Describe the context and participants for this interpretation.
David Burnight is telling a story about
his "big" Grandmother to a first grade class. There are two deaf students in the class (brother and sister) and the rest of the class is hearing.
1. Did you recall the message in each idea unit
as a series of words or did you remember the meaning of the sentence?
For the most part I remembered each idea as a whole,
but I still tried to keep the words/form in tact.
2. Did you remember the information based on prior
experieces with a grandparent or older woman you know? How did your
memories affect how you remembered and interpreted this passage? For
example, what did the woman that you envisioned look like? What was
she wearing? Where was she sitting or standing? What did her hair look
like?
I
have never heard of an elderly person enjoying hikes, or going camping.
I feel l this helped my interpretation because I created a new, very
specific schema for what was happening. The older woman I saw looked
somewhat like my Grandma Paul, but taller and sturdier. I envisioned
her leading the way.
3. How stressful was it to remember this passage?
Circle the answer that most closely describes your reaction and say
why. Did your interpretation show your level of stress?
Not very stressful; the moment I realized my channel
was filling up with minor details I felt a little stressed, but I do
not feel that showed in the rest of my interpretation.
4. Did irrelevant stimuli distract you and interfere
with storage and recall of information? If so describe the distractions.
Briefly describe how working with a longer passage affected your ability
to remember the meaning.
Yes-my two cats were going in and out of the room, messing
with my black recording curtain and playing with my feet. As for the
length, no this did not bother me as much. Because I have been doing
my simultaneous activities, the length did not affect me as much; however,
if I would not have been able to take notes I know I would have been
more stressed.
5. Compare your interpretation with the source
message. Does the interpretation preserve the message? Compare each
idea unit in the source message and compare it with the idea units in
the interpretation. Are they equivalent? Are those ideas presented in
the same order as the original? If not, why not? If not, does the change
of order affect the meaning?
For the most part I feel that the message is the same;
however, in some places where I could not find the correct translation
into asl, the meaning/ideas are a little off.
5 Step Follow-Up
List at least one positive aspect of your interpretation.
I liked some of my classifier choices.
*Note: I did not focus on this, but I still wanted to point out a positive aspect in my work.
Step 1: Interpretation Rendered
Transcribe the portions of the interpretation you would like to improve.
SOME MY FAVORITE THINK MEMORY HERS.
I CALL BIG GRANDMA BECAUSE I HAVE SHORT GRANDMA
TOO
BIG GRANDMA NOT FAT/CHUBBY JUST TALL (mouthed
"big")
LIVE 1/2 TIME MY FAMILY OTHER 1/2 MY UNCLE, HER
SON
Step 2: Revisions
Write a revised interpretation for each error identified in Step 1 that
better preserves the meaning of the original source.
Original: SOME MY FAVORITE THINK MEMORY HERS.
Revised: FEW MY FAVORITE MEMORY O-F HER.
Literal translation 4 = Minimal
Original: I CALL BIG GRANDMA BECAUSE I HAVE SHORT
GRANDMA TOO.
Revised: I CALL B-I-G GRANDMA WHY (rh-q) BECAUSE I HAVE " "
S-M-A-L-L GRANDMA TOO.
Inadequate source language proficiency 3 = Moderate
Original: BIG GRANDMA NOT FAT/CHUBBY JUST TALL
(mouthed "big").
Revised: B-I-G GRANDMA NOT FAT JUST B-I-G.
Inadequate source language proficiency 3 = Moderate
Original: LIVE 1/2 TIME MY FAMILY OTHER 1/2 MY
UNCLE, HER SON.
Revised: LIVE 1/2 TIME MY FAMILY, OTHER 1/2 HER SON HIS FAMILY.
Addition 5 = None
Step 3: Determine Error Types
Choose one of the five types of reasons for your errors.
Literal translation
Inadequate language proficiency (source language or target language)
Omission
Addition
Nonconservation of paralinguistic elements
Step 4: Effect of Error
on Communicative Function
Decide the severity of each error.
Step 5: Action Plan Once you have determined the reason for
error in the interpretating process and its impact on the communicative
function, write down what action you plan to take to improve your work.
I plan on asking for advice on how to talk about "big" in
different ways: big bones, big as in tall, etc. I also plan to interpret
this passage a second time in the near future.