What comes first, the noun or the classifier in educational interpretng? By: Allison Tyeryar Int 492, Spring 2016 Discussion This data indicates that the usage of the noun before the classifier is most common, but only by one utterance in this video. The 7 classifiers that were used in the context represented two individuals the teacher was talking about, or when the teacher called on a student and the interpreter used their sign name. The 8 nouns that were used came before the interpreter conducted the sign or classifier. Conclusion Within this research, the video took place in a college level course and the video was approximately 16 minutes. In the time frame, The data show that nouns were used first 8 times, while classifiers were used first 7 times. The key point from this research is that we need more studies on what is an authentic and acceptable ASL word order for noun and classifier usage in modern day interpretation. References Introduction Methods Question: What comes first, the noun or the classifier in educational interpreting? This research identifies how the educational interpreter uses classifiers in their interpretation before or after the noun. ASL follows several different word orders depending on what is needed in the utterance. As an interpreter, you must expose yourself to the language and the culture to better understand how to affiliate communication and what is the best match for the deaf individual. Literature Review •  The data was gathered from a video recorded ASL interpretation of a spoken English lecture about human sociology •  The video was analyzed through Microsoft Excel; I created a chart with 4 columns that include time code, ASL utterance, English translation and if that utterance contained the noun before the classifier or classifier before the noun Results/Data This research identifies how the educational interpreter uses the noun before or after the classifier. American Sign Language is a unique language where the grammatical structure can be changed depending on the sentence with in the utterance. If an interpreter does not understand the content of a source message, they cannot be expected to accurately translate it into the target language (Fishberg, etc. all 1992). "American Sign Language: Grammar:." Lifeprint. Humphries, T., & Padden, C. (1992), 1997. Web. 2016. http://www.lifeprint.com/asl101/pages-layout/grammar.htm . Harrington, F. (2001). Interpreting Interpreting: Deaf Students and the Interpreted Classroom (Pg74-80 ed.). England. Humphrey, J., & Alcorn, B. (2001). So You Want to Become an Interpreter (3rd ed., Chapter 9- The challenges of Mediating ASL and English). H&H. Lesson, L., Wurm, S., & Vermeerbergen, M. (Eds.). (2011). Signed Language Interpreting: Preperation, Practice and Performance. Task and Procedure(P.53-55). Manchester, UK: ST. Jerome Publishing. Maffia, D. (2011,08,18) Introduction to Sociology Interpreting. Retrieved from :https://www.youtube.com/watch?v=G89kSMWPp-8 Stuckles, E.R, Avery J.C, Hurwitz, T.A, (1989). Educational Interpreting for Deaf Students: Report of the National Task Force on Educational Interpreting. Taylor, M. (2002). Interpreting skills: American Sign Language to English. Canada: P.47-53. www.PosterPresentations.com RESEARCH POSTER PRESENTATION DESIGN © 2015