Transcript PowerPoint Presentation - Figure 1.1 Communication and

Deaf
History
Notes
Illustrations by
Brian Cerney
Figure 1.1
Communication and Language
Animal
Communication
Human Communication
Language
Animal
Communication
Th
e
Figure 1.2
Background Knowledge
M
ind
Knowledge about Comm unication
Knowledge about T opics & Facts
Knowledge about Other People
Knowledge about Physical Setting
Conscious Intent of Comm unication
Unconcsious Intent of Comm unication
Figure 1.3
Expressive Modalities of Communication
Figure 1.4
Perceptive Modalities of Communication
Perceptive Modalities
•
•
•
•
•
Perception of
Communication
Auditory (ears / hearing)
Visual (eyes / sight)
Tactile (skin / touch)
Gustatory (tongue / taste)
Olfactory (nose / smell)
Figure 1.5
Communication within a Physical Setting
Physical Context (Setting)
Figure 1.6
Examples of Communication Modalities
Expressive / Perceptive Modaliti es of Communication
Image / Sight
• Drawings
- cartoon f igures
- lifelike sketches
• Markings
- arrows
- PRINTED WOR
DS
Sound /Hearing
Texture / Touch
• Human Sounds
- screams
- SPOKEN WORDS
• Mechanical Sounds
- doors slamming shut
-MORSE CODE TONES
• Objects
- f ences
- sculptures
• 3-D Markings
- 3-D arrow on asign
- BRAILLEDWORDS
Figure 1.7 - Language Encoding Systems
Language
Channels
Written
Languages
Signed
Languages
Spoken
Languages
Expressive / Perceptive Modaliti es
Image / Sight
Sound / Hearing
Texture / Touch
• Ty ped Sy mbol
s
• Morse Code
Sy mbols
• Signed Sy mbols
• Morse Code
Tones
• Spelling Aloud
• Brailled
Sy mbols
• Raised Letters
• Tactile Signing
• Phonetic
Alphabets
• Manual Cues
• Spoken
Sy mbols
• Tadoma
• Tactile Manual
Cues
Figure 1.8 – LSF & ASL as Part of the European Signed
Language Family
c.1570
1760
1768
1775
1783
de
AL
L’ bÉbpéé
Ep Se D
ée icaie
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al
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et
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Figure 1.9 – Deaf Education Timeline
1789 1791
1789
1803
1812
1815 1816 1817
1815
cu
oc
py
n
sto
Bo
of 12
tle 8
at f 1
lb ro
na a
ar
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e
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th
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de E
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se
ag
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rc
Pu
na
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&
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d
Lo
te s
ac gin
en be
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io on
ut ti
ds
tit olu
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ns ev
n
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io
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ut
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ol
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e
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gi
m
be
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n
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Re
ps
oo
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an
ic
er
m
A
sh
iti
Br
Figure 2.1 - Language & Culture
1817
tfo
rd
A
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Unit 2
Timelines In History
1847 1851 1852 1856 1864 1869
1880
1844 1845 1849
1861 1865
1876
1898
1910
1913
1914
1930s
1929
n
sh io
ra ess
t C pr
ke e
ar t D s
M ea in
k Gr eg
oc s B
St gin ar I
be W
ld
or
W
S
eU
th
on
ar
w
es
ar
cl
de
n
ai
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nt
te
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ve
ei e
ec on
lr h
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& d
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ds te
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vi ln eg
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Th
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Sa pro
is
Figure 3.1 – The Outer, Middle & Inner Ear
Figure 3.2 – Audiogram Variables (Decibels & Frequencies)
125
0
10
Mild
20
Moderate
50
Severe
70
30
40
60
80
90
Profound
100
110
120
250
500
1000
2000
4000
8000
Figure 3.3 - Components of the Cochlear Implant
Figure 3.4 - The Anatomy of the Eye
Figure 3.5- The Bones of the Hand
Carpals
Metacarpals
Phalanges
UNIT 3 Section 1 Review Questions
UNIT 3 Section 2 Review Questions
Figure 4.1 - William Stokoe's Milestones
1955
1960
1965
1972
Stokoe begins teaching
at Gallaudet College
Stokoe publishes first
research on ASL
Stokoe publishes the
Dictionary of ASL
Stokoe begins publishing
Sign Language Studies
Figure 4.2 - Possible Communication Components
William Stokoe’s
“Possible Communication Behavior of American Deaf Persons”
English
ASL
- lipreading
- clear articulation
- facial expression
- m anual sy m bols
- gesture
Figure 4.3 - Observed Communication Components
William Stokoe’s
“Observ ed Communication Behav ior of American Deaf Persons”
- clear articulation
- facial expression
- lipreading
- manual symbols
- gesture
Figure 4.4 - ASL & English Diglossia
James Woodward’s
Original “Diglossic Scale”
English
Formal
ASL
Informal
Figure 4.5 - "PSE" Composed of ASL Elements
James Woodw ard ’s
Original “Elements of PSE”
English
ASL
- Articles (a, an the)
- Spell the words A, T-H-E
- plurals with “s”
- plurals with reduplication
- verbs of being (is, am )
- use of sign TRUE
- progressives (-ing)
- progressives by verb reduplication
- com pletives (had + P ast Tense)
- com pletives by use of FINISH
“PSE”
Figure 4.6 – ASL & English Influencing Contact Signing
ASL
Signs
English
Grammar
Contact Signing
Figure 4.7 – ASL and English Features of Contact Signing
English Features
English Features
Used
NOT Used
Conjunctions
(and, because,
but)
English mouth
patte rns
Prepositions
Verbs + prepositions
(go with, look at)
English or der (?)
Determiners
(the, this, that)
Modal Constructions
(can, must, e tc)
Subordinate
clauses
Relative C lauses
Compara tive "mor e"
AS L Features
Used
AS L Features
NOT Used
Agreement
Verbs
(subject / object)
Signs without
mout hing
Aspec t Inflection
(duration, in tensi ty)
Topicalization
ASL Determi ners
(indexing/pointing)
ASL wor d order (?)
Role Shifting
Figure 4.8 – Bilingual / Bimodal Language Contact
Interaction of ASL & English Continua:
Variation in Tw o Languages
(therefore, two lines)
“Pure” ASL
“Conversational”
ASL
“Contact” ASL
“Contact” English
M ore Spatial
Simultaneous
Production of
Meaningful Units
“Pure” English
“Conversational”
English
More Linear
Suffixes, Prefixes,
Em phasis on
Word Order
Figure 4.9 – Three Different Manual English Codes
Figure 4.10 – Manual English Codes Are Not Languages
Figure 5.1 – Telecommunication Aspects of the ADA
Figure 5.2 – Factors of Core Membership in the Deaf
Community
Figure 6.1 - Source and Target Texts
Source Text
Target Text
Figure 6.2 - Simultaneous Interpretation of Monologic Discourse
Figure 6.3 - Simultaneous Interpretation of Dialogic Discourse
Source
Target
Target
Source
Source
Target
Target
Source
Figure 6.4 - Consecutive Interpretation of Dialogic Discourse
S
T
T
S
S
T
T
S
S
T
T
S
Figure 6.5 - Consecutive Interpretation of Monologic Discourse
S
S
T
S
T
S
T
S
T
S
T
T
Figure 6.6 - Transliteration (simultaneous) of Monologic
Discourse
Source Text
tARGET tEXT
Figure 6.7 - Transliteration (simultaneous) of Dialogic Discourse
Source
tARGET
Target
sOURCE
Source
tARGET
Target
sOURCE
Figure 6.8 - Elucidation (consecutive) of Monologic Discourse
Source
Source
?- ?-
?- ?-
Figure 6.9 - Elucidation (consecutive) of Dialogic Discourse
Source
Source
?- ?-
?- ?-
RID Code of Ethics 1979-2004
Tenet 1: Interpreters/ Transliteratorsshall keep all assignment-related information
strictly confidential.
Tenet 2: Interpreters / Transliterators shall render the message faithfully, always
conveying the content and spirit of the speaker, using language most
readily understood by the person(s) whom they serve.
Tenet 3: Interpreters / Transliterators shall not counsel, advise , or interjec t
personal opinions.
Tenet 4: Interpreters / Tr ansliteratorsshall accept assignments using discretion
with regardto skill,setting,and the consumers involved.
Tenet 5: Interpreters / Transliterators shall request compensation rfoservices in a
professional and judiciousmanner.
Tenet 6: Interpreters/ Transliterators shall function in a ma
nner appropriateto the
situation.
Tenet 7: Interpreters / Transliteratorsshall strive to further knowledgeand skills
through participationin workshops, professional meetings, interaction
with professional colleag
ues and reading of current literature in the field.
Tenet 8: Interpreters / Tr ansliterators, by the virtue of membership in o r
certificationby the R.I.D., Inc., shall strive to maintain high professional
standards in compliancewith the code of ethics.
RID Code of Conduct (adopted 2005)
Interpreters have a prof ess
ional responsibility to:
Tenet 1:
Adhere to stand
ards of confidential communication.
Tenet 2:
P ossess interpretingcompetence commensurate with the
communication event.
Tenet 3:
Actively engagein ongoing professionaldevelopment.
Tenet 4:
Demonstrate respect for allconsumers and their diversity.
Tenet 5:
Demonstrate respect forthe profession,other colleagues,and
students of theprofession.
Tenet 6:
Render services linguistically accessible and appr
opriate for the
situation.
Tenet 7:
Conduct themselves in a m
anner befittingthe assigned setting.
Tenet 8:
Ensure that working conditio ns are conducive to excellence in
service delivery.
Tenet 9: Serve as a resourceon interpreting and relevantservices,as needed.
Tenet 10: Maintain ethical business pra
ctices.
Figure 6.10 – The Triangle of Professionalism
Sampling of College Courses
Which Should Satisfy Requirements as
RID PROFESSIONAL STUDIES
ANT
Anthropology
ITP
Interpreter Training Program
ASL
American Sign Language
JRN
Journalism
BUS
Business
LAT
Latin Language & Culture
CRT
Court Reporting
MMC
Multimedia Communications
ENG
English Writing & Literature
PSY
Psy chology
FCL
Foreign Culture &Language
RUS
Russian Language & Culture
FRE
French Language & Culture
SOC
Sociology
GER
German Language & Culture
SPA
Spanish Language & Culture
ITA
Italian Language & Culture
SPH
Speech
National Deaf Community Organizations
AADB
AAAD
AGBAD
ALDA
ASDC
ASLTA
BDA
CAID
CAN
CIT
CSUN
GUAA
NAD
NCOD
NCSA
NFSD
NTD
NTID
RID
SHHH
TDI
WFD
American Association of the DeafBlind
American Athletic Associatio n of the Deaf
Alexander Graham Bell Association for the Deaf
Association of Late Deafened Adults
American Society for Deaf Children
American Sign Language Teachers Association
Black Deaf Advocates
Convention of American Instructors of the Deaf
Consumer Action Network
Conference of Interpreter Trainers
California State University at Northridge
Gallaudet University Alumni Association
National Association of the Deaf
National Center on Deafn ess (Northridge, CA)
National Cued Speech Association
National Fraternal Society of the Deaf
National Theatre for the Deaf
National Technical Institute for the Deaf
Registry of Interpreters for the Deaf
Self Help for the Hard of Hearing
Telecomm unications for the Deaf, Inc.
World Federation of the Deaf