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terp3 > CASLI > Flashcards

CASLI Flashcards

1
Q

when/where RID established

A

June 1964 Ball State Teacher’s College Indiana

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2
Q

Vocational Rehab. Act 1965 (PL 89-333)

A
  • identified SL as service for VR clients

- marked beginning of paid services for terps

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3
Q

Vocational Rehab. Act 1973 (PL 93-112)

A
  • Section 501 = employment practices of the fed government
  • Section 503 = fed contractors
  • Section 504 = recipents of federal assitance; defined services as “auxiliary aids, i.e. interpreters”
  • defines “handicapped individuals” and their rights
  • any agency/institutions receiving federal funds must provide access to persons with DAs
  • post-secondary, business, law, medical, etc settings must provide terp, etc.
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4
Q

504 plan gives less school funding than IEP’s, typically why schools want IEP’s not 504s

A

push for Deaf/HOH students to have IEPs even if not Deaf+ for more funding

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5
Q

IDEA (Individuals with Disabilities Education Act) (1) old name? (2) do-do

A

(1) Education for All Handicapped Children Act of 1975 (PL 94-142)
(2) defined FAPE (free and appropriate public education), LRE (least restrictive learning environment)
* * also led to big influx in mainstreaming

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6
Q

American’s with Disabilities Act 1990 (PL 101-36) Title I, II, and III do do?

A

Title 1 (employment) : 15+ employees must hire/provide access
Title II : public entities and public transportation
Title III : public accommodations and commercial entities

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7
Q

during an interpretation for a large audience, the lighting should come from where?

A

multiple angles

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8
Q

when an interpreter is subpoenaed as an expert witness in court, the interpreter’s area of expertise is

A

communication issues and cross-cultural mediation

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9
Q

the focus of the cultural/humanistic view of deaf people is on the

A

person rather than the deafness

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10
Q

which of the following is a community-based, non-profit organization that works specifically with african american deaf persons to advocate for their rights?

A

BDA Black Deaf Advocates

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11
Q

the intimate register of discourse is characterized by:

A

reliance on information that is left implicit

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12
Q

a certified interpreter can lose certification for all of the following reasons EXCEPT:

A

failing to join an affiliate chapter

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13
Q

ASD (American School for the Deaf) founded?

A

April 1817 by Laurent Clerc and Thomas H. Gallaudet

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14
Q

DPN (Deaf President Now) happen when

A

March 1988

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15
Q

Gallaudet Uni founded by whom

A

Edward Gallaudet

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16
Q

who is Alice Cogswell

A

Thomas Gallaudet’s neighbor; inspired to start ASD

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17
Q

what was the Milan conference of 1880?

A

164 Deaf educators decided oralism is better than manual sign. 1 deaf person at conference James Denison

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18
Q

consultative register

A

restricted turntaking, technical jargon, conversational talking speed/signing space, professional topics
- ex. doctors appointment, classroom

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19
Q

intimate register

A

a lot of turntaking/interruptions, incomplete sentences, varied lexical items, personal topics

  • language between a therapist and consumer when terp is new
  • implicit language, terp has heard time understanding
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20
Q

casual register

A

fluid turn taking/interruptions, fragmented sentences/run ons, informal vocabulary, relaxed signing space/tone, personal topics
- two friends talking, phone call

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21
Q

formal register

A

limited/controlled turn-taking, complex sentence structure, formal vocabulary, large signing space/ slower pace, impersonal topics
- TedTalk,

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22
Q

frozen register

A

no turn-taking, complex/archaic vocabulary and sentence structures, large signing space/slow, limited topics
- songs (national anthem, pledge of allegiance, etc)

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23
Q

morpheme

A

smallest meaningFUL unit of language; makes lexical items

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24
Q

noun-verb pairs

A

ex. CHAIR vs SIT
noun ++
verb 1x

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25
Q

L1/A-language

A

person’s native language

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26
Q

L2/B-language

A

person’s second language

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27
Q

source language (SL)

A

the language the original message is conveyed in

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28
Q

target language (TL)

A

the language you are interpreting into

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29
Q

processing time/ lag time

A

the time it takes to interpret the SL into the TL

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30
Q

Tenet 1

A

confidentiality:
- share info on “as-needed” basis
- inform consumer if must share info

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31
Q

Tenet 2

A

professionalism:
- no racial/gender/age bias
- assess consumer needs before/during/after
- render message faithfully
- ask for support if needed
- no personal opinon/counsel

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32
Q

Tenet 3

A

conduct:
- make sure good placement
- no inapropro attire/drugs/alcy
- refrain from dual roles/ conflict of interests

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33
Q

Tenet 4

A

respect consumers:

  • mindful of language preferences
  • ask to bring interns
  • support independent action
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34
Q

Tenet 5

A

respect colleagues:

- remain civil and work cooperatively

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35
Q

Tenet 6

A

business practices:

  • accurate qualifications
  • honor commitments/ let know if late
  • promote environments conducive to interpreting
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36
Q

Tenet 7

A

professional development:

  • pursue high education
  • keep abreast laws/policies
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37
Q

who passed the ADA?

A

George H. W. Bush

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38
Q

WFD

A

World Federation of the Deaf

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39
Q

WASLI

A

World Association of Sign Language Interpreters

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40
Q

examples of professional development:

A
  • case conferencing
  • CEUs
  • mentorship
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41
Q

Betty Colonomos’ terp model

A 
CRP model: 
C = comprehension 
R1 = representing (source lang)
R2 = representing (target switch)
P = planning (render interpretation)
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42
Q

Gish Model

A

goal –> theme –> objective –> unit –> detail

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43
Q

DOR Department of Rehabilitation do-do?

A

pay for school/education, help w/ employment, etc.

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44
Q

5 parameters of ASL

A

handshape, location, movement, palm orientation, non-manual markers

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45
Q

NDH rule?

A

50BAS1C

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46
Q

CEU expand

A

continuing education units

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47
Q

equivocal language

A

ambiguous language than can elicit several different meaning/responses

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48
Q

cultural mediation is required in interpretation

A

true

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49
Q

contextual environment? (includes 2 things)

A

physical location & history behind each participant

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50
Q

types of noise (3)

A

external: environmental
physiological: deals w biological factors; i.e. illness, exhaustion, hunger
psychological: internal stress, personal judgements, random thoughts

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51
Q

passive voice

A

person or thing performing action is not overtly stated

ex. The president was shot.
ex. My friend has been lied to.
ex. A phone call was made.

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52
Q

hedges

A

qualifiers that weaken the statement being made

ex. I’m sort of hungry
ex. I guess I could do it

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53
Q

hesitations

A

fillers preceding and during an utterance

ex. like, you know… I was wondering… uh… if you could like uh… help me.

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54
Q

intensifiers

A

unnecessary modifiers added to an utterance which obscure the message

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55
Q

collectivist culture (more aligned w/ Deaf culture)

A

identity: define themselves by their group membership; awareness of group needs, feelings, etc. over individual
shared knowledge: a lot of shared knowledge/ common history
time: gut sense of readiness, take one’s time to ruminate and fully consider something
trust & credibility: based on connection with group
sports: team-based
business: social interactions before business meeting

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56
Q

pathological view of deaf people

A 
disabled and need to be fixed
inability to hear 
viewed as deficit or impairment
connected to a specific decibel loss 
uses terms (e.g. mild, moderate, severe, or profound)
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57
Q

Signed Supported Speech

A

based on english lexicon and grammar
e.g. Rochester Method, SEE1 (each syllable has separate manual movement), SEE2 (includes SEE1, initialized signs, and ASL; 2/3 rule), SE (english grammar with ASL and initialized signs), and Conceptually Accurate Signed English CASE (english grammar with ASL)

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58
Q

Contact Varieties

A

mixture of structures from ASL and English because of language contact between member of two different communities

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59
Q

MLS

A

Minimal Language Skills

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60
Q

MLC

A

Minimal Language Competency

61
Q

HVO

A

High Visual Orientation

62
Q

schema

A

things we learn in life that help predict how to act/how others will act; controls

63
Q

cultural view of deaf people

A

deaf individuals are normal, capable, humans encountering the world differently

64
Q

transliteration

A

transcription of words from one written language into a phonetic form of another language

65
Q

translation

A

transition of a message from the frozen form of one language into the frozen form of another language

66
Q

consecutive form

A

the process fo interpreting into the target language after the speaker completes one or more ideas in the source language, pausing while the interpreter transmits that information

67
Q

simultaneous form

A

the process of interpreting/transliterating into the target language/code at the same time the source language message is being delivered

68
Q

one-on-one settings

A
  • register ranges
  • general vocabulary to technical jargon
  • lends itself to consecutive interpreting
69
Q

small group settings

A
  • 3 to 20 participants
  • goals may include informing, advising, explaining, or planning
  • turn-taking is usually rapid
70
Q

large group settings

A
  • 20+ participants

- typically follows rules of formal interactions

71
Q

helper model

A
  • views deaf individuals as HC, limited, and unable to live life without aid from hearing people
  • interpreter = caretaker
  • overly involved with consumer(s); leave role to advise, direct, teach, or cajole
72
Q

conduit model

A
  • terps assume no responsibility for interaction/communication dynamics taking place between consumers
  • robot- like
  • viewed by consumers as rigid and inflexible
  • does not recognize ASL as language and deaf culture as something unique
  • English is superior
73
Q

communication facilitator model

A
  • Deaf individuals part fo HC community
  • ASL “convenient” for less educated/intelligent individuals
  • acknowledges placement, proximity to speaker, aware of lighting, background, indicating who is speaking, and absence of visual noise.
74
Q

bilingual-bicultural model

A
  • deaf people are apart of minoritized and oppressed group
  • role = equalizing communication and empowering deaf and hearing persons involved
  • sensitive to placement and dynamics
  • sensitive to communication dynamics (e.g. differences in language, cultures, norms, etc.)
75
Q

eng vs ASL modality

A 
eng = auditory/vocal
ASL = visual/spatial
76
Q

eng vs ASL grammar structure

A 
eng = SVO; linear 
ASL = topicalization
77
Q

RID member types

A

certified, associate, supporting, student, and organizational

78
Q

AVLIC

A

Association of Visual Langauge Interpreters of Canada

79
Q

RID

A

Registry of Interpreters for the Deaf

80
Q

CASLI

A

Center for Assessment of Sign Language Interpreters

81
Q

NTID

A

National Technical Institute for the Deaf

82
Q

RIT

A

Rochester Institute of Technology

83
Q

CIT

A

Conference of Interpreter Trainers

84
Q

when did RID begin evaluating terps?

A

1972

85
Q

CSC

A

comprehensive skills certificate

86
Q

IC

A

Interpreting Certificate

87
Q

TC

A

Transliterating Certificate

88
Q

RSC

A

Reverse Skills Certificate (CDI)

89
Q

OIC:C + years

A

Oral Interpreter Certificate: Comprehensive 1979-1983

90
Q

OIC: S/V + years

A

Oral Interpreter Certificate: Spoken-to-Visible 1979-1983

91
Q

OIC: V/S + years

A

Oral Interpreter Certificate: Visible-to-Spoken 1979-1983

92
Q

SC:L

A

Specialist Certificate: Legal

93
Q

SC:PA

A

Specialist Certificate: Performing Arts

94
Q

MCSC

A

Masters Comprehensive Skills Certificate

95
Q

3 levels of NAD-RID certification

A

NIC
NIC- Advanced
NIC - Masters

96
Q

RID certification for ________ jobs (general type)

A

entry-level

97
Q

OTC

A

Oral Transliteration

98
Q

Court Interpreters Act of 1978 (PL 95-539)

A

-mandates use of certified interpreter in federal court

99
Q

Rehab. Amendments of 1978 (PL 95-602)

A
  • Sec. 101 mandates use of personnel trained in the use of client’s native language/mode of communication
  • Sec. 304 provides money that currently funds 12 federal interpreter education centers
100
Q

NTS

A

National Testing System

101
Q

CMP

A

Certification Maintenance Program

102
Q

EPS

A

Ethical Practices System

103
Q

AVLIC established?

A

Nov. 1979 Winnipeg, Manitoba

104
Q

staff interpreter

A

full-time working for a business, school, or agency; likely to receive benefits

105
Q

contract interpreter

A

working hourly for a school or an interpreting agency; no benefits

106
Q

self-employed practitioners

A

part-to-full-time work depending on demand; benefits must be paid by the individual interpreter

107
Q

RSI

A

repetitive strain injury (popular among terps)

108
Q

polite forms

A

words and phrases used for more than simple politeness

ex. Excuse me I was wondering… if you don’t mind…I mean, I don’t want to impose but… could you help me?

109
Q

tag questions/ “up talk”

A

questions tacked onto end of a statement; “up talk” = going up in tone at end of sentence
ex. She did a good job, didn’t she?

110
Q

disclaimers

A

qualifying phrases which weaken the validity of the statement being made

ex. It’s only my opinion but I think this is okay.
ex. I’m not sure, but I think we can move on.

111
Q

inflection

A

a morpheme that adds grammatical information to a word or sign

112
Q

temporal aspect/inflection

A

shows specific activity is “never-ending”, “frequent”, “tense”, etc.

113
Q

conditional statements

A

typically includes #IF or SUPPOSE, but it is not required

114
Q

ASL pronouns

A

only first person and non-first person (possessive)

115
Q

yes/no questions : eng vs ASL

A 
english= voice typically rises at end
ASL= non-manual signs (e.g. raised eyebrows, eyes widened, lean forward, etc.
116
Q

wh-questions : eng vs ASL

A 
english= voice typically lowers at end
ASL= non-manual signs (e.g. furrowed brows, eyes squinting, etc.)
117
Q

rhetorical questions

A

uses a cohesive device to link related comments

118
Q

negation

A

turn an affirmative statement to a negation

ex. NMMs such as shaking head side to side, frowning, squinting, etc.

119
Q

plain verbs

A

stay in one location without changing meaning

120
Q

indicating verbs

A

change meaning based on direction/movement

121
Q

depicting verbs

A

conveys information related to action or state of being as well as represents aspects of their meaning

122
Q

lexicalized words

A

item becomes its own individual word/sign

123
Q

free morpheme

A

independent units, can stand alone
(eng.) cat, sit
(ASL) CAT, LOUSY

124
Q

bound morpheme

A

must occur with other units
(eng.) -s, cats
(ASL) 3-, 3-WEEKS

125
Q

when two words come together to form a compound… (2)

A
  • first word is typically stressed, second word loses/reduced stress
  • new meaning created
126
Q

NAOBI

A

National Alliance of Black Interpreters

127
Q

CLIP

A

Conditional Legal Interpreting Permit

128
Q

EIPA

A

Educational Interpreter Performance Assessment

129
Q

ACET

A

Associate Continuing Education Tracking

-Participation in ACET allows RID to track your completion of CEUs for you.

130
Q

CEU requirements?

A

1.0 = 10hrs of PD

 6.0 Professional Studies \+   2.0 General Studies  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 8.0 CEUs per 4 yr. cycle
131
Q

trilingual terps organization?

A

Mano a Mano

132
Q

CART

A

Communication Access Realtime Translation

133
Q

IDC

A

Intertribal Deaf Council

134
Q

NADC

A

National Asian Deaf Congress

135
Q

ASLTA

A

American Sign Language Teachers Association

136
Q

high context cultures

A

high dependence on context and if you do not have the information you may not understand conversations

137
Q

low context cultures

A

low dependence on context therefore less sub-textual information needs to be explained to be understood

138
Q

proxemics

A

study of social and personal space

139
Q

kinesics

A

study of body motions such as gestures, eye gaze, facial expression

140
Q

metathesis

A

happens when parts of the segments change places

ex. DEAF

141
Q

assimilation

A

a segment takes on the characteristics of another segment near it, typically the sign just before/after it.

142
Q

abstract language

A

less specific language

143
Q

relay interpreting

A

when a terp uses a CDI or multi-lingual teams

144
Q

educators make RID?

A

Ralph Hoag & Edgar Lowell

145
Q

modality

A

a channel through which a message is expressed, specifically spoken or signed

146
Q

Telecommunications Reforms Act 1996

A
  • all TV (weather, news, etc ) must have CC
147
Q

phonetics

A

sound prod./transmission; how sound is perceived

148
Q

RID became inc.

A

1972

149
Q

Gallaudet founded when?

A

1864

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