Bruce Sofinski, ASL, Linguistics and Interpretation
 

This study is designed to analyze sign language Transliteration in the K- 12 setting. Transliteration is defined in this context as changing spoken English to a manually coded form of English, whereas Interpretation works between spoken English and ASL. 

In this study, Transliterators will convey the information contained on a videotape about relay services to a group of deaf and hard-of-hearing students who use sign language interpreters on a daily basis. The effectiveness of specific Transliteration products will be determined through pre- and post-tests assessing the knowledge of K- 12 students.

These products will be analyzed for English and ASL features. These products will also be assessed to ensure they meet the minimum requirement for Educational Interpreters in the Commonwealth of Virginia. Additionally, the perspective of K-12 students regarding if the Transliterating products were more English-based or ASL-based.

Finally, this analysis will focus on which samples contain particular English features, such as Shadow (English mouthing) and word order. The intent is to shed some light on if there is any correlation between English proficiency on the part of the student, as demonstrated on a standardized English assessment, and the student's ability to understand Transliteration, which is defined as being based on English.