Ohlone College

Interpreter Prepara0on Program

INT 245: Phantom Interpre0ng
DC-S Assignment Assessment Form

Name: Morris Colner LocaCon/Event: "Kimberlé Crenshaw- On

IntersecConality” (2016) via Youtube
Date of the event: November 8, 2022
Team(s): Tine, Grace, and Morris
Assignment # : 2 (English-ASL)
Type of InterpreCng (MP, Consec., Sim.):
Simultaneous MP

General Informa,on

Goal of the assignment/seWng (not the consumer communicaCon objecCves):

e.g. To teach, to entertain, etc.
The goal of Kimberlé Crenshaw’s lecture was to educate the audience on the meaning of intersecConality, and how
it relates to Black women/girls and men/boys of color.

How did you prepare for the assignment? What resources did you find?:
I reflected on some of the ELK I gained from my CriCcal Diversity Studies major. I also reviewed some materials from
the program which helped refresh my memory in preparaCon for the complex lecture. Specifically, I referenced
Intersec1onality: A Founda1ons and Fron1ers Reader by Patrick R. Grzanka.

How did you prepare for the logisCcs of the assignment?:

e.g. parking, transporta1on, clothing, 1me of day, meals, etc.
I maintained communicaCon with Tine and Grace for several days in order to narrow down a date and Cme. Our first
adempt at meeCng was unsuccessful, but we were able to reschedule for the following day. In addiCon, I offered my
apartment as a space for us to comfortably pracCce together. Parking was not an issue for any parCcipants.
How did you prepare with your team(s)?:
Tine, Grace and I prepared by having an open discussion about intersecConality and how it applies to any individual
and across communiCes. I clarified some misconcepCons and confirmed other understandings that they had about
the meaning. We discussed underlying topics that may have come up during the presentaCon (I.e. power and
privilege, layered oppression, forms of representaCon and resistance, etc.), specific jargon (e.g. marginalizaCon,
patriarchy, allyship), and idiomaCc meaning (i.e. Trojan horse). This discussion helped us be ready to expand on
topics during the interpretaCon, if needed.
Consumer DescripCon (age, language, reason for adending, gender, culture, etc.):
Our target audience included those with an ASL-dominant linguisCc style.

My interpreCng goals for this assignment are (at least 2 measurable goals):
• Afer hearing the source material, I aimed to sign in English style word order so that Tine could then
interpret it to the ASL-dominant audience.
• Minimize distracCons during the interpretaCon that could disrupt the flow of signing (e.g. hair itching,
fidgeCng with nails, touching face).

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My teaming goal(s) for this assignment is/are (at least 1 goal):
• Establish a clear transiCon cue between teaming switches. Especially since there were three people
involved, it was important to switch smoothly in order to avoid informaCon loss.

Pre-Assignment, On Site

Salient Pre-Assignment predicCons (list at least 2):

• There would be use of specialized vocabulary.
• Not only was vocabulary important to understand (so one could expand accordingly), but we also predicted
that some of the topics would be difficult to understand since they ofen contain layered meanings (i.e.
specific role of power/privilege and patriarchy related to intersecConal oppression).
Pre-Assignment Demands and Controls IdenCfied (fill out the following boxes):
PotenCal Demands (list at least 3): Controls (list at least 3):
• Topic will be challenging to access for individuals • Request an agenda of the source material
not familiar with intersecConal theory. before arriving to the site.
• Topics during the lecture may pose triggers. • PracCce posiCve, focused self-talk before and
• The lecturer’s style is difficult to follow. during the event.
• Discuss with team how to handle informaCon
load, and strategy to use MP if needed.

During Assignment

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Environmental Demands (list at least 2): Interpersonal Demands (list at least 2):
• Visual aid does not correspond with her spoken • It is difficult to hear the speaker.
discourse. • Crenshaw menCons aspects specific to the Black
• Crenshaw uses terms that are unknown to the female experience and interpreter’s cultural
interpreter. competency is limited.
ParalinguisCc Demands (list at least 1): Intrapersonal Demands (list at least 1):
• Crenshaw’s use of speech is idiosyncraCc, which • EmoConal sensiCvity to discussions regarding
causes difficulty to grasp the main point and how systemic oppression funcCons.
establish discourse markers in ASL.

Controls (at least 2) - designate along the conservaCve to liberal conCnuum:

Not EffecCve/Ethical (ConservaCve)-----------------------------------------------------------(Liberal) EffecCve/Ethical
• Control used: Make prior inquiry into how the lecture is set up to determine which parts could pose
possible triggers and designate interpreters accordingly.
o (C-L): Liberal
o EffecCve/Not EffecCve: This control would prove to be effecCve because it allows for the
interpreters to prepare for content as well as emoConal management.
• Control used: Request the lecturer to clarify spelling of unknown terms so as to provide the basic English
word.
o (C-L): ConservaCve
o EffecCve/Not EffecCve: Although proacCve to include the English term(s), this strategy was not
enCrely effecCve because it did not help the consumer in understanding meaning.
Consequences (at least 2): ResulCng Demands & New Control(s) (at least 1):
• The consumer is provided a clear and more • ResulCng/New Demand: The consumer cannot
accurate interpretaCon since the team was follow along afer loss of context to the source
able to divide the content appropriately. material.
• The consumer loses meaning and overall • Control(s): Turn the consumer’s adenCon to the
context to the source material. visual aid for clarificaCon and support.

Personal Reflec,ons

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What skills, knowledge, ELK, experience, etc. did I bring to this assignment? (list at least 3):
• Prior educaConal experience, including a BA in CriCcal Diversity Studies
• Personal experiences of marginalizaCon through idenCty with the queer community.
• Prior knowledge of specialized terminology.
How did this assignment match your predicCons? What was a surprise?:
Generally, the scope of the lecture was what I was expecCng. But I was most surprised with her style of public
speaking. I did not foresee the amount of tangents she would incorporate, which made grasping the meaning of her
lecture even more challenging.
If a consumer had been present, how would this have changed your approach?:
If a Deaf/HoH/etc person was present in the space then I would have explicitly asked them how they wanted me to
handle unknown terminology (i.e. simply fingerspell the word or perhaps they prefer even a basic descripCon of the
concept). I also would have inquired about how to handle certain historical terms that could offend the consumer.
Cultural sensiCviCes (other than Deaf/hearing) needed for this interacConal dynamic (list at least 2):
• A strong understanding of how the Black community's experience relates to power dynamics in U.S.
history.
• Historical relaCons between white and Black communiCes (i.e. segregaCon, redlining, etc.).
From this assignment, what did you learn about yourself? What will you do differently next Cme?:
I learned that I have a tendency to pause when overwhelmed by the informaCon load. I also learned that I need to
establish a clear transiCon when turn-taking. In the future, I will indicate when I am sCll processing so that the
feeder does not overlap with me, and have prior discussion of turn-taking preference.
New ASL and/or English vocabulary/concepts learned:N/A

Analysis of Teaming

We were effecCve in (at least 2 things):

• SupporCng each other throughout the process. We opened space for discussion before the assignment so
that we were on the same page, took note of observaCons during, and provided feedback in the afermath.
• We were all comfortable enough to ask for further clarificaCon when needed.
Next Cme I would like to try (or I will know to, I will incorporate, I will not, etc.):
I will know to broaden the scope of the prep material. There were some parts of the lecture we did not cover
beforehand, which could have made the interpreCng process smoother (e.g. explanaCon of the suffrage
movement).
To beder prepare for teaming, I will do the following:
• Pre-assignment: Establish turn-taking to be used.
• During: Be clear about when I require feeding (i.e. eye gaze, hand moCons)
• Post-assignment: Share thoughts on what I believed to work in the situaCon compared to what did not .

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Notes from discussion with your partner (paraphrased and bulleted):
- It would have been more helpful for Tine if there was a basic descripCon provided rather than the English word.
Fingerspelling the word did not provide enough context for interpretaCon into ASL.
- There were instances where Grace and I were stumped by or overwhelmed with the informaCon load, and this
confusion showed up all over our faces. When this occurred, Tine assumed the control of interpreCng directly
from the Closed CapCons.
- We all had a strong ability to ask for clarificaCon when needed.
- Future use of clear turn-taking cues will support the interpretaCon’s accuracy and completeness.