 My name is Meg Dayes, and I, and Susan Fisher, and Keith, coordinate the lecture series. You have your loop monitors. Are they working OK? You can get a sound check. I can't turn they're working OK, yes. Before Keith introduces Patrick Graybill, our lecturer. First, our discussion group is in the visitor's center. It starts at 2, and it goes until 3. The next thing is there's a sign-up sheet right here. And I want people to write your names and addresses. And if you want notes, write that also. Can you write it to know if it is a presentation? That's fine, that's fine. But I want all of your names. OK, what? Oh, another question. OK, here is Sam. Is it SCAP? And our interpreters are for voicing. Your sign name is Aaron. For the ASL interpreting, it's Aaron Brace. English? The next lecturer is Tori, I have to check. February 16, it's a Tuesday. More brochures right here if you need them. That's all. I think that you know the purpose for the lecture series. And that's to introduce new ideas and research to you for using in the classroom and in your own research. And I hope that you get that kind of information. Anyway, now it's time for Keith to introduce our lecturer. Thank you. I'm sure you're all familiar with Patrick Grable's sign name. It was amazed. Also, it means we have three Aaron's here today. His middle name is Aaron, so it's really interesting. Patrick was born. As his mother was considering what to name him, he has two older sisters, his oldest sister is deaf. And they were considering calling him Pat. Pat was telling me a story about his middle name. And I thought perhaps he was Jewish. It was confusing, because he was so involved in the Catholic community, I couldn't figure out what was going on later. I met his mother, packed with his mother to find out why his middle name was Aaron. I was told none of his business, possibly from his father, maybe something related with the male man. I'm not really sure. Patrick grew up in Kansas, attended the Kansas School for the Deaf, graduating in 1958, and then went to Gallaudet Collation in 1964. Then in Washington, DC, where he studied translating, share some of the insights that we consider. Translation, you know, the delicious. I do a transliteration from the English into Chinese characters or Chinese language. It doesn't really work successfully. It's a translation. The idiom comes out in Chinese as eat your fingers off. Not exactly a delightful proposition. They're using translation as an educational tool to see how we can use translation in the classroom to aid students in comprehending English as one language they use and ASL as another language they use. So they'll have a cultural understanding and appreciation, equal respect for both languages. Keith briefly described some of the experiences I have in translation. As I was growing up, I learned English as a second language. I have 48 years of experience, and I'm still learning it's their translating place in ASL. It really helped me understanding of the translation process. Now, I know that one can't do translations 100% accurate, but we worked on translations and kept coming up with new ideas, new ways of approaching our task. So this will perhaps spark some discussion. I don't think we'll have final solutions here today. It's using two languages, ASL, users, and English speakers have a lot of misunderstandings about ASL. Could translations can help mediate this problem? There's a lot of ways we can approach using two languages as an educational tool. There's a lot of educational tools we have, media such as overheads and slides, transparencies. All of these can serve as bridges between two languages. Emphasized today is the translation itself can be an outstanding educational tool to use in the classroom. Before I proceed with the lecture, I'd like to clarify some terminology. First, translation. Secondly, transliteration, translate. We know that we use the sign interpret, and usually we're talking about listening to England ASL or watching a sign presentation in ASL. Transliterate, I think it's similar to the process you see used by Kentucky, very similarly, pretty much word for word of signed English. Source message, and it's transliterated into English used to mean to translate from one written violation. We're talking about a bridge between two languages. Doesn't really matter which to the ASL. Could be any language used in the world about the source language, the source language message and ways to express it accurate, skilled in English yet, we're still acquiring English language skills would be confused between a meatloaf that you eat and a person who's lazy. One needs to transmit the specific message. Let me translate this. Before I proceed with that, I'm curious, how many people in the audience would like me to take time to explain my choices or how I'm doing the sentence in ASL? Do I need to elaborate on that? If the folks who are fluent in ASL, please bear with us because I'd like to make this clear. Gloss those into science. You know that ASL has no written this for meat, fingerspelled loaf, and used a classifier to show the meatloaf a size and space signifier. I'm not talking about loaf, a lazy person who lies around and does nothing, the sign I just signed. I'm talking about a slap of, for him, I used this sign indicating a person, set appropriately in space, and showed him eating and swallowing at the stomach and this thing, so I used appropriate ASL, which really helps our students understand and clarify the meaning behind the sign this way as the children were amazed. You might gloss that. At the circus, the children were just amazed or fascinated that ASL would be this, still preserving that same meaning, no fascination at all, sonation or awe in a variety of ways, it preserves the meaning of the source language sentence. Our third simple sentence that actions speak louder than words is not quite as easy. The of our students, translation process carries more strength as the same meaning. Hearing people did the same thing in school, recited this over and over again by rule. Similarly to how deaf people signed it, perhaps not understanding the meaning, without discussion at all, fun exercise perhaps to try and sign it in a way that really shows the meaning to understand how strongly abusing translation is an educational tool to help both hearing children and deaf children also gain insights into other deaf students have negative biases towards English, share experiences. A discourse always starts with the topic, the subject of what the text really are form of government, well this is not a thought support in favor of the, and this perfectly appropriate for daily use. Our students can certainly sign that. Bad translation, I told them thanks. Easy for us to say, oh great swell translation. And we can translate from one language to another, it's always an easy process, it can always be done. But that's not true, sometimes it's literally impossible to translate through to another. Let me illustrate this with a joke I've used in my translation classes. What a discussion, first what I'd like to do is present this on the overhead, and when I'm done I'll sign it. I'm curious, how many people here, perhaps deaf people don't really understand English, and I can understand it, but I don't really feel the humor behind it. I think it's kind of interesting, I've got an intellectual fascination with that. Why is humor is in English? Well frankly it doesn't tick on my funny phone. Try and translate this into ASL, I don't know if it'll help or not. Your accent you might say scramprehensible. I'm wondering about the level of understanding. I'll finally understand it, maybe. I think hearing people certainly understand that, but it's from hearing culture. Now I'm just the same from now, it just doesn't work. Let me explain it, that one I explained it that way. He greeted the Indians and said, oh, and it sounds like how, so the Indians are fried, that's how I like my ex after 17 years, he's still remembered exactly where they left off the conversation. So the devil couldn't take his soul. Now, understand it, okay, great, is it funny? Kind of cute, huh, pretty good, okay. My class have the exact same responses to my question. Well yeah, I understand what you're saying now, but I'm not funny. When I was working on the translation for the face of similar difficulties, human and translated, sure, is it really there? It's similar perhaps to the sign language joke from deaf culture, with Andy wants to understand it. If you're a user of sign and you sign, please, but it makes perfect sense. You can explain that perhaps to a hearing audience. Go ahead, explain that to a novice interpreter sometime, or explain that to an interpreter, and they say, okay, fine with me. Slation is a process, it can help students understand their culture. We study ASL, certainly they can an ASL, it's where you begin to understand more than one language. That's an important part. ASL users, you know, signers, someone's attention, so it's culturally equivalent. You're raised, well, we've arrived. This way of speaking, W-O. Communicate with your hands, cultures in a complimentary way with equal respect and status. A script, do you feel that the student should read through the script? Do you present the translation first before they're expected to understand the same list as we used?