Adverbial Morphemes in Tactile ASL - Gallaudet University

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PDE – Steven D. Collins Introduction _________________________________________________________________________________________________________ Between the time of my undergraduate education and my return to graduate education, as mentioned above, I worked for the Equal Employment Opportunity Commission (EEOC) as a clerk in the Legal Affairs division. During this time, I also started to work as a free-lance American Sign Language teacher at various community colleges and schools. In addition to my interpreting skills, I had computer skills and subsequently changed jobs to work for two different high-tech companies configuring and testing computer hardware and software and preparing them for delivery to customers. In addition, I had responsibilities for purchasing and inventory. While I was doing this work, I continued to teach and free-lance interpret for deaf-blind persons. During this period, I realized that my real vocation is to teach language and interpreting. At this time, I became very interested in the complex issues of Deaf-Blind culture and, particularly, the aspects of interpretation and communication in the deaf-blind community. In 1990, I decided that I would focus my professional life in the fields of linguistics, interpreting, and teaching. My goal would be to do research in the specific area of Deaf-Blind communication in order to enhance the interpreting experience for people in the Deaf-Blind community. I began collaborating with several others in this field and subsequently have given numerous workshops and presentations as well as published several professional papers on these subjects. As previously mentioned, I enrolled in the Master of Arts degree program in Interpretation at Gallaudet University and became the first Deaf student to graduate from that institution with a Master's Degree in Interpretation. Upon graduation, I went to work at the Gallaudet Interpreting Service as the supervisor of the interpreting program for students and as the coordinator of Deaf and hearing interpreters. I supervised 100 free-lance interpreters and 12 staff interpreters. I qualified for, and received, my certification as an interpreter from the Registry of Interpreters for the Deaf (RID). In 1995, I received a temporary appointment to the faculty as an instructor in the ASL, Linguistics and Interpretation Department. In 1997, I competed for, and received a permanent appointment to that department. I am currently in this faculty position doing research and teaching interpretation and linguistics. To date, I have remained active in my research area of interest, Deaf-Blind communication, and I continue to give regular workshops and presentations around the country. In addition, I was chairman of the Registry of Interpreters for the Deaf (RID) special task force 5
PDE – Steven D. Collins Introduction _________________________________________________________________________________________________________ for setting certification standards for Deaf interpreters (CDI Task Force). I was also an advisory committee member for the State of Connecticut National Interpreter Education Project. As well, for three years, I served as chairman of the National Coalition of Deaf and HIV (NCDH). In this capacity, I worked with the White House Aids Czar in the Clinton administration as an advisor on issues related to the education of AIDS prevention awareness within the Deaf community. Conventional public service communication is generally not effective for this population. During this period I collaborated with the author of a Time Magazine article on the subject (Van Biema 1994). In summary, I have brought my professional goals into focus specifically in the area of teaching and researching Linguistics, ASL, and Interpretation, especially as it pertains to the Deaf-Blind community. It is my goal to continue to do research to improve the interpreting environment in support of the Deaf-Blind community and to improve the teaching of interpreters who serve this community. 1.2. Statement of the Problem Settings for interpreting include a variety of communicative events in which two individuals have a need to communicate with each other but cannot communicate directly because they use different languages. During my doctoral program, I gained additional insight into the process of providing better deaf-blind interpreting services by conducting preliminary investigations with a specific group of Deaf-Blind consumers' non-visual and tactile signed language, Tactile ASL (TASL), and their interpreters' ASL to TASL interpreting performance. In the field of Deaf-Blind Studies, there are several primary categories of Deaf-Blind persons and these include variations in degree of visual and hearing loss. For purposes of this research, only the terms ”blind” and “Deaf-Blind” are used and I am focusing on a specific group within the Deaf-Blind community, those individuals with Usher’s Syndrome Type I. Further, within each of these categories, it is essential to keep in mind that there will be a significant cross section of educational backgrounds as well as a diversity of modes of communication between and among individuals in the deaf-blind community. The social variations in this specific group affects communication styles and interpreting needs of Deaf-Blind individuals. 6
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Adverbial Morphemes in Tactile ASL - Gallaudet University

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