Translation of a story into Chilean Sign Language: productions by deaf co-teachers
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2024
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Introduction: The incorporation of narratives in Chilean Sign Language enriches
classroom practices, preserving and transmitting Deaf culture. However, that
within the Chilean educational context, the narratives used for instructing Deaf
students are translations from written Spanish. This study aims to describe and
analyze the narrative structure and the use of Highly Iconic Structures in these
translations conducted by Deaf co-teachers into Chilean Sign Language.
Method: The research adopts a qualitative approach and a descriptive case study
design, involving two deaf teachers from an Inclusive Education Program in a
school. The data analyzed focus on the video-recorded LSCh translations of the
short story “The Greedy Squirrel”. Manual annotations were made on the corpus
gloss transcription to first segment by narrative structure for description and then
to identify the transfer operations.
Results: The co-teachers make variations to the narrative structure of the
translated text and incorporate specific visual-gestural elements such as the
change of narrator to first person; the 45% of the translation is composed of
transfer operations.
Discussion: These findings suggest that the variations in structure and the
new visual-gestural information provided by the co-teachers reflect their
understanding and use of sign language narrative norms for translation. The
use of transfer operations enhances the storytelling experience, although it
cannot be conclusively stated how and why teachers decide to use them in
translation. The results are limited, as they require comparison with other corpora
on translations from written Spanish to LSCh and software-assisted analysis to
standardize data, which implies further research on the topic. For now, it is
essential that the time allocated to the preparation of educational materials in
LSCh be more extensive and better planned.