This document provides an overview of vague language presented by Daniel Greene. It begins with introductions and defines vagueness using examples of vague concepts and phenomena. It discusses how vagueness exists in language and communication. Functions of vague language discussed include developing rapport, allowing flexibility, and managing tension. The document considers how interpreters may handle vague language, including rendering it explicitly or vaguely, ignoring it, or asking for clarification. Research on translated texts being less vague than sources is also mentioned. Challenges to stereotypes about deaf and hearing language use are provided.
When it comes to critical thinking, language is a double-edged sword: it is both a great tool of communication, but also the source of many miscommunications. We relay our thoughts through the words that we speak, and the problem is that there is just no universally correct way to use a word.
When it comes to critical thinking, language is a double-edged sword: it is both a great tool of communication, but also the source of many miscommunications. We relay our thoughts through the words that we speak, and the problem is that there is just no universally correct way to use a word.
Making vague language in English explicit in ASLDaniel Greene
Presenter describes types of vague language in English that are rarely used in ASL and discusses the communicative purposes of those types of vague language. With guidance from the presenter, participants will analyze contextualized vague utterances in English for implicit meaning and communicative purpose, will determine if and how such meaning needs to be made explicit in ASL, and will develop translations that convey the same meaning and serve a similar purpose.
Language of Diversity Equity and Inclusion Greg DeShields.pptxGregory DeShields
Fostering diversity, equity, and inclusion (DEI) in the workplace in today's rapidly evolving world, organizations recognize the importance of creating environments where everyone feels valued, respected, and empowered to bring their authentic selves to work.
In this session, we will explore the fundamental principles of diversity, equity, and inclusion and their critical role in organizational success. Through interactive discussions, case studies, and practical exercises, participants will gain insights into the benefits of embracing diversity and fostering an inclusive culture.
Key topics to be covered include:
Understanding Diversity, Equity, and Inclusion: Defining key concepts and exploring their significance in the workplace.
Recognizing Unconscious Bias: Identifying common biases and exploring strategies to mitigate their impact on decision-making and interactions.
Creating Inclusive Spaces: Building awareness of inclusive behaviors and practices that promote belonging and psychological safety for all employees.
Addressing Systemic Inequities involves examining organizational structures, policies, and practices to identify and address barriers to equity and opportunity.
Fostering Allyship and Advocacy: Empowering individuals to become allies and advocates for diversity, equity, and inclusion in their personal and professional lives.
Developing Action Plans: Collaborating to develop concrete strategies and initiatives to advance diversity, equity, and inclusion within participants' organizations.
Making vague language in English explicit in ASLDaniel Greene
Presenter describes types of vague language in English that are rarely used in ASL and discusses the communicative purposes of those types of vague language. With guidance from the presenter, participants will analyze contextualized vague utterances in English for implicit meaning and communicative purpose, will determine if and how such meaning needs to be made explicit in ASL, and will develop translations that convey the same meaning and serve a similar purpose.
Language of Diversity Equity and Inclusion Greg DeShields.pptxGregory DeShields
Fostering diversity, equity, and inclusion (DEI) in the workplace in today's rapidly evolving world, organizations recognize the importance of creating environments where everyone feels valued, respected, and empowered to bring their authentic selves to work.
In this session, we will explore the fundamental principles of diversity, equity, and inclusion and their critical role in organizational success. Through interactive discussions, case studies, and practical exercises, participants will gain insights into the benefits of embracing diversity and fostering an inclusive culture.
Key topics to be covered include:
Understanding Diversity, Equity, and Inclusion: Defining key concepts and exploring their significance in the workplace.
Recognizing Unconscious Bias: Identifying common biases and exploring strategies to mitigate their impact on decision-making and interactions.
Creating Inclusive Spaces: Building awareness of inclusive behaviors and practices that promote belonging and psychological safety for all employees.
Addressing Systemic Inequities involves examining organizational structures, policies, and practices to identify and address barriers to equity and opportunity.
Fostering Allyship and Advocacy: Empowering individuals to become allies and advocates for diversity, equity, and inclusion in their personal and professional lives.
Developing Action Plans: Collaborating to develop concrete strategies and initiatives to advance diversity, equity, and inclusion within participants' organizations.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Interpreting Vague Language: Beginning
1. Created by Daniel Greene in 2013
A Study in Vague Language -
Beginning
Daniel Greene, MA, NIC Master
2. Created by Daniel Greene in 2013
Who am I?
Recently got my Master of Arts in
Interpreting Studies, with an
emphasis in Teaching Interpreting,
from Western Oregon University,
where I wrote my thesis “Keeping
it vague: A study of vague
language in an American Sign
Language corpus and implications
for interpreting between English
and American Sign language.”
3. Created by Daniel Greene in 2013
Who are you?
How many K–12 interpreters?
How many postsecondary?
How many community?
How many legal/judicial?
How many VRS/VRI?
Have you ever encountered
vague language in your work?
4. Created by Daniel Greene in 2013
1 fifteen–
minute break
Agenda
3 CEUs3 hours
=
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Questions?
Stop me, or
Wait-n-see, or
Pass me a note, or
Email me@danielgreene.com
?
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Workshop Description
Participants will explore the phenomenon of vagueness and the
expression of vagueness in language, study vague language (VL)
theory, analyze the communicative purposes and social meanings of
VL, and consider the variables involved in interpreting & translating VL.
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Learning Objectives
1.Define vagueness and give
examples of vagueness in natural
phenomena and social life.
2.Define vague language (VL).
3.Name at least five functions, or
communicative purposes, of VL.
4.Describe where interpreters and
translators confront VL and how
they tackle it.
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Essential Questions
How do people interpret vague language without an interpreter?
How do interpreters interpret vague language?
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Define: Vague
vague |veɪg|
adjective
of uncertain, indefinite, or unclear
character or meaning: many
patients suffer vague symptoms.
thinking or communicating in an
unfocused or imprecise way: he
had been very vague about his
activities.
DERIVATIVES
vague•ness noun,
vagu•ish adjective
ORIGIN mid 16th cent.: from
French, or from Latin vagus
‘wandering, uncertain’ (New
Oxford American Dictionary).
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Williams, 1994
“A concept is vague:
if the concept's extension is
unclear;
if there are objects which one
cannot say with certainty whether
belong to a group of objects which
are identified with this concept or
which exhibit characteristics that
have this predicate (so-called
"border-line cases");
if the Sorites paradox applies to
the concept or predicate.”
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The Sorites Paradox
How many grains of sand do you have to remove from a heap of
sand before it is no longer a heap?
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What do you suppose is vague in the
world, other than vague language?
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Borderline case: “The circle both is
and is not next to the square.”
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Confusion is part of communication
“…if communication depends on
the construction of meaning from
cues, and if communicators do
not have direct access to others’
meanings or intentions, then what
we should expect is partial
communication. Successful
communication requires our
attention and explanation”
(Wilcox & Shaffer, 2005).
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How do you suppose people make
sense of vague language?
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The Toolmakers Paradigm
“Imagine…a huge compound, shaped like a wagon wheel. Each pie-shaped sector of
the wheel is an environment…at the hub of the wheel there is some machinery which
can deliver small sheets of paper from one environment to another…people in these
environments have learned how to use this machinery to exchange crude sets of
instructions with one another— instructions for making things helpful to
surviving…” (Reddy, 1993).
17%
17%
17% 17%
17%
17%
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Consumer Collaboration/Communication
Model (Greene, 2011–2013)
Some consumers are each other’s family, friends, classmates, coworkers,
etc. They know each other better than the interpreter knows them.
Some consumers communicate fairly well without an interpreter— using
rudimentary language, contact language, facial expressions, gestures,
writing, speech & lipreading (or signing when not calling through VRS)
Some consumers know each other intimately and use vague language with
each other in an intimate register that leaves the interpreter out.
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Consumer
“Language A”
Consumer
“Language B”
Language
A+B
Interpreter
Consumer Collaboration =
Group Membership
Insider Knowledge
Communication Strategies
Cultural/Linguistic
Fluency
Cultural/Linguistic
Fluency
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Working definitions of vague language
25. Created by Daniel Greene in 2013
Peirce, 1902
Quotation: “A proposition is vague where there are possible states of things
concerning which it is intrinsically uncertain whether, had they been
contemplated by the speaker, he would have regarded them as excluded or
allowed by the proposition” (emphasis added).
Translation: Something is vague when a person is uncertain whether or not it
is a certain way. Does of a certain age extend to 80, 90? What does this &
that include/exclude? How soon is soon? How many is a few? When is it past
noonish— 12:05, 12:10, 12:15, 12:20? How cute is kinda cute?
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Peirce, 1902 (continued)
“By intrinsically uncertain we mean not uncertain in consequence of
any ignorance of the interpreter, but because the speaker’s habits of
language were indeterminate; so that one day he regard the proposition as
excluding, another as admitting, those states of things. Yet this must be
understood to have reference to what might be deduced from a perfect
knowledge of his state of mind; for it is precisely because these questions
never did, or did not frequently, present themselves that his habit remained
indeterminate.” (emphasis added)
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Channell, 1994
“An expression or word is vague if:
1.it can be contrasted with another word or expression which appears to
render the same proposition;
2.it is purposely and unabashedly vague;
3.its meaning arises from the ‘intrinsic uncertainty’ referred to by Peirce.”
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Trappes-Lomax, 2007
“I tend to the more inclusive approach, taking as VL any purposive choice of
language designed to make the degree of accuracy, preciseness, certainty or
clarity with which a referent or situation (event, state, process) is described
less than it might have been.”
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Greene, 2013
“VL is a set of linguistic forms people employ to moderate the accuracy,
certainty, clarity or specificity of a statement.”
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Vague Language (VL) is not:
Unfocussed,
uninformative, sloppily
constructed, poorly
articulated, badly written,
or incomprehensible to
those who know the
speaker.
Ambiguous language like
“porcelain egg container” or
“The chicken is ready to
eat” whose “vagueness”
usually serves no social
function.
Language
you don’t
understand
because you
lack
knowledge
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VL is…
Intentional
Approximate
Pragmatic
Nonspecific
Social
Polysemous
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VL is universal
Found in every language studied
so far, including ASL.
Used more in speaking than in
writing.
Predominant in casual discourse
but exists in formal discourse
and “frozen” texts.
A characteristic of native fluency.
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Where do you see VL?
Intimate or casual conversations (street talk, slang)
Teachers talking shop (professional jargon)
Illicit or secretive exchanges (mischief, scheming)
Frozen texts such as literature, film, music, theater
What other kinds of VL do you interpret?
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Purposes of VL
reduce social distance, imply
group membership, develop
rapport
be concise, relevant, informative,
non-pedantic
be flexible, allow for alternatives,
collaborate, co-create meaning
be polite, manage tension, save
face, avoid losing face
Promote group identity, protect
individual identity
Share blame/credit with others,
avoid taking responsibility alone
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Paul Grice’s Conversational Maxims
Maxim of Quantity: Be succinct.
Say as much as necessary, but
not too much.
Maxim of Quality: Be honest. Only
say what you have evidence for
and believe to be true.
Maxim of Relation: Be relevant.
Make your contribution relevant to
the interaction.
Maxim of Manner: Don’t be
ambiguous (or vague)
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Violating the Maxim of Manner
“Indirect Strategies” (Brown &
Levinson, 1987 in Hoza, 2007)
Be ambiguous, be vague
Overgeneralize
Displace hearer
Be incomplete, use ellipsis
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“And you know what that means!”
“Flouting the Maxims” and
“Humorous Conversational
Implicature” (Cutting, 2007)
“Well you know what he’s like.”
“…and you know what that
means.”
“…and I don’t have to tell you
what that means.”
How can we handle such
implications?
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Interpreting is not the problem
“The problem is not interpreting. It is not that English is indirect and that ASL is
direct as Humphrey and Alcorn (2001) and others would have us view it. It is
not that translation equivalents are hard to find (indeed, they are, but that pales
in comparison to the real problem). It is not that ASL is direct and elaborative
and relies on expansion techniques while English is indirect and non-elaborative
(Lawrence 1995; Humphrey & Alcorn 2001). The problem is that our models of
interpreting simply do not do justice to the act of communicating. In trivializing
the cognitive work that is done whenever we communicate with another we fail
to prepare interpreters for the awesome and mysterious task that they perform:
speaking for another.” (Wilcox & Shaffer, 2005)
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Everyone is an Interpreter:
Discuss!
1.“Speaking for another” does not minimize the “cognitive work that is done
whenever [people] communicate with [each other].” They “work” at
“interpreting” each other’s messages.
2.What kind of “work” do you do when you’re communicating with another in
your first language? In your second language? Through an interpreter?
3.How much work should the consumers do, and how much work should the
interpreter do? Why?
4.How do I know how much work they would do if they were speaking the
same language in the same culture?
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How do you suppose interpreters &
translators handle vague language?
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Options for interpreting VL
Vague to explicit
Explicit to vague
Vague to vague
Ignore the vague
Ask for clarification
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Found: translated
texts less vague
than source texts
(Quantitative corpus studies
by Olohan & Baker, 2000;
Razuaité, 2010)
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ASL is “the backbone of Deaf Culture” (National Association of the Deaf)
“Language and culture are inseparable.” (folk wisdom)
“Language is communication; while usually verbal, language can also be visual.
… Culture, on the other hand, is a specific set of ideas, practices, customs and
beliefs which make up a functioning society as distinct. … Finally, languages
are not solely defined by their developing culture.” (Robin, WikiAnswers)
“What has been written about Deaf culture (much of which is anecdotal, not
empirical) should not be confused with what has been written about ASL
(much of which is empirical, not anecdotal). (Greene, 2013)
What is the relationship between
language & culture?
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Challenging Stereotypes
“Hearing are vague; Deaf are blunt.” (cf. Hoza, 2007)
“Hearing are indirect; Deaf are direct.” (cf. Mindess, 1999)
“Deaf people take a long time to get to the point.” (cf. Smith, 1996)
“ASL is not a vague language” and/or “There is no vague language in ASL.”
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NAD-RID CPC illustrative behaviors
applicable to interpreting VL
“render the message faithfully by conveying the content and spirit of what is
being communicated, using language most readily understood by
consumers” (2.3).
“conduct and present themselves in an unobtrusive manner” (3.5).
“demonstrate respect for consumers” (4.0).
“facilitate consumer access and equality, and support the full interaction and
independence of consumers” (4.4).
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1. How do consumers
communicate
independently? Why do
they do this?
2. How can I tell when
consumers don’t need
me? How can I get out of
the way?
3. How can I tell when
consumers need me?
How can I step back in?
4.How do I know when to
interrupt for
clarification?
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Persecutor Rescuer
Victim
The Rescue Triangle
51. Created by Daniel Greene in 2013
The rescuer gets to:
Save
the Victim, Be
the Hero
Meet their
own
needs
Justify
their own
anger
Keep
the Victim
dependent
on them
Feel good
about
themselves
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Interpreters =
Interrupters?
“Many teachers find the ‘lust’
to clarify and explain
irresistible” (Rowland, 2007).
Do interpreters have the lust?
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Should the interpreter interrupt?
Are the consumers using VL? How can the interpreter tell?
How might the interpreter defeat the purpose of VL by clarifying?
What harm might the interpreter do by interrupting?
What good might the interpreter do by interrupting?
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Drawbacks to Interrupting
Breaks flow of conversation, throws off train of thought
Shifts focus from consumers to interpreter
Assumes responsibility for communication
Deprives consumers of natural consequences, self-correction, and rapport
Defeats the purpose of VL
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Vague Language
Joanna Channell, 1994
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Vague Language
Explored
Joan Cutting (Ed.), 2007
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It’s Not What You
Sign, It’s How
You Sign It
Politeness in American Sign
Language (Jack Hoza, 2007)
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Spoken language corpora (all of which
have been studied for vague language)
Birmingham Collection of English Text
Cambridge and Nottingham Corpus of
Discourse in English (CANCODE)
Cambridge and Nottingham Corpus of
Academic English (CANCAD)
Cambridge and Nottingham Subset of
Corpus (CANSOC)
Collins Birmingham University International
Language Database (COBUILD)
COURTCORP (trial talk in UK courts)
Hong Kong Corpus of Spoken English
(HKCSE)
Limerick Corpus of Irish English (LCIE)
Limerick and Belfast Corpus of Spoken
Academic Discourse (LIBEL)
Nottingham Health Communication Corpus
(NHCC)
Oxford Corpus of the English Language
Parallel Corpus of the Lithuanian Language
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Signed language corpora (none of
which have been studied for VL)
Australian Sign Language Corpus
(Auslan Corpus)
British Sign Language Corpus
Project (BSLCP)
German Sign Language Corpus
(DGS-Korpus)
Netherlands Sign Language
Corpus (Corpus NGT)
Air Travel Information System
(ATIS)
German Sign Language (DGS)
Irish Sign Language (ISL)
South African Sign Language
(SASL)
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National Center for Sign Language
and Gesture Resources (NCSLGR)
The only ASL Corpus.
Studied for vague language by one researcher— Greene, 2013.
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Wrap-up and Next up
Evaluations, contact, next workshops
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Contact Me at DanielGreene.com
me@danielgreene.com
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A Study of Vague Language:
Intermediate and Advanced
Intermediate, 9a–noon: Participants will explore the forms of vague language
(VL) in English and ASL; participants will categorize vague forms into parts of
speech and learn how each part of speech fulfills its functions in language;
participants will develop a vocabulary of VL in ASL and English.
Advanced, 1–4p: Participants will search written, spoken, and signed texts for
vague language (VL); participants will devise and perform translations for vague
texts; participants will practice interpreting vague texts both consecutively and
simultaneously; participants will analyze vague language in consumer
interactions and make ethical decisions using critical thinking, including the
NAD-RID Code of Professional Conduct and Demand-Control Schema.