Title of Exercise: Interpreting Intercultural Content from ASL to Spoken English or Spanish. Title of Terp Talk, if different: Cuban, Deaf, and Female

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1 Keywords: Cuban, intercultural content, Deaf Hispanic Author: Eileen Forestal, Ph.D., RSC Institution: Union County College Title of Exercise: Interpreting Intercultural Content from ASL to Spoken English or Spanish Title of Terp Talk, if different: Cuban, Deaf, and Female Link: Source Language: ASL Speaker Info: Gender: Female Race: Hispanic Age: Adult Duration: 16:00 Type of Task: asupervised agroup astudent-centered Unsupervised aindividual Teacher-centered Time Required for Activity: Recommended as a three-week module Topics Addressed in Activity: Interpreting from ASL to spoken English Meaning-based transfer, discourse analysis Cultural mediation Culturally responsive interpreting Cultural identity Deaf and Hispanic Discourse analysis Leadership within Deaf community and Hispanic Deaf community Familial conflicts due to Cuban-American and Deaf identity Course Title: Interpreting in Intercultural Contexts Audience:

2 Beginner 1 Beginner 2 Intermediate 1 aintermediate 2 aadvanced afluent/professional Learning Objectives: Students will be able to: Identify goal(s), theme(s), and underlying theme(s). Execute discourse analysis for discerning culture-rich language. Identify phrases within the source text that are culturally-rich that need cultural mediation within the context. Identify culturally-relevant changes in ASL signs. Explain the influence of cultural diversity on the interpretation of culturerich context. Discuss the importance of being culturally responsive in their interpretation. Demonstrate research strategies for purposes of cultural and historical analysis that influenced the culture-rich context. Demonstrate evidence of processed interpreting with appropriate techniques for contextualization, expansion, compression, restructuring, and being faithful to the message. Demonstrate evidence of management of translating and interpreting processes for cultural mediation and meaning-based transfer. Assess their interpretations for effectiveness of cultural mediation and areas where improvement is needed through self- and peer-analysis. Technical Notes: Video recorder with audio Computer/laptop to view source text on video Access to internet USB flash drive Description of Learning Exercise: What is the instructor expected to do to prepare and deliver the assignment? o Provide readings o Lead class discussions on the readings mentioned above o Prepare the class for the assignment to be conducted in class o Determine if the activity will be done individually or in groups of 2-4 o Prepare instructions for class

3 o Provide time allotments for the activity and assignments o Provide guidance as a resource and for scaffolding What must users do to successfully complete the assignment? o Read selected readings on interpreting in intercultural contexts: Cokely, Dennis. Interpreting Culturally Rich Realities. Journal of Interpretation, Fall Gay, G. (2000). Chapter 1, Challenges and Perspectives and Chapter 2, Pedagogical Potential of Cultural Responsiveness in Culturally Responsive Teaching: Theory, research, and practice (Multicultural Education Series, No. 8. New York: Teachers College Press.) National Multicultural Interpreter Project (2000). Exploring Multicultural Perspectives, Multicultural curriculum overview for instructors. El Paso, TX. o Discuss the critical aspects of cultural mediation, i.e., providing culturally responsive interpretation. o Review Cuban history between , growth of Cuban communities in America, bilingualism (Cuban and English), cities becoming transnational, etc. o Execute discourse analysis for meaning and structuring Goal of speaker Theme(s) Underlying themes(s) Contextualization Objectives of units Opening and closing of units References for time used o Recognize phrases (in ASL glosses) that are culturally-rich that need cultural mediation within the context such as: ESCAPE CUBA (knowledge of history of Cuba), as in fleeing from Cuba FAMILIES GET-TOGETHER (cultural meaning related to collectivism) ORAL SCHOOL, SIGN FORBIDDEN MOST WHITE, ONE-TWO BLACK, HISPANIC I DIDN T NOTICE OR REALIZE PARENTS SPEAK SPANISH ONLY, WON T SPEAK ENGLISH NO-IDENTITY (reverse movement to indicate loss or no identity) WHITE BEHAVIOR Many others o Produce culturally responsive interpretation into spoken English or Spanish

4 o Elicit audience responses on appropriate interpretation and cultural responsiveness o Self- and peer-assessment What, if any, information needs to be shared, and with whom? o N/A What activities need to be performed? o Individually or in groups of 2-4, students will view the selected video, Cuban, Deaf, and Female, in full. o Students must determine and provide the following information to guide the discourse analysis and contextualization: Who is the speaker? Audience? Where? When? What? Who is the audience? Why (objectives)? o Do discourse analysis or discourse mapping, based on instructor s preference. If discourse mapping, students use poster paper for class demonstration. If discourse analysis, students take notes and explain their process or steps of discourse analysis. o Study or conduct research on history of Cuba from period of , immigration or flight of Cubans to America, development of Cuban communities in America, growth of transnationalism and interculturalism. o Discuss ethical decisions regarding cultural mediation to be culturally responsive, based on audience, goal(s), and objectives of speaker. o Prepare full translation for interpreting. o In class, do a minute paper of what the most valuable learning experience of this activity was. o As a final step, interpret the video and record your interpretation. o Do self-assessment as an assignment. o During class, in groups, do peer assessments. o Write in learning log for reflection. o If desired, students do a second interpretation. What, if any, supplies are required to complete the assignment? o Poster paper and markers or pens for discourse mapping or analysis What else might users need to know or to do to enhance and successfully complete the assignment? o Library or internet access for research on Cuban history, growth of Cuban communities, transnationalism, education of Deaf children (oralism and mainstreaming), Hispanic Deaf organizations, etc.

5 Assessment: Learning log or reflective paper Assessment of the exercise should include the development by the instructor of 2 rubrics on cultural content and the overall exercise Rubric for interpreting assessment (developed by NCIEC) Grading Rubric Learning log/reflective paper on specific activity or module Possible Points Describes personal learning experiences 5 Describes new knowledge or insights gained 5 Synthesizes how new knowledge and insights may change current or 5 future learning and practice Total possible points 15

Keywords: ASL, message equivalence, Deaf education in Jamaica, international student

Keywords: ASL, message equivalence, Deaf education in Jamaica, international student Author: Lauri Metcalf Institution: San Antonio College Title of Exercise: Deaf Education in Jamaica Title of Terp Talk,