Thursday, December 4, 2008
Context: This woman came to a community cooking class to teach them how to make curried goat. The class meets twice a month. There are 20 people in the class and one instructor. There is a Deaf couple in the class and 18 other hearing people. The instructor is also hearing. The students are between the ages of 25 and 50. They are there because they want to be, it is not a required class.
2. The gist of this selection is that this woman is explaining how to make curried goat, a Jamaican food. She tells how much meat is needed, other ingredients, spices, how to make red kidney beans with rice, a carrot juice drink, and a salad to make a delicious colorful meal.
3. Location of actors and objects. I did not set up a specific place, like that the stove was to the right, I just referred back to the stove, or if something was made and was not being used yet to push it to the side. It is a lot harder to set up a specific place where something is located in English. I think that referring to the stove or to put the food aside is equivalent because that is how we normal speak in English, and people who are listening have their own picture of where there stove, counters, and refrigerator are.
4. I think that concepts and relationship between concepts are mostly equivalent, in the beginning I did not see her specify that you needed 2 pounds of goat meat, I just saw the pounds needed, and it was not until later that I understood and said it was goat meat being seasoned and cooked. I think I was equivalent on which spices and foods go where and with what other food. For example, I said that the kidney beans and rice go together, and that the red kidney beans will bleed onto the rice and turn it red. I think that was a good example of an equivalent transfer of relationships between concepts. I did not do very well with this aspect when talking about her fathers restaurant..I missed a few finger spelled names/streets, or did not recognize the name/street name and how they related to each other. This would be a great time if I could ask for clarification.
5. I think I did maintain illocutionary force, there was not a wide range of different statements or questions, it was mostly just an explanatory and informative piece. There were also some rhetorical questions at the end and I felt that I transfered them equivalently, we dont use rhetorical questions often in English, but we do a little.
- I had a hard time with the fingerspelled words, they were street names and a persons name that I did not recognize. It is difficult for me to render fingerspelled words that I dont know, or dont know how to say.
- I felt it sounded a little choppy, like piece by piece, but it was explaining a recipe and they usually go one step after another.
- I felt I improved in getting away from ASL gloss, but it did show up in my interpretation at time.
- I misunderstood that spinach and onion part. It was not two separate foods, spinach and onions, it is spinach onions. Which has a big effect on the transfer of the meaning because recipes are step by step and specific ingredients and if I am interpreting the wrong ingredients then the out come of the meal will be different.
- I had a hard time with the end and understanding the streets and names she was talking about, which also had a big effect because it was explaining where something was and I did not interpret that correctly, meaning the consumers hearing the interpretation would not know how to get to the restaurant she was explaining.
- Through out this interpretation I did my best to work on leaving enough time before rendering my interpretation so I have a whole, or mostly whole, thought and deleting ASL gloss/literal interpretation. These two things I need to work on. I felt I did get rid of some of these things and improved in some aspects, but the are still present in my interpretation.
Tuesday, December 2, 2008
- Context: This man came into an intro Criminal Justice college course to explain the basics of the criminal justice system. He works in this setting and is very knowledgeable about how the system works. There is 1 Deaf person in the class and 22 hearing students.
- The gist of the selection is about the 4 basics parts of the criminal justice system and explaining what they are. The four parts are: arrest phase, prosecution phase, arraignment phase in court, and the correctional aspect.
- I don’t think I represented the actors correctly, I did not understand or know who many of the people mentioned in this text are and what role they play. I tried to set up the criminal on my left side, but I know I mixed it up a few times.
- I do not think I did very well in relating concepts together. I had a hard time understanding this text as I was interpreting it. I recognized words and titles of people but I am not sure what all of their roles were and if I represented that correctly.
- I think that the illocutionary force was maintained but the man did not use a variety of it. He was just explaining stuff, and never asked questions. If he emphasized a point or something like that, it may not have been maintained.
Tuesday, November 25, 2008
- The first attempt at interpreting this I had to stop after the first statement. I watched and gave myself enough time to get a whole coherent thought and where I was going with it, but as I started to interpret I totally lost everything he had said after.
- At times I used vocabulary that matched the speaker: police, strike, command, chaos (I think it fit at times).
- At times I used vocabulary that did not match the speakers affect or spoke in ASL gloss: ummm, lousy pay, "did have a really good work ethics," these people (confusing on who I am referring to), chaos (riot may be a better word choice at times), hose plugged in, cops, gas guns (is that the correct name for it??)
- I wanted to video tape myself to see what I look like when I am interpreting from ASL to English. I thought I did not do much external processing other than my eyes getting bigger or smaller, and my face showing confusing or nodding.
Monday, November 24, 2008
1. Context: This man came into a High School philosophy class to share his opinion and philosophers opinions and views on the definition of courage. There are 2 deaf students and 25 hearing students.
2. One example of a special relationship in this context is when the house kicks out two thieves, it shows where the house is and where they go after they are kicked out.
3. There is an example of temporal relationship when the army of 10,000 is coming to the smaller army and city and the smaller army holds them back so the city can set up defense.
4. An example of logical relationship is the boy who faced his fear of the dark and over came it.
5. One hypothesis that was accurate was there would be a few different definitions of courage explained.
One hypothesis that was not accurate was that I did not know all of the examples he would use to explain courage.