HWAET (hand waving apparatus for effective turn-taking)

Turn Taking ◽

Design And Testing

This project describes the design and testing of an attention-getting device, called HWAET (Hand Waving Apparatus for Effective Turn-Taking). HWAET was designed to be used by sign language participants to indicate their desire to have a turn to speak during a sign language interpreted video conference meeting with hearing participants. User studies were conducted with ten sign language users, fifteen hearing subjects and four different sign language interpreters to examine the use of HWAET during a video conference. These studies showed that deaf participants using HWAET found it easier to indicate and take their turn independently than those relying solely on a sign language interpreter (not using HWAET). Also, interpreters commented that they did not have to manage turn-taking when HWAET was used compared to the control group (where HWAET was not used).

HWAET (hand waving apparatus for effective turn-taking)

10.32920/ryerson.14665659 ◽

2021 ◽

Author(s):

Bertha Konstantinidis

Keyword(s):

Sign Language ◽

User Studies ◽

Control Group ◽

Video Conference ◽

Turn Taking ◽

Design And Testing

Pelaksanaan Kursus Pra-Perkahwinan Islam Untuk Golongan OKU Pendengaran di Malaysia

al-Irsyad: Journal of Islamic and Contemporary Issues ◽

10.53840/alirsyad.v5i1.94 ◽

2020 ◽

Vol 5 (1) ◽

pp. 285-292

Author(s):

Zuliza Mohd Kusrin ◽

Nur Syaidatul Akmar Sha’ari

Keyword(s):

Sign Language ◽

Research Methodology ◽

The State ◽

Basic Knowledge ◽

Group Method ◽

Deaf Person ◽

Research Outcomes ◽

Sign Language Interpreter

Kursus pra-perkahwinan adalah antara keperluan dalam prosedur permohonan kebenaran berkahwin yang perlu dipenuhi oleh bakal pengantin Muslim di Malaysia. Kepentingan kursus tersebut ialah memberi pengetahuan awal berkenaan alam perkahwinan kepada bakal pengantin. Namun, golongan OKU Pendengaran dikecualikan daripada mengikuti kursus berkenaan kerana tiada kursus khusus yang dikendalikan oleh jabatan agama Islam negeri untuk mereka. Oleh itu, sebahagian daripada mereka mengikuti kursus pra perkahwinan golongan tipikal. Objektif artikel adalah mengkaji pelaksanaan kursus semasa yang juga melibatkan penyertaan OKU pendengaran, mengkaji cabaran OKU pendengaran dan jurubahasa isyarat semasa mengendalikan kursus tersebut. Metodologi kajian ialah kualitatif dan temubual semi berstruktur yang dilaksanakan bersama pegawai-pegawai jabatan agama Islam negeri dan jurubahasa isyarat yang terlibat dalam kursus tersebut. Data terkumpul dianalisis secara diskriptif dan tematik. Hasil kajian mendapati kurang penganjur.an kursus pra perkahwinan Islam khusus untuk golongan OKU pendengaran, metod penyampaian ceramah berdasarkan kaedah golongan tipikal dan kesukaran jurubahasa menyampaikan semula isi kandungan ceramah. Implikasi kajian menunjukkan kepentingan untuk menganjurkan kursus pra-perkahwinan Muslim khusus untuk OKU pendengaran, untuk memberi mereka peluang memahami ilmu pra-perkahwinan, seperti individu tipikal juga. ABSTRACT The Islamic Pre-Marriage Course is among the requirements in marriage application procedures that must be fulfilled by Muslim bride-to-be in Malaysia. The important of this course is to provide basic knowledge of life for bride and groom-to-be. However, the deaf group are excluded from attending this course as there is no special course conducted for them, by the state of Islamic department. Thus, some of them attended the pre-marriage course organised for typical group.The objective of this article is to study the implementation of the current pre-marriage course that also involves participation of deaf person, challenges encountered by the deaft person and the sign language interpreters while conducting the course session.The research methodology is of a qualitative one and semi-structural interviews were conducted with the Islamic religious department officers and sign language interpreters whom are involved in the pre-marriage course. Data gathered are anaylysed descriptively and thematically. The research outcomes discovers that lack of specific organization of Islamic pre-marriage course for deaf person, methodology of delivering lectures is based on typical group method and difficulties of delivering the content of the lecture encounter by the sign language interpreter while conveying talks to the deaf person. The implication of the discussion shows the important of organising Islamic pre-mariral course for the deft group, in order to give them opportunity to understand the pre-marriage knowledge as enjoyed by typical man.

Design Proposal for Sign Language Services in TV Broadcasting from the Perspective of People Who Are Deaf or Hard of Hearing

Applied Sciences ◽

10.3390/app112311211 ◽

2021 ◽

Vol 11 (23) ◽

pp. 11211

Author(s):

Ji Hyun Yi ◽

Songei Kim ◽

Yeo-Gyeong Noh ◽

Subin Ok ◽

Jin-Hyuk Hong

Keyword(s):

Sign Language ◽

Hard Of Hearing ◽

Visual Information ◽

Layout Design ◽

Information Delivery ◽

Language Services ◽

Screen Layout ◽

Tv Broadcasting

Sign language services are provided so that people with hearing loss are not alienated from socially and politically important information through TV broadcasting. In this paper, we conducted a user survey and evaluation of the current sign language services for deaf or hard-of-hearing (DHH) people, and solutions were proposed for the problems found in the course of the analyses. To this end, a total of five stages of research were conducted. First, the communication problems experienced by DHH individuals and previous studies on their language and information acquisition were investigated. Second, the most typical types of information delivery channels via TV were defined as news, discussions, and weather reports, and by investigating the actual sign language service cases for each type, three visual information delivery elements were identified: sign language interpreters, reference videos, and subtitles. Third, a preference survey, an interview survey, and an eye tracker experiment on the DHH participants were conducted with varying arrangement options of information delivery elements. Fourth, based on the results of the investigations and experiments, the options to be considered when arranging information delivery elements were compiled. The results showed that the sign language interpreter, which is the first element of information delivery, should be presented in a size clearly visible because the visibility of their facial expressions is important. In addition, it is recommended to present the interpreter without a background since DHH participants did not prefer the presence of a background. As for subtitles, which is the third element of information delivery, it was confirmed that the provision of sign language interpretation and subtitles together helped DHH participants to understand the contents more quickly and accurately. Moreover, if there are multiple speakers, individual subtitles for each speaker should be provided so that the viewers can understand who is talking. Reference videos, which are mainly placed on the screen background, the second information delivery element, were considered less important to DHH participants compared to sign language interpreters and subtitles, and it was found that DHH participants preferred reference videos to be visually separated from sign language interpreters. Fifth, based on the overall results of the study, a screen layout design was proposed for each type of information delivery element for DHH people. Contrary to the general conception that there would be no problem in viewing information-delivering TV broadcasts by DHH people simply by placing a sign language interpreter on the screen, the results of this study confirmed that a more delicate screen layout design is necessary for DHH people. It is expected that this study will serve as a helpful guide in providing better sign language services for TV broadcasts that can be conveniently viewed by both DHH and non-disabled people.

Exploring Cognitive Aspects of Competence in Sign Language Interpreting of Dialogues: First Impressions

HERMES - Journal of Language and Communication in Business ◽

10.7146/hjlcb.v0i57.106193 ◽

2018 ◽

pp. 49

Author(s):

Elisabet Tiselius

Keyword(s):

Sign Language ◽

Strategy Use ◽

First Impressions ◽

Cognitive Perspective ◽

Simultaneous Interpreting ◽

Signed Languages ◽

Retrospective Reports ◽

Turn Taking ◽

Sign Language Interpreting

Sign language interpreting of dialogues shares many features with the interpreting of dialogues between non-signed languages. We argue that from a cognitive perspective in dialogue interpreting, despite some differences between the two types of interpreting, sign language interpreters use many of the same processes and handle similar challenges as interpreters between non-signed languages. We report on a first exploration of process differences in sign language interpreting between three novice and three experienced Swedish Sign Language interpreters. The informants all interpreted the same dialogue and made a retrospection of their interpreting immediately after the task. Retrospections were analyzed using tools for identifying reported processing problems, instances of monitoring, and strategy use (see Ivanova 1999). Furthermore, the interpreting products (both into Swedish Sign Language and into Swedish) and their differences were qualitatively analyzed. The results indicate that there are differences between the two groups, both in terms of the retrospective reports and in terms of the interpreting product. As expected, monitoring seems to be a factor determined by experience. The experienced interpreters seemed to have more efficient ways of handling turn taking and the internalization of new vocabulary. The study also concludes that to use instruments devised for simultaneous conference interpreting (Ivanova 1999; Tiselius 2013), the instruments need to be adapted to the dialogue setting, even though in the case of sign language interpreting the simultaneous interpreting technique is used even in dialogue interpreting.

How sign language interpreters use multimodal actions to coordinate turn-taking in group work between deaf and hearing upper secondary school students

Interpreting ◽

10.1075/intp.00004.ber ◽

2018 ◽

Vol 20 (1) ◽

pp. 102-131 ◽

Cited By ~ 4

Author(s):

Sigrid Slettebakk Berge

Keyword(s):

High School Students ◽

Sign Language ◽

Group Work ◽

Body Position ◽

Research Question ◽

School Students ◽

Deaf Students ◽

Input Use ◽

Turn Taking ◽

Sign Language Interpreter

Abstract This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman (1959, 1981), Goodwin (1994, 2000, 2007) and Wadensjö (1998). The discussion examines implications for the educational interpreter’s role set (Sarangi 2010, 2011), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.

Tegnspråktolking, profesjon i diskursiv klem

FLEKS - Scandinavian Journal of Intercultural Theory and Practice ◽

10.7577/fleks.1293 ◽

2015 ◽

Vol 2 (1) ◽

Author(s):

Ingeborg Skaten

Keyword(s):

Social Construction ◽

Sign Language ◽

Deaf People ◽

Professional Conduct ◽

Specific Criterion ◽

The Public ◽

The Social ◽

The Way

The profession of Sign Language interpreter, caught between discourses This article discusses the profession of Sign Language interpreter in Norway today, and in doing so identifies the discourses that are competing to define the profession. From a sociological perspective, any profession – a term that is taken here as meaning an occupational group that meets some specific criterion – is a social construction. No such criterion is absolute, but must be understood in a temporal and geographical context. A trait common to all the professions in our welfare state is that they are founded on the basis of trust from the society that they exist to serve. This is why it is important for any profession to demarcate itself from other professions, thereby clarifying – both for its own members and, even more so, for the public – what its clients are entitled to expect. What kind of expertise does the profession possess? And regarding professional conduct, what are its members permitted – and not permitted – to do? A key consideration is professional ethics or standards. These are communicated to the public so that members of the public will be aware what they can ask for, and what they are entitled to receive, when booking the services of, for example, an interpreter. In Norway it is Tolkeforbundet, the Association of Sign Language interpreters, which establishes guidelines for the interpreters’ professional conduct. However, both the profession’s ethics and the profession as such are subject to constant change. The aim of my analyses is to investigate the nature of the discourses that are currently engaged in this process. First we need to identify the social actors that are in a position to influence the construction of the profession that is Sign Language Interpreter. Given the way that this special interpreter service is organised, Nav (the Norwegian Labour and Welfare Administration) is in a powerful position, along with educational institutions and the profession itself. The Norwegian Association of the Deaf (NDF) is also an institution of particular interest here. There would be no Sign Language interpreters, let alone professional Sign Language interpreters, without the political struggle initiated by this association. Today Sign Language is recognised as one of Norway’s official languages. This is a result of the language discourse that has materialized in governmental papers. However, it is not the acceptance of Deaf culture and language that entitles deaf people to use the services of interpreters, but rather the notion of deaf people as ‘handicapped’. Hence these competing discourses of language and handicap, which form part of the social construction of deafness, may also be identified as defining the interpreter. The former discourse (language) emphasizes the languages in use, while the latter (handicap) defines the interpreter as an aspect of the rehabilitation of people whose hearing is impaired. Here I focus on a text recently issued by Nav, in so far as it relates to the interpreter’s role. I analyse the text to identify how this role is articulated within the Nav discourse, particularly in relation to the way the profession defines this role in its code of ethics. I will argue that some of the changes in the interpreter’s role that are suggested in the Nav report are quite radical. Given the institutional power of Nav, this leaves the profession in a dilemma. In which direction will it move, and what will the consequences be?