forestal - teachingslam ppt encounters intercultural& communication

6/14/16

1

Creativity & Curriculum:An NCIEC Teaching Slam

Deaf, Cuban, Female:Interpreting Intercultural-‐rich Context from ASL to English

Eileen Forestal, PhD, RSCProfessor

Discourse Analysis

Cuban, Deaf, Female

6/14/16

2

Hoza, 2016

Deaf, Cuban, Female:Interpreting Intercultural-rich Context from ASL to English

Why study Discourse Analysis

▪(Hatch, 1992) Discourse Analysis is the study of how communication is structured so that it is socially appropriate as well as grammatically accurate and meaningful

▪ Discourse analysis is the act of distinguishing and considering component parts of a message in order to understand the whole of the message (Witter-‐Merithew).


6/14/16

3

▪ It is a systematic process of looking at the different parts of:● what we say● how we say it ● to discover some of the influences and

beliefs that frame our perspectives and influence the meaning of our messages.


▪ It is a process of analysis that enables:● accurate content (themes, topics, and

events)● appropriate context (setting,

participants, purpose/goals)● appropriate linguistic form

(discourse structure, coherence, transitions, vocabulary, etc.) to be conveyed.


▪Linguistic meaning●Information or content

▪Pragmatic meaning●‘speaker meaning’ or ‘speaker’s goal’

▪Social meaning●How speakers express their intent, based on relationships

(Hoza, J., 2007)


6/14/16

4

Discourse analysis▪Leads to an awareness of the interdependent perspectives of languages.

▪A logical approach to processing for interpreters▪Leads to an understanding of the overall meaning, providing a multifaceted view of the source

▪Allows you to attend to full message; therefore have the potential to render a more effective and comprehensible message.

Framing – the Unspoken Necessity

▪Gish – Information Processing Model●Point/Theme

▪Frames●Provide Metamessages●Are Culturally determined ● Inform what is happening●Guide the schema

▪Contextual Cues

▪Key concept is what people are doing when they speak●Psychological concept●Use of signals to denote frame or frames●Scripts

▪Addressee(s)/Audience●Need to know what “frame” the speaker is operating in


6/14/16

5

Intercultural encounters

▪Intercultural communication●Language ●Non-‐verbal communication ●Turn-‐taking●Use of time ●Space●Silence

Culturally Responsive Interpreting

▪“sociocultural mediator” (Nieto, 2010, p. 142)

▪An intercultural event ▪A communicative event

▪“Simultaneity of identities” (Holvino, 2012, p. 163)

▪Interpreting in intercultural contexts●“Interpreter’s responsibility is to interpret”●Communication of ideas and information from one cultural context to the other

Keep in mind that developing discourse analysis skills is a critical tool and this activity will enable you to exercise some of the tools for discourse analysis to discern culture-‐rich signs, language and use of discourse.


6/14/16

6

Class Project

▪Class will divide tasks and responsibilities●Determine who is captain to guide tasks● Work in pairs on your selected task(s)

Deaf, Cuban, Female

▪Discuss how the articles are related to the concept of linguistic and cultural mediation for interpreting.

▪Discuss at least four critical points from Cokely’sarticle, Interpreting Culturally Rich Realities, that need to be considered for linguistic and cultural mediation in interpreting how they apply to this project.


▪Research:● Cuban history between 1960-‐‑-‐‑1990, growth of Cuban communities in America●Bilingualism (Cuban and English)● Cities ●Transnational●Pluralingual●Multicultural


6/14/16

7

▪ Execute a discourse analysis for meaning, structuring, and discerning culture-‐rich language● Information on speaker● Relevant ethnic or cultural background of speaker● Goal of speaker▪ Who might be the audience (class may determine

this as this will influence interpretation decisions for linguistic and/or cultural mediation ● Cultural context of the communication event● Justify your choice


▪ Identify at least five phrases (in ASL glosses) within the source text that are culture-rich that requires linguistic and/or cultural mediation within the context. Add time markers from video. Write in ASL glosses as signed on the video. Justify your results.

▪ Identify at least five culturally relevant changes in ASL signs. Add time markers from video. Justify your results.


▪ Identify at least five examples of expansion (in ASL glosses) within the source text within the context. Add time markers from video. Write in ASL glosses as signed on the video. Justify your results.

▪ Identify the frames of the presentation and discourse genres utilized in the presentation. Justify your results.

▪ Identify at least five prosodic markers and other discourse features, not mentioned above. Justify your results.


6/14/16

8

Discuss what research strategies for purposes of cultural and historical analysis that influenced the culture-rich context, if deemed needed, would be helpful. Explain why.

Discuss possible ethical decisions regarding cultural mediation to be culturally responsive, based on audience, goal(s), and objectives of speaker. Explain why.


Wrap up of class project

▪Discuss the critical learning points from this project.

▪Explain how and why this process will prepare you for the next phase which is interpreting from ASL to English for your selected audience.

▪Use PowerPoint Presentation▪A poster board may be used for some parts

▪Use clips of video for demonstration embedded

▪Class will present together.

▪Next step after this project will be the interpretation of the video from ASL to English


6/14/16

9

Reflective paperLearning Journal

▪Maintain a learning log during the project.

▪Write a reflective paper on your learning from this course and from this class project.

▪Your paper must be 3-4 pages in length, and follow APA format. Please submit your reflection in our BlackBoard.

▪A video of your reflective paper must be posted in GoReact. Video must be 3-4 minutes in length.

Creativity & Curriculum:An NCIEC Teaching Slam

forestal - teachingslam ppt encounters intercultural& communication

Documents