Lexical Evidence in Transliterating for Deaf Students in the University Classroom: Two Perspectives

Abstract

This study examines the accuracy of transliterated messages produced by sign language interpreters in university classrooms. Causes of interpreter errors fell into three main categories: misperception of the source message, lack of recognition ofsourceforms, and failure to identify a target language equivalent. Most errors were found to be in the third category, a finding which raises questions not only about the preparation these interpreters receivedfor tertiary settings, but more generally about their knowledge of semantic aspects of the American Sign Language (ASL) lexicon. Deaf consumers' perceptions of problems with transliteration in the classroom and their strategies for accommodating various kinds of interpreter error were also elicited and are discussed. In support of earlier research, this study' s finding that transliteration may not be the most effective means of conveying equivalent information to deaf students in the university classroom raises questions about the adequacy of interpreters'preparationfor this task.

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