Discussion Data CollecHon Literature Review Conclusion Findings Kathryne Nash, INT492, Spring 2016 Data CollecHon Discussion Literature Review 1:43-‐[ME CURIOUS WHAT HAPPEN 10 YEAR AGO WHAT HAPPEN TO YOU A-‐I-‐R CANADA MESS-‐UP WHAT HAPPEN YOU EXPLAIN HAPPEN]q 3:40 -‐[S-‐O YOU NOT MAKE I-‐T FLY-‐TOUCH NOT YOU]q 4:09-‐[SAD. YOU FEEL HEART-‐BROKE YOU]q 4:25-‐[CURIOUS LONG-‐AGO 10 YEAR AGO YOU USHER-‐SYNDROME CAN SEE SOME OR FULL BLIND YOU]q 4:55-‐[S-‐O THAT STORY HAPPEN WHAT NEXT STEP HAPPEN WITH A-‐I-‐R CANADA FINGERWIGGLE]q 6:12-‐[#WHT C-‐K-‐T-‐A DISMISS YOUR COMPLAINT (both hands flop over)...NEXT WHAT HAPPEN WHAT]q 6:47-‐[S-‐O MEAN IMAGINE IF YOU TRAVEL WITH ASSISTANT YOUR #OWN ASISTANT LONG-‐TIME AGO YOU MUST PAY RIGHT LONG-‐TIME-‐AGO YOU PAY ASSITANT SIT ON PLANE RIGHT YOU CAN AFFORD 2 PLANE TICKET]q 7:17-‐[WHAT HAPPEN WITH CANADA HUMAN RIGHTS COMMITTEE C-‐H-‐R-‐C WHAT HAPPEN]q 8:12-‐[S-‐O YOU WON YOU GO-‐TO BC SUPREME COURT RIGHT BC HIGH-‐UP FINGER-‐WIGGLE COURT]q 11:39-‐[YOU AGREE WITH THAT POLICY FINGER-‐WIGGLE]q (The sentences in bold represent the non-‐manual marker related adjustments into TASL) TASL has its own rules, nuances, and strategies for incorporating non-manual markers when asking questions. DeafBlind TASL user does not have visual access to that information, so understanding how and when to adjust question related non-manual markers into TASL is important for effective communication. Failing to adjust could lead to miscommunications. Non-‐Manural Markers depict emotions, adverbs, and morphemes. They’re also used to differenHate between types of sentences (Valli, C., C. Lucas, K. Mulrooney, & M. Villanueva. 1992). In TASL, information about the environment are included, back channeling is included via touch, and adverbs that are usually conveyed on the face must be expressed manually (Radin, ND) Dr. Collins found that words that are important for the signer are usually repeated for clarity. (Collins, 2004) Conclusion 70% of questions asked were modified for TASL in 3 different ways Adding the sign for question mark using repetition using expansion techniques. Findings Methodology Since 30% of the data had no visual adjustments, more research is needed to find out why adjustments were not used or may not be needed for that significant type of question. 70% of the questions were adjusted The three ways that question related non-‐manual markers are adjusted for TASL found in this video are repetition of the question with expansion, repetition of just the WH phrase, and insertion of the finger-‐wiggle (the sign for question-‐mark) into the question. Time Codes 1:43/6:47: Simple, Expand, repeat simple with more expansion -‐seemingly used for more complex questions Time Codes 6:12/7:17: Repetition of the WH question -‐seemingly used for more simple WH type questions Time Codes 4:55/8:12/11:39: Addition of FINGERWIGGLE -‐No WH phrase to be repeated and typical non-‐manual marker eyebrow raises are not experienced by the Deaf-‐Blind interviewee, the adjustment must be made seemingly to clarify that what was said was a question The video “Eddy Morten: Canada DeafBlind Interview Series” was analyzed in order to find out how DeafBlind individuals adjust question related non-manual markers when using TASL. References -‐ - Collins, S.2004. Adverbial Morphemes in Tactile American Sign Language. Graduate College of Union InsHtute and University. CincinnaH, OH. - Radin, M. (n.d.). An Overview of Tactile American Sign Language. Special Education Service Agency. Retrieved from hgps://www.signup4.net/ Upload/USTR10A/ASSE34E/RADIN%20TacHle%20Sign%20Language.pdf -- - Riggo, M., & McLetchie, B. A. (1998). Research-‐to-‐Practice Focus: Competencies for Teachers of Learners Who Are Deafblind. Deaf-‐Blind Perspectives, 6(1), 3-‐4. Retrieved from hgp://documents.nationaldb.org/ dbp/pdf/sept98.pdf -- Roschaert, Coco (2013, June 28). Eddy Morten: Canada eafBlind Interview Series [video file]. Retrieved from https://www.youtube.com/watch? v=aMMAqPhyCs8. -–The Registry of Interpreters for the Deaf. (2002). Interpreting for Individuals who are Deaf-‐Blind. Standard Practice Paper, 1-‐3. Retrieved from http://deafblindinterpreting.org/wp-‐content/uploads/2013/12/Deaf-‐ Blind_SPP1.pdf -- Valli, C., C. Lucas, K. Mulrooney, & M. Villanueva. 1992. Linguistics of American Sign Language: An Introduction, 5th edition. (Pgs 8, 97-‐98) Washington, D.C.: Gallaudet University Press. Definition of adjustment used: “any phrase repetitions or question related additions, not including pronoun repetitions” Analyzed the 14:43 minute video recording glossing each question asked by the interviewer to the interviewee