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Discourse Mapping: The GPS of Translation

Discourse Mapping: The GPS of Translation

Roy, C. B. (Ed.). (2005). Discourse Mapping: The GPS of Translation. Advances in Teaching Sign Language Interpreters (pp. 49-77). Washington, D.C.: Gallaudet University Press

Media type

Book Chapter with Editor

Category

Interpreting Education

Tag

Discourse Analysis and Mapping

Intended Audience

Interpreter Educators

Description of Content

Describes discourse mapping in relation to translating.  The chapter goes on to discuss a sample way of discourse mapping from a teachers point of view.  It focuses on translation adequacy opposed to equivalency.

Author’s Conclusion(s)

“[D]iscourse mapping… provide[s] focused translation activities that are essential to the development of strong interpreting skills.”

Usefulness of the Content

This was a great view of discourse analysis and mapping for the educators view point.

Limitations of the Content

No limitations noted

Personal Reactions

This chapter provides a new way to teach discourse mapping that I want to try in the future.

Discourse Mapping: Developing Textual Coherence Skills in Interpreters

Discourse Mapping: Developing Textual Coherence Skills in Interpreters

Roy, C. B. (Ed.). (2002). Discourse Mapping: Developing Textual Coherence Skills in Interpreters. Innovated Practices for Teaching Sign Language Interpreters, pp. 15-67). Washington, D.C.: Gallaudet University Press.

Media type

Book Chapter with Editor

Category

Interpreting Education

Tag

Discourse Analysis and Mapping

Intended Audience

Interpreter Educators

Description of Content

“This chapter describes a systematic approach to the application of discourse mapping throughout an interpreter education program.  We have outlined six discourse mapping activities and provided and explanation of each activity and detailed instructions for teaching each activity with sample maps from both ASL and English texts.”

Author’s Conclusion(s)

“As educators, we are responsible for guiding our students through the complex process of producing a successful, effective interpretation.  This is not an easy task, but it can be done.  To be successful, students need to grasp the coherence of the discourse, the goal of the speaker, and the point of the presentation.  And they need to produce an integrated whole as a result.  Although the phonological, morphological, and syntactic levels of the text are important for comprehension, these feature are integrated only at the discourse level, where coherence can be achieved.  If students understand the true meaning of the message, the probability of producing a successful interpretation increases greatly.”

Usefulness of the Content

Six processes were explained.  This amount of processes is useful when working with students with varying levels of abilities and learning styles.

Limitations of the Content

No limitations noted

Personal Reactions

This was the best material that I have found about discourse analysis and mapping.

 

Understanding the Meaning of Texts and Reinforcing Foundation Skills Through Discourse Analysis

Understanding the Meaning of Texts and Reinforcing Foundation Skills Through Discourse Analysis

Witter-Merithew, A. (2001). Understanding the Meaning of Texts and Reinforcing Foundation Skills Through Discourse Analysis. In C. Nettles (Ed.), Tapestry of Our Worlds, Proceedings of the 17th National Conference of the Registry of Interpreters for the Deaf. Registry of Interpreters for the Deaf (pp. 177-192). Retrieved from http://www.unco.edu/doit/Articles/The%20Meaning%20of%20Texts.pdf

Media type

Reprinted Proceeding

Category

Interpreting

Tag

Discourse Analysis and Mapping

Intended Audience

Interpreters

Description of Content

Provides information about discourse and gives a 10-step process of discourse analysis.

Author’s Conclusion(s)

“The more often this discourse analysis system is repeated, allowing for each step to be rehearsed and practiced in isolation, with periodic integration of the steps during re-telling, the more effectively the students become prepared mentally to anticipate, comprehend, restructure, transfer, and formulate messages that are accurate and equivalent. Eventually, the student trains himself or herself to think and process information in a manner that integrates the steps automatically and simultaneously. When this happens, the students start to listen to information differently, begin to think about meaning at deeper levels, and to consider the component parts and context of the message before generating an interpretation. When an interpreter is able to do this consistently, the reliability and accuracy of their work will be significantly enhanced.”

Usefulness of the Content

This provides a great background into definitions and processes related to discourse, discourse analysis, and discourse mapping.

Limitations of the Content

No limitations noted

Personal Reactions

This is a great article that would work well with University of Colorado Distance Opportunities for Interpreter Training  (n.d.). 10-Step Process for Discourse Analysis [PowerPoint slides]. Retrieved from http://library.ncrtm.org/pdf/645.031vi.pdf

ASL/English Interpretation Training Materials

ASL/English Interpretation Training Materials

Wiseman, L. (n.d.). ASL/English Interpretation Training Materials [CD-ROM]. East Bend, NC: Signs of Development.

Media type

CD-ROM

Category

Interpreting

Tag

Discourse Analysis and Mapping

Intended Audience

Interpreters

Description of Content

CD-ROM has several interpreting scenarios to practice both voice and sign interpreting,  Each video indicates an interpreters skill level from pre-certified to certified 10+ years.  Each video also contains interpreting skills that are used to interpret accurately.

Also included is a signed video lesson about discourse, discourse features found in both English and ASL, discourse analysis, and discourse mapping,

Author’s Conclusion(s)

No conclusions made

Usefulness of the Content

This is a great recourse for any interpreter regardless of skills.  Added bonus is the ability to receive CEU’s for completion of activities.

Limitations of the Content

Lynn Wiseman presents her “5 Ps” in this video.  She is currently up to “11 Ps” showing that the video is slightly dated.  Even with the “missing” information the lesson is invaluable.

Videos play in a small frame.  The size is acceptable but it would have been better if the size could be altered by the individual watching the video.

Personal Reactions

If a student, teacher, or mentor is looking for texts to analyze and practice interpreting this is the CD-ROM for you!

10-Step Process for Discourse Analysis

10-Step Process for Discourse Analysis

University of Colorado Distance Opportunities for Interpreter Training  (n.d.). 10-Step Process for Discourse Analysis [PowerPoint slides]. Retrieved from http://library.ncrtm.org/pdf/645.031vi.pdf

Media type

Power Point Presentation

Category

Interpreting

Tag

Discourse Analysis and Mapping

Intended Audience

Interpreters

Description of Content

A power point created by UNCO that gives their 10 step process for discourse analysis and mapping.  These steps can be broken into five topics of study: anticipate, comprehend, restructure, transfer, and formulate.

Author’s Conclusion(s)

“Experience with students in the DO IT Center programs has indicated that the more frequently these steps are repeated and practiced, the more effectively students are prepared mentally to [interpret] messages that are accurate and equivalent.”

Usefulness of the Content

“[U]se of this 10-step method, in conjunction with self-assessment and feedback, will enable you to: listen to information differently, think about meaning at deeper levels, consider the component parts and context of a message before generating an interpretation.”

Limitations of the Content

None noted

Personal Reactions

This is a great, ready to use presentation that can be used to review or teach discourse processing and mapping.

This works well with Witter-Merithew, A. (2001). Understanding the Meaning of Texts and Reinforcing Foundation Skills Through Discourse Analysis. In C. Nettles (Ed.), Tapestry of Our Worlds, Proceedings of the 17th National Conference of the Registry of Interpreters for the Deaf. Registry of Interpreters for the Deaf (pp. 177-192). Retrieved from http://www.unco.edu/doit/Articles/The%20Meaning%20of%20Texts.pdf

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