Putting Theory into Practice

28 January 2017

Perth, Western Australia

This interactive workshop will spend the morning exploring emerging paradigms for the interpreting profession.  Drawing on the Demand-Control Schema as articulated by Dean & Pollard and the concept of Role-Space from Llwellyn-Jones & Lee, we will discuss the shift in conceptual framework in the United States and how that applies to the context in Western Australia.    In the afternoon, we will look at what it means to be interpreters between spoken and visual language and how this affects the use of discourse. Using a series of engaging activities, you will get the chance to both talk about and experience concepts such as figure and ground constructions, depiction, and discourse mapping in a variety of settings.

Workshop Presentation & Handout

Click the buttons below to download resources for the presentation.Click the buttons below to download resources for the presentation.

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Workshop Resources

 

Workshop Resources

Each of the titles in the list below is a link.  When you click on the title, it will reveal a series of resources contained in that category.

Putting Theory into Practice

Discourse Mapping Resources

Resources for Discourse Mapping

Discourse mapping is a term used for both the process of analyzing texts in interpreter education and skill development and the features of an interpretation that use linguistic features to create a connected and cohesive product.  These resources are related to both doing the analysis and being able to create more effective discourse mapping in your work.

Analyzing Discourse:  An independent study packet for working with Life in Parallel

This is a packet that takes you through a step by step process for doing discourse analysis.

Navigating Discourse Genres:  Canoeing in the BWCA

This video series features a Deaf woman and a hearing man talking about their experiences canoeing in the Boundary Waters Canoe Area Wilderness.  There are 6 parallel talks in this topic in the following genres:  narrative, procedural, explanatory, hortatory, and argumentative.

Depiction, Blending, and Constructed Action

Miako Rankin, from Gallaudet University, did a workshop on Depiction that provides a good framework on how space is used, how classifiers are incorporated into that, and how depiction of action and conversation is an important framework for helping to understanding the mapping of space and discourse.

Videos for Discourse Mapping

A Source Text for Discourse Mapping Practice

Source Text with Processing Time

Translations without Mapping

To the best of our ability


With Mapping


Slavery and American Revolution

Source Text

No Mapping

With Mapping

Echolocation

The original lecture

With Commentary on Fingerspelling & Discourse Mapping features

A High School Anatomy Lecture

Posted in: "Cartography for Interpreters" Resources, "TIPS-Light" Resources, Discourse Mapping, Mentoring Resources, Moving toward Best Practice, Putting Theory into Practice, Sense of Place, Swiss Army Knife Tools

Demand-Control Schema

Publications

The work by Robyn Dean and Robert Pollard has facilitated a fundamental shift in the interpreting profession from a deontological sense of ethics to a more teleological one. If you are curious about what that means, check out their web site at: Demand-Control Schema

From their web site, you can contact Robyn Dean for the latest information.  It is important to recognize that understandings of the Demand-Control Schema is not static.  Dean & Pollard are continuing to refine the application of DC-S so be sure to look for the most up-to-date publications and materials.

The latest article from Dean and Pollard which contains the most updated formulation of the Demand-Control Schema in an article format.

Dean & Pollard, 2012.  Context-based Ethical Reasoning in Interpreting:  A Demand Control Schema Perspective.  The Interpreter and Translator Trainer, 5(1) 2011, 155-82.

You can access more of Dean’s publications here.

Webinars & Videos

MARIE Center Webinars

Robyn Dean did a series of webinars in 2014 for the MARIE Center as part of the NCIEC.  These are presented in spoken English with captioning and ASL interpretation.



Videos as Part of NCIEC Mentoring Toolkit

Robyn Dean and Bob Pollard created a series of ASL videos explaining the Demand-Control Schema.  (These are created in ASL without any English translation.)  See those videos under the heading “Robyn Dean.”

Additional Resources

Facebook: get updated information here.

Observation-Supervision: Here’s a blog post from Robyn Dean about the important of developing these groups for observation-supervision.

Text Book:  In 2013, Robyn Dean and Robert Pollard published a textbook on Demand-Control Schema. You can order a copy here.

A Resource on Tacit Schemas for Ethical Decision-Making

Rest, J.R., Navarez, D., Bebeau, M., and Thoma, S.J. (1999).  Postconventional moral thinking:  A neo-Kohlbergian approach.  Mahwah, NJ:  Lawrence Erlbaum Associates.

Posted in: "Anatomy of Healthcare Interpreter" Resources, "Anatomy of Medical Interpreter" Resources, "Exploring Emerging Paradigms" Resources, "Finding Your Place" Resources, "Part of the Team" Resources, "TIPS-Light" Resources, "Turning on the Light" Resources, Case Conferencing Resources, Emerging Paradigm Resources, In Service to Literacy, Mentoring Resources, Moving toward Best Practice, Putting Theory into Practice, Sense of Place, Swiss Army Knife Tools, Wisconsin Ed Summit, Workshop Resources

Role-Space

The most complete treatment by Robert Lee and Peter Llwellyn-Jones is in their book:

Re-Defining the Role of the Community Interpreter: The concept of role-space.  2014.  Lincoln, UK:  SLI Press.  View on Amazon.

Role-Space-Graph

 

Posted in: "Exploring Emerging Paradigms" Resources, "Finding Your Place" Resources, "Part of the Team" Resources, "TIPS-Light" Resources, "Turning on the Light" Resources, Case Conferencing Resources, Emerging Paradigm Resources, Mentoring Resources, Moving toward Best Practice, Putting Theory into Practice, Sense of Place, Swiss Army Knife Tools, Wisconsin Ed Summit, Workshop Resources

Auslan-Specific Resources

Resources related specifically to Auslan and interpreting in Australia will be posted in this section.  There are more resources under development.

 

 

 

 

 

Auslan Resources

Healthcare Resources

Here are some resources specific to interpreting in healthcare for Auslan.

  • Video Resources from the NABS:  This page has a series of videos related to Anatomy and different body systems.  Some of the material is in both English and Auslan.

Posted in: Auslan Resources

Linguistics of Auslan

These three videos come from The Linguistics of Auslan page created by deaf CONNECTEd.

The videos use information drawn from the following text:

Johnston, T. & Schembri, A. (2007). Australian Sign Language: An introduction to sign language linguistics. Cambridge: Cambridge University Press.



Posted in: Auslan Resources

Auslan Videos with English translations

AUSLAN Resources with English Translations

This page contains both some suggestions for how to work with AUSLAN videos with English translations – as well a list of texts that can be used in this way. Scroll down for links to videos.

Possible Activities:

Working from AUSLAN to English:

  1. Interpret the video with sound off and blocking captions.  It is most helpful if you can record your interpretation to review and reflect on – as well as to compare to the original translation in the next step.To block the captions, simply fold up a sheet of paper and lean it against your computer monitor. Here’s an example:
    Original Video
    Woman in dark sheet or video screen signing with blue box and captions below her
    After Covering Captions
    Woman on screen signing with lower 1/4 of screen covered by paper - hiding the captions
  2. Listen to the original translation or read the captioned English version.  Compare this source to your interpretation in step 1.  Note the areas that you were on target as well as the places where your interpretation diverged.  What was happening in the video at those points?  Does that fit with any patterns that you see in your work?
  3. Re-Interpret the video with the sound off and captions blocked.  Try to incorporate what you learned from Step 2 in your new interpretation. (This is not cheating.  This is an opportunity to practice fluency in our work.)

Working from English to  AUSLAN:

  1. Interpret from English to AUSLAN:  Listen to the English translation of the video, but don’t watch the AUSLAN version.  Interpret this into AUSLAN.  Again, it is best to record yourself to assist in analysis and reflection.
  2. Watch the original AUSLAN version.  Compare this source to your interpretation in step 1.  Note the areas that you were on target as well as the places where your interpretation diverged.  What was happening in the video at those points?  Does that fit with any patterns that you see in your work?
  3. Re-Interpret again using the English translation as source.  Try to incorporate what you learned from Step 2 in your new interpretation. (This is not cheating.  This is an opportunity to practice fluency in our work.)

The links below have a variety of topics explained in Auslan, with captioning and English translations. Videos formatted in this way are excellent opportunities to practice interpreting in a variety of ways.

These videos were created to be a part of workshops delivered by Doug in Australia

Source without Captions

Original Video (with English captions)

A Visit to Gallaudet

Thanks to Sherrie Beaver for her willingness to share this video.  You can see more from Sherrie on her Facebook page, I Sign I Wander.

Visit to Gallaudet – English Translation

This translation was created by Jen Blyth. It is not designed to be the exemplary way to translate the source text, but one approach to be used as a resource for considering how you can create a more effective interpretation than your first attempt.

I am at Gallaudet University, wow, it is beautiful. Me and my friend Pip have had a tour of this university, and it is really beautiful. There is so much history here. Gallaudet is now 152 years old, so much history. I had a look at the buildings and met Gallaudet’s President, Bobbi, I forgot her last name. It was nice to meet her finally, she was a nice woman, we met coincidentally. We also saw the Deaf Space, wow, such an amazing concept. So much history, so many stories. We met an old man who told us about his experience at Gallaudet twenty or forty years ago. While on our tour we saw so many Deaf people around, socialising and talking. This is truly a Deaf space – a ‘Deaf Mecca’, truly wonderful. I always envisioned studying here one day, but I need money! Perhaps I should go to the bank or marry an American person! Look behind me…

A Visit to Gallaudet – Slow Motion

The video has been slowed down to provide a better opportunity for analysis and practice.  (It is 80% speed of original video.)

Resources from the Deaf Society New South Wales

These video resources were created to share information in the Deaf community. Because they are formatted with both AUSLAN and English versions, they allow for interpreter skill development similar to practiced in the workshops.

http://deafsocietynsw.org.au/auslan_resources

Posted in: Auslan Resources

Storytelling Resources: AUSLAN – English

Fairytales from Auslan Storybooks

Spoken English Versions

You can use these as a source text if you want to practice from English to AUSLAN – working to incorporate what you saw in the storytelling from Auslan Storybooks.

 

Posted in: Auslan Resources

Discourse Mapping – Auslan

This series of videos is designed to both learn about the features of discourse mapping and practice incorporating them in your work.

A Lesson on Weather and Climate in Australia


The video above was captioned for accessibility. The original video is at: https://youtu.be/QHn8YGdApOs

Lesson Plan for This Video

Objectives: Successful students will be able to:

  • Identify the difference between weather and climate
  • Compare and contrast Tropical and Temperate climate zones
  • Explain the difference between weather and climate at Uluru in central Australia.
    Image of Uluru, a large red rock formation rising out of a grassy, plainclose up of Uluru rock face with water streaming down the sides

Example Video without Discourse Mapping

This video was created with an attempt to not have discourse mapping feature – which is a significant challenge.

Example Video with Discourse Mapping

This video was created with a more complete range of discourse mapping features.

Year 11 Lecture on Anatomy of a Neuron

You can see a similar process in this post with a lecture on the anatomy of a Neuron.

Posted in: Auslan Resources

Body Language – Auslan

A man in black shirt signs about blood pressure in front of a teal backgroundBody Language – Auslan Style

With the assistance of James Blyth and ASLIA  Victoria, vicdeaf and Sign Language Video Productions, we have created a professional development module based on the CATIE Center at St. Catherine University’s successful series of Body Language modules.

The ASL Series has the following topics:

  • The Cardiovascular System
  • The Digestive System
  • The Respiratory System
  • The Muscular-Skeletal System
  • Dealing with Diabetes

The Auslan version provides a sample activity from each of these 5 modules.  Check it out here.  We hope that this will be the start of a series of professional development opportunities that can be offered in Australia.

View “Body Language: Auslan” modules

Posted in: Auslan Resources

Parallel Texts – Auslan & English

The following texts are modeled after a resource created by Amy Williamson.  She is a heritage signer, growing up with Deaf parents and natively speaking both ASL and English.  You can check out Life in Parallel here. In addition, there is a free downloadable study packet entitled Analyzing Discourse.  Though designed for an ASL – English resource, the same activities could easily be applied to Auslan-English work.


Australian Parallels

Gratitude to Julie Judd and Michelle Ashley for agreeing to create texts to model this process.

Introductions for Michelle

In this text, Michelle Ashley introduces herself in Auslan and shares some of her professional journey.

In this text, Michelle Ashley introduces herself in spoken English and shares some of her professional journey.

Introductions for Julie

In this text, Julie Judd introduces herself in spoken English and shares some of her professional journey.

In this text, Julie Judd introduces herself in Auslan and shares some of her professional journey.

Julie’s Favourite Thing

In this text, Julie explains in spoken English what her favourite pastime is.

In this text, Julie explains in Auslan what her favourite pastime is.

Michelle’s Favourite Thing

In this text, Michelle explains in spoken English what her favourite pastime is.

In this text, Michelle explains in Auslan what her favourite pastime is.

Posted in: Auslan Resources

Coyotes, Quidditch and Auslan

The following texts are designed to help incorporate narrative and depiction skills in Auslan.  Thanks to James Blyth for sharing his storytelling talents.

Suggested Process

Based on Vygotskyan principles, use three steps.

  1. Create an Auslan explanation of the video clip.  (Imagine that you are re-telling what you saw to a Deaf person.)  If possible, video your Auslan version.  Reflect on what parts went well and what sections were more challenging.  Use that reflection to focus your attention in the second step.
  2. Watch Auslan example of how to convey the video clip.  You may want to watch it more than once.  On the second time, try copy signing or signing along with the signer to be able to not just see what the signer is doing, but physically incorporate some of the new ideas.
  3. Re-tell the video’s narrative in Auslan.  Think about what you saw in Step 2.  Work on incorporating features that you thought were particularly effective.  Some might call this “stealing.”  In professional development, we call this “learning.”

Talking About Coyotes

Source:

Auslan Example

Source:

Auslan Example

Posted in: Auslan Resources

7th Year Lecture: How the Bear Got Its Tail

This original video comes from a project called “Goats, Trolls and Numbskulls: A Middle School Lecture on Folklore Genres.”  Thanks to James Blyth for sharing his talents in Auslan.

Suggestions

Source Lecture

Lise explains about this genre and tells the story of “How the Bear Got His Tail.”(3:46)

Auslan Interpretation

Posted in: Auslan Resources

11th Year Lecture: Anatomy of a Cell

This original video was created by a federal grant project. Thanks to James Blyth for sharing his talents in Auslan.

Suggestions

  • For maximum benefit, use Vygotskyan framework of three step process:
    • Work with object
    • Work with Resource
    • Work with Self
  • Also take time to preview lesson
    • Think about the significant features that can contribute to literacy
    • Identification of key vocabulary that should be fingerspelled
    • Consider what depiction strategies you might use

Preparation Material

line drawing of cell with dendrites, cell body, nucleus, mylin sheath, axon, and Axon terminals labeled. An arrow shows direction of impulse moves toward the Axon terminals

 

Key Vocabulary

In a high school anatomy class, this lesson is focusing on helping students to understand the basic anatomy of a cells and how impulses are relayed within that structure.  Included in the lesson are the key vocabulary of:

  • cell body
  • dendrites
  • axon

 

Source Lecture

This excerpt of the lecture is 1:46.

Auslan Rendition without Discourse Mapping

This version was created for the purpose of showing how a lack of discourse mapping features contributes to a less intelligible text.  Thanks for Karen Bontempo for doing the best job possible in removing those features.  (As I shared at the workshop in Perth, Karen’s example here is of what not to do – which a participant came up to me and shared how ironic that is because Karen’s work is often lifted up as the model to follow.  So grateful that she was also able to provide a model NOT to follow but to learn from in understanding the importance of discourse mapping features.)  You can see more on Discourse Mapping in Auslan here.

Auslan Interpretation

See an ASL Version of this activity.

Posted in: Auslan Resources

 In Gratitude

Thanks to the organizations who helped to make this workshop possible.

ASLIA logo

Thanks to both the WA and Victoria branches for their support and coordination in making Doug’s visit to Australia possible.

vicdeaf-ausconn_2logos-01-png

Thanks to vicdeaf and their SLVP team that assisted with filming and editing of new Auslan resources.

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