Excluding Deaf Children is a Bad Idea!



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Excluding Deaf Children is a Bad Idea!”
(http://www.youtube.com/watch?v=AIaFkvOQp7U)


By: Barb DiGi

Transcript by: Ashley Paul

(Title Screen is black with text: “Excluding ASL from Deaf Children is a Bad
Idea!” ASL vLog by Barb DiGi (12/17/07).)
_____t __eye gaze R

HELLO! HAVE STORY EXPLAIN WHY EXCLUDING E-X-C-L-U-D-I-N-G SIGN


_____ nod _eye gaze L

FROM DEAF CHILDREN. “Ooh” BAD IDEA! SOME STORY


eyebrows up t

J-O-U-R-N-A-L #OF DEAF STUDY AND DEAF EDUCATION STORY


CL: bent 5 (nms: ch-ch) _PRO.3

COMMENTS-ARTICLES THAT FOCUS APPROACH ORALISM ON THOSE


eyebrows up ___neg

KIDS HAVE COCHLEAR IMPLANTS WHO HAVE HEARING AIDS “NO NO”


________nod

NOT RECOMMEND. (Screen fades to black with writing: Marschark &




Spencer, 2006, P.4; Powers, Gregory, & Thoutenhoofd, 1998, p. 132; Young et


eye gaze R head nod (the whole sentence)_________

al., 2006, p. 327.) ALL ALL RESEARCH COMBINE DISCUSS+++ AGREE THAT

____________ eye gaze L (nms: puff cheeks) ______t

COMMENT DEMONSTRATE FOCUS “WOW” HEIGHTEN-RAISE ORALISM.

____t ______conj ___eye gaze R then L then forward

THAT FOR EXAMPLE REJECT SIGN PROGRESS THAT (point L) WEAK REAL-

____t _____t gesture to left (show book)

BUSINESS. THAT NOTICE EVIDENCE. BOOK SHOW LOOK-LIKE.

Ashley Paul
Reflection of the Transcription Process

Transcription has always been a bit of a mystery to me. I guess that is because I have never really been told a straight, concrete answer as to what it really is. Translating from one spoken language to another spoken language (or written to written) requires a less in-depth process than ASL into English. I understand this is because ASL does not have a written form, but I still have trouble knowing what to do.

So far, I have learned a few things about how to transcribe ASL into English using the GLOSS system, but I have never actually done it. I feel that I have been taught to make up my own system because there really is not a concrete system to follow, which made this assignment really hard for me. I tried using the most commonly used symbols, like “t” for topic, “nms” for non-manuals, and “#” for lexicalized signs; however, I felt like the lack of a universal system really limited my ability to thoroughly analyze the source material.



After this assignment, I still feel like I have a lot to learn. I am unsure of where to put the “t” for topic because sometimes I do not know when the topic happens in ASL. I suppose a few more years of ASL linguistics classes will help with that. Also, I did not know if I was supposed to add in all of the information that I saw on the tape (i.e. screen fades to black with writing). That raises the question, “Is that necessary, or should I have left it out?” Certain words that I chose to gloss for the signs might have been wrong, but, fortunately, the person I was transcribing from mouthed a few of the words she wanted her audience to understand, and also fingerspelled a lot more than normal for clarification.


This assignment was somewhat of a challenge for me. It took me over an hour just to gloss everything that Barb signed, let alone adding in all the non-manuals, grammatical markers, and other information that I saw in the source text. I have definitely improved my transcriptions skills, and I feel that I have gained a better understanding of what it really is.



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