Describe the context and participants for this interpretation. Steven Simmon is telling his first grade class about their next big project. It is related to the "Deaf History Blanket" that is so famous. Today also happens to be "Bring Your Parent to School Day." The entire class is deaf, and their parents are hearing.
1. What is the gist of the selection? Steven Simmon describes what is included in the "Deaf History Blanket," and tells his class of their next big project: to create their own "blanket."
2. Review your interpretation and compare it to the source text to determine whether the location of actors and objects has been appropriately rendered in the target language. I feel that I did a very good job at "setting things up in space." Because I was working from ASL to English it was a little bit harder for me to visualize, but I think I did a very accurate interpretation.
3. Does your interpretation maintain the illocutionary force of the original? If not, how is the message affected? I tried to become a first grade teacher, thinking, "How would I talk?" or "What would I say?" This really helped me maintain the illocutionary force. I think that I kept the affect of Steven Simmon in tact for the most part; however, I feel that I did not reflect his gender very well. Talking like a male is still a challenge for me.
4. What techniques did you use at the word level in reformulating the message? I did not use notetaking, although I probably should have. Instead, I tried to get the gist of the entire section, and then remember as many key words as I could.
5. Does your interpretation preserve the relationships and concepts? If not, how is the message affected? I think my theoretical audience-teacher and students-was well preserved. The children knew who was speaking, and what his role was in this situation.
5 Step Follow-Up
List at least one positive aspect of your interpretation. I maintained his illocutionary force better than usual.
Step 1: Interpretation Rendered
Transcribe the portions of the interpretation you liked. "Right here we have the first school, um...which was established in 1880. Over here we have the second school. Uh, down here the third school. Um, and right here in the middle we have the first school, which is still standing today."
Step 2: Revisions
Write a revised interpretation for each error identified in Step 1 that better preserves the meaning of the original source. skipped
Step 3: Determine Error Types/Positive Aspects
Why do you consider this a positive aspect of your interpretation? I maintained Steven Simmon's Illocutionary force, and kept the audience-a first grade class-in mind at all times. In previous interpretations I get so caught up in the interpretation at the lexical level that I forget the affect of the speaker, the audience, or both.
Step 4: Effect of Error or Positive Aspect on Communicative Function
If I were to actually have been interpreting in that classroom I think the parents would have been able to accurately reflect on the teacher's abilities, as well as fully understand what the assignment is and why.
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. The next time I do this interpretation activity I think I will take notes. That will help me maintain some of the word choice of the speaker, and also help me remember any content that I missed.