the cast and director of the University Theater Department. They are quite naïve about ASL and Deaf people. They are producing a musical for their annual production and would like the show interpreted. The purpose of the talk/interpretation is to help them better understand the process of and challenges involved in interpreting songs for Deaf people to determine if an interpreted show is a possibility. o When ready, the student will videotape his/her interpretation of the first 6:41 of the TerpTalk into spoken English. The student should NOT view any of the source text beyond 6:41. Student will then upload the interpretation of the first 6:41 to Vimeo. Student will share the video with the instructor. Student and instructor will, independently, use the two rubrics to assess the interpretation. o Student and instructor will meet to compare rubric-based assessments of the work during the initial 6:41 of the source text.

They will seek to identify patterns of behavior in the work and discuss possible options for addressing those patterns, if any, and strategies for improving the work overall. o Segmented Interpretation, part #2: Student must NOT view the stimulus tape before starting. Student will record him/herself interpreting the entire TerpTalk video entitled “A Deaf Take on Music”. The target audience remains as it was for part #1. Student will then upload the interpretation to Vimeo. Student will share the video with the instructor. Student and instructor will, independently, use the two rubrics to assess the interpretation. o Student and instructor will compare the two interpretations of the first 6:41 for differences (hopefully positive) in the second rendition. o Student and instructor will pay particular attention to the transition from the “familiar” (the first 6:41) to the unfamiliar (the remainder of the source text). They will pay particular attention to “carry over” behaviors after the first 6:41. o Student and instructor will compare rubric-based assessments of the post 6:41 work. They will seek to identify patterns of behavior in the Template design based on MERLOT Learning Exercise Template used under a Creative Commons Attribution-NonCommercial-ShareAlike license.

NCIEC Terp Talks Learning Exercise

work and discuss possible options for addressing those patterns, if any, and strategies for improving the work overall.

• What, if any, supplies are required to complete the assignment? o N/A • What else might users need to know or to do to enhance and successfully complete the assignment? o N/A Assessment: •

The following two rubrics will be used as a basis for analyzing student work: • http://www.interpretereducation.org/aspiringinterpreter/mentorship/mentoring-toolkit/rubrics_eng_interp_pdf/ • http://www.interpretereducation.org/wpcontent/uploads/2014/05/Interpretation_Com_petencies_Rubric.pdf

Template design based on MERLOT Learning Exercise Template used under a Creative Commons Attribution-NonCommercial-ShareAlike license.