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Interpreting > CASLI Exam Prep > Flashcards

CASLI Exam Prep Flashcards

1
Q

Communication Process

A
  • Not linear
  • An interactive and dynamic process in which communication simultaneously send and receive multiple and overlapping messages
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2
Q

Consultative Register

A

one of the individuals involved in the interchange is an “expert” status or enhanced command of the topic, yet there is a desire to interact with the listener or audience to confirm that communication has taken place.
Ex: one-on-one or small group settings, commonly between service providers and consumers

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3
Q

Formal Register

A

type of language used when one speaker addresses a fairly large group of listeners, with virtually no turn taking or linguistic interaction between the speaker and the audience
Ex: sports arenas, auditoriums, theaters, churches (it can vary)

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4
Q

Frozen Register

A

text that is the same each time it is rendered

EX: weddings, funerals, ceremonies

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5
Q

Equivocal Langauge

A

the deliberate use of signs words or phrases that can be interpreted in more than one way in order to mislead someone

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6
Q

Euphemistic Langauge

A

the use of socially acceptable terms and phrases in place of blunt, descriptive ones

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7
Q

Abstract Language

A

refers to degrees of imprecision in communication

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8
Q

Passive Voice

A

refers to a statement in which the person or thing performing the action is not overtly stated

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9
Q

Informal / Casual Register

A

participants involved have equal status

Ex: neighbors, church members, coworkers, students, etc.

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10
Q

Intimate Register

A

communication exchanges that take place between individuals who have a shared history that influences the communication dynamics
-dependent on the individuals

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11
Q

Culture Components

A
  • knowledge / beliefs / art
  • morals / laws / customs
  • material / behavioral / cognitive
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12
Q

Role of Culture

A

shapes our concept of who we are

  • family
  • gender
  • social experiences
  • economic status
  • educational experiences
  • physical, mental, emotional, and spiritual development
  • temperament or personality type
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13
Q

Collectivist

A

70% of the world

  • identity: defined by their group membership
  • shared knowledge: high degree, interpersonal contact is a high priority
  • time: based on a gut sense of readiness
  • trust/credibility: gut sense of other person’s integrity and the role they have played in the group
  • status: defined by one’s connections within the group
  • sports: team based
  • doing business: considered rude to get right down to business, social connections are expected to be made
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14
Q

Individualist

A

American Culture

  • identity: defined by immediate personal achievements
  • shared knowledge: information gathering is highest priority
  • time: late=rude, time is crucial
  • trust/credibility: based on evidence and hard facts as well as logic
  • status: defined by ones individual accomplishments
  • sports: individual based even in team sports
  • doing business: does not want social chit chat, get to business
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15
Q

Significance for Interpreters

A

requires we identify our own cultural identity and be fully cognizant of the unconscious expectations arising from these allegiances and the impact it has on their own interpersonal communications

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16
Q

Cultural Identity

A

refers to the way one’s culture of birth influences a person’s beliefs and self concept

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17
Q

Culture and Communication

A

culture dictates expectations regarding roles, behavior, communication norms, politeness, etc.

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18
Q

UNESCO Culture Definition

A

“dynamic value system of learned attitudes w/ assumptions, conventions, beliefs and rules that permit members of a group to relate to one another and the world”

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19
Q

Padden and Humphries Culture Definition

A

“a set of learned behaviors of a group of people who have their own language, values, rules of behavior, and traditions”

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20
Q

Kohls Culture Definition

A

define a community’s general beliefs, religious beliefs, myths, values and knowledge

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21
Q

Family and Elders

A

Deaf: “elders” valued, Deaf community often valued as “family
African American: elders and church leaders respected; matrilineal
Hispanic: family is primary cultural structure; elders respected
Native: elders and extended family valued; some bands matrilineal

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22
Q

Status

A

Deaf: fluent signers, accomplished story tellers, political leaders fighting for Deaf rights
African American: varies
Hispanic: varies
Native: status in sharing resources, not in collecting things

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23
Q

Work Ethic

A

Deaf: mixed – some have N American values, others see no shame in living off disability payments
African American: long history of strong work ethic
Hispanic: historic work ethic marked by relaxed pace
Native: work is valued to live but not valued simply for the sake of getting more

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24
Q

Spirituality

A

Deaf: varies
African American: church plays a central role in the community
Hispanic: many are influenced by traditional catholic values
Native: strong spiritual component to culture; little separation between medicine and spiritual practice

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25
Q

Decision Making

A

Deaf: often gather information and perspectives from other community members before making a decision
African American: mixed although family is often consulted
Hispanic: mixed although family is often consulted
Native: slow to make decisions; group consultation required

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26
Q

Geneology

A

Deaf: variety of ethnicities represented; 90% from hearing families; deaf lineage valued
Native American: primarily descendants of former slaves
Hispanic: from Mexico, Central and South America, as well as Spain
Native: original people of N. America; many bands matrilineal

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27
Q

Home Language

A

Deaf: usually English although the native language of Deaf is ASL
African American: english although distinctive styles of speech are used to demonstrate group membership and to honor ancestors
Hispanic: may be Spanish or English; very little pressure from family to master English
Native: Native language may be home language

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28
Q

Time

A

Deaf: connecting to the group of greater value than starting an event on time
African American: mixed
Hispanic: unhurried, little value placed on promptness
Native: current activity takes precedence over planned events

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29
Q

Misc.

A

Deaf: 10% have Deaf parents and/or siblings
African American: small % have Deaf parents and/or siblings
Hispanic: smaller physical zone of comfort, thus speakers stand closer than English speakers
Native: harmony valued; comfortable with visual/physical communication

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30
Q

Learning Style

A

Deaf: flourish in student centered; cooperative; hands on settings
African American: mixed
Hispanic: flourish in student centered; cooperative; hands on settings
Native: watching, thinking, delayed participation

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31
Q

American Sign Language

A

a naturally occurring visual-gestural language that adheres to specific linguistic rules
-emerged from within the Deaf community in the US (w/ influence from French Sign Language)

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32
Q

Sign Supported Speech (SSS)

A

broad term used to refer to English-based signing systems which attempt to represent English in a manual/visual form, relying primarily upon the lexicon and syntax of English.

  • aka Manually Coded English
  • Ex. Seeing Essential English (SEE1), Signing Exact English (SEE2), Signed English (SE) & Conceptually Accurate Signed English (CASE)
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33
Q

The Rochester Method

A

system in which each word is fingerspelled with the exception of the word “and” which is signed

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34
Q

Seeing Essential English (SEE1)

A

evolved from a 1966 experiment led by David Anthony, to teach English to mentally retarded Deaf adults in Michigan.
-based on separate sign or movement for each “word root”

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35
Q

Signing Exact English (SEE2)

A

grew from SEE1 and was developed primarily by Gustason, Zawalkow, & Pfetzing
-“english should be signed in a matter that is as consistent as possible with how it is spoken/written”

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36
Q

Contact Varieties in Sign Communication

A

when two large groups have long, sustained contact w/ each other there are predictable results

  • linguistic variations start to emerge in which words, phrases, grammatical structures and other features of each language are mixed with the other.
  • some processes behind this phenomenon include code switching, code mixing and lexical borrowing
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37
Q

Foreign Sign Languages

A

each country has its own indigenous sign language used by Deaf people in that country

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38
Q

Home Signs and Gestures

A

system of pantomime, gestures and manual signals used within the family and w/ close family friends to support communication and interaction

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39
Q

Minimal Language Skills

A

some Deaf individuals do not develop the competency or skill of any language – spoken, written, or signed

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40
Q

Oral Communication Systems

A

some Deaf individuals do not use sign language and prefer to speech-read and use their own speech to communicate with others.
-Speech Reading: a skill involved a combination of deciphering lip, cheek, and throat movements, clarifying gestures, and use of contextual clues to determine meaning.

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41
Q

Schema

A

“scripts” that we learn from life experience which help us predict how to act and how other will act in new, but similar situations; different from one culture group to another.

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42
Q

Stereotyping

A

Pre-judging others based on assumptions that do not reflect reality or truth

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43
Q

Oppression

A

the unjust or excessive exercise of power or position that hurts, maligns, or disempowers others

  • individual
  • group
  • institutionalized
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44
Q

Marginalization

A

the systemic exclusion of minority group members from quality social services, economic opportunities, healthcare, and meaningful education; the absence of power or “voice”

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45
Q

Pathological View if Deaf People

A

Deaf individuals are viewed as disabled and imperfect needing to be “fixed”

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46
Q

Cultural View of Deaf People

A

Deaf individuals are normal, capable human beings in countering life in a different – yet acceptable – way, conforming with norms and behaviors based on visual/non-hearing norms

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47
Q

Audism

A

An attitude based on pathological thinking resulting in a negative stigma towards anyone who does not hear

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48
Q

Characteristics of “Benefactors” or Oppressors

A
  • Pejorative view of the minority group
  • Reciprocity of perspectives
  • Members of group are innocent/childlike
  • Paternalism
  • Need for approval
  • Fear freedom movements
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49
Q

How Audism Affects Deaf People

A
  • Institutionalized oppression
  • Ambivalence
  • Fatalism or passivity
  • Horizontal violence
  • “Benefactors are perfect”
  • Emotional dependence on oppressor
  • Fear or freedom
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50
Q

Schematic Constructs

A
  • physical characteristics
  • social roles
  • social interactions
  • psychological characteristics
  • memberships/associations
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51
Q

DPN

A

The Deaf President Now events at Gallaudet University in 1988 were historic and marked the beginning of significant political activism

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52
Q

Humor

A

used by minority groups to deal with their day-to-day experiences of disenfranchisement
-often incorporates images of turning the tables on the majority group, proving the intelligence, resilience, perseverance, and ultimate empowerment of the minority group

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53
Q

Impact of Oppression on Interpreters from Hearing

A
  • employers who ignore the Deaf employee
  • parents in denial about their child’s deafness
  • overhearing rude comments made by patrons
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54
Q

Vicarious Trauma

A

trauma that results from observing another persons traumatic experience

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55
Q

The Myth of Neutrality

A

it is not possible for emotionally healthy individuals to work with people without experiencing empathy, as well as other feelings

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56
Q

Humor as a Tool

A

Try to understand this as a glimpse of an upside down world in which deaf people have a chance to gain something from being a member of the minority

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57
Q

Advocate

A

One who speaks out on issues on behalf of others and often leads to hearing people becoming the “expert”, being invited to speak to the press, a group of employers, or other members of the majority group

58
Q

Ally

A

Role in which interpreters most appropriately play and is one who supports deaf individuals in their own struggle for liberation

59
Q

Impact of Oppression on Interpreters from Deaf

A
  • frequent comments about ignorant hearing people
  • having to laugh at (and often interpret) jokes that make fun of interpreters or hearing people you
  • interpreting the comments of a Deaf person who is blaming or criticizing you for something
60
Q

Tips for Interpreters

A
  • keep your sense of humor
  • recognize the comments about ignorant hearing people doesn’t include interpreters typically
  • come to grips with the influence you have on an interaction as an interpreter and the impact that event will have on you
  • recognize and develop strategies to deal with the power inherent in the position of interpreter
  • Learning the role of in developing skills as an ally
61
Q

A-Language or L1

A

A persons native or first language is sometimes referred to as one’s mother tongue, native language or first language and is usually the language as parents speak although this is not always the case

62
Q

B-Language or L2

A

Refers to your second language, one acquired by living in a country where that language is spoken by interacting frequently with other people using that language or by studying the language formally

63
Q

C-Language

A

You may understand most of what is being expressed to you but have a real difficulty responding

64
Q

One-on-One Work Settings

A
  • linguistic register ranges, including informal or consultative
  • discourse style may vary from General vocabulary to technical jargon
  • goals range from exchanging and/or clarifying information, teaching, explaining, confronting, scolding, or disciplining
  • turn taking generally supports shifting back-and-forth between the two participants; Lens itself to consecutive interpreting
65
Q

Small Group Work Settings

A
  • generally involves 3 to 20 individuals
  • speech goals may include informing, advising, explaining or planning
  • turn taking is usually rapid; interpreter must indicate who is speaking, convey the emotional overlay of utterances, shift back-and-forth between sign to voice and voice to sign interpretation
66
Q

Large Group Work Settings

A
  • in excess of 20/30 clients – can range up to tens of thousands; the speaker typically stands, may use microphone
  • usually follows the rules of formal interactions
  • speaker goal(s) may include entertaining, informing, inspiring, teaching or convincing
  • preparation is possible for many large group events
67
Q

Source Language

A

Language in which the original message is conveyed

68
Q

Target Language

A

The language into which the original message is expressed by the interpreter

69
Q

Dynamic Equivalence

A

Maintaining the speakers intended interactions with and impact on the audience; when accomplished in an interpretation, the speakers goals and level of audience involvement is the same for both the audience who received the message in the source language and the target language

70
Q

Modality

A

Refers to the channel through which a message is expressed, specifically aural/oral or visual/gestural

71
Q

Cautions for Expansion and Compression

A

There is a fine line between reducing or expanding source language elements to provide a cultural and linguistic equivalent and slipping back toward the helper model of adding and deleting information to help or protect the client

72
Q

Philosophical Frame

A
  • Changes how they see their clients, their roles, and the role of the interpreter
  • Determines how they view ASL/English, Deaf/hearing norms, the rules of interaction
  • Explains how they view the tenets in the professional code of ethics and how they use the power of an interpreter
73
Q

1 on 1 situations

A

Consecutive is preferred so that we have the time to process linguistic and cultural differences

74
Q

Expansions/Reductions Decisions

A
  • Linguistic Need
  • Cultural Need
  • Difference in Experiential Frame
75
Q

Purpose of Cultural Expansions / Reductions

A

We need to manipulate target output so that we can contain all of the essential elements of meaning expressed in the source language in such a way to fit the target communication norms

76
Q

Bilingual-Bicultural Philosophy

A
  • Recognizes Deaf people as members of an oppressed minority, accepts ASL as a language, accepts Deaf culture
  • Views the role of an interpreter as equalizing communication and empowering the Deaf and hearing people involved
  • Continues to be sensitive to physical communication parameters, communication dynamics, differences in language and culture, etc.
  • Defines interpretation broadly, includes explicit and implicit information, linguistic and cultural equivalents, schema, etc.
77
Q

Communication Facilitation Philosophy

A
  • Views Deaf people as part of the larger handicapped population seeking inclusion
  • Views ASL as a useful communication mode for less education or less intelligent people, English is superior
  • More aware of the importance of appropriate placement within proximity of the speaker and other visual components
  • Emphasis placed on interpreter’s appearance
78
Q

Conduit or Machine Model

A
  • Interpreters assume no responsibility for the interaction or communication dynamics taking place between clients, almost a robot like role
  • Viewed by Deaf and hearing clients as rigid and inflexible
  • Views Deaf people as needing to learn to take care of themselves, does not recognize a unique Deaf culture or that ASL is a language
  • Views English as the only acceptable form of communication
  • Confuses quantity with quality when it comes to number of words/signs and linguistic equivalent
79
Q

Helper Model

A
  • Views the interpreter as a caretaker who must help
  • Tends to be overly involved with the Deaf and hearing clients, often moves out of interpreting role
  • Sees Deaf cultural behaviors as immature and ASL as poor English reflective of limited education or mental abilities
80
Q

First Interpreting Model

A
  • Helper

- Deaf people were seen as handicapped, limited, and unable to manage their own personal and business affairs

81
Q

Voice

A
  • English: Passive (especially as the register gets more formal)
  • ASL: Active
  • Challenges: identifying passive voice constructions in English and making the proper voice to active in ASL
82
Q

Numbers

A
  • English: Two numbering systems which are cardinal and ordinal
  • ASL: Multiple numbering systems for various topic areas
  • Challenges: mastering reading and using the various systems appropriately in ASL
83
Q

Pronouns

A
  • English: Gender specific, number neutral
  • ASL: Number specific, gender neutral
  • Challenges: providing number specificity when working from English to ASL, providing gender specificity when working from ASL to English when the referent is set up with no gender
84
Q

Noun/Verb Modifier

A
  • English: Uses prepositions to describe relationship of noun to another noun, adjectives are added to describe a noun, adverbs are added to describe how a verb moves
  • ASL: Uses CL (sometimes a prepositions) and directional verbs to describe the relationship of a noun to another noun, uses CL and signed adjectives to describe a noun, modifying the way a very is produced (NMS) and sometimes adverbs too describe the way something moves
  • Challenges: using classifiers to avoid SLI when working from English to ASL, having adequate English vocabulary to interpret CL when working from ASL to English
85
Q

Affect Markers

A
  • English: Generally conveyed via words with appropriate vocal inflection
  • ASL: Generally conveyed visually via facial markers and sign modulations, although affect signs may be signed with accompanying facial marker
  • Challenges: learning to work publicly with language that has qualities that are visual (may have a negative response), incorporating visual affect and informational units into spoken language
86
Q

Determining Meaning

A
  • English: Described as indirect due to the common use of implicit conveyance of information, requires listener to extrapolate meaning by identifying implicit and explicit units of meaning
  • multiple meaning words, new lexical items can be made, generic terms, pronouns, compact lexical items
  • ASL: Described as direct due to the common use of ambiguous, explicit lexical items minimizing the need for participants to identify implied units of meaning
  • few if any multiple meaning lexical items, maintains strong association to immediate event, specific sensory orientation, perceptual imagery
  • Challenges: degree of detail (mastering expansion and compression techniques as is appropriate for the direct and indirect nature of each language), use of first or third person address as appropriate for each language (including role shifting for ASL), identifying and converting implicit/ explicit information
87
Q

Negation/Affirmation

A
  • English: Adds a word to indicate affirmation or negation, affirmation is usually imbedded in the verb, although a lexical item may be added for emphasis or clarity
  • ASL: Adds a NMS as the utterance is signed, formal register requires a sign after the NMS but is optional elsewhere
  • Challenges: incorporation of proper variations of negation and affirmation (different registers), avoidance of non-Deaf form of head shaking from side to side when making an emphatic statement (looks like negation in ASL)
88
Q

Time/Tense Markers

A
  • English: Verbs change forms (conjugated) to mark present, past, or future tenses
  • ASL: Comes early in the utterance and conjugates all following verb until a new time marker is noted
  • Challenges: producing target language that appropriately conveys time, recognizing time markers in ASL when working from ASL to English
89
Q

Grammatical Structure

A
  • English: subject-verb-object (SVO), linear
  • ASL: topic prone, imbedded information allows for greater simultaneous conveyance of information
  • Challenges: producing target language that is grammatically correct, avoiding SLIs, conditionals in ASL must precede consequence
90
Q

Modality

A
  • English: Auditory/visual, requires use of content and functional elements to create proper rhythm
  • ASL: Visual/spatial, fosters use of spatial referencing and restricts use of functional elements, utterances made up of primarily content elements
  • Challenges: deriving meaning, dropping from SL, managing the volume of lexical units and the speed of SL delivery
91
Q

Process multi-tasking and monitoring

A
  • Confirming comprehension
  • Asking for clarification
  • Allowing movement between consecutive and simultaneous
  • Checking for and correcting errors
  • Verifying maintenance of interpersonal dynamics
  • Working with rehearsed or read texts
  • Working with uninitiated consumers
  • When to use first person
92
Q

Formulating and rehearsing equivalent message requirements

A
  • Linguistic competence
  • Cultural competence
  • Linguistic and cultural adaptation
93
Q

Applying Schema

A
  • Cohort groups
  • Schema screen
  • Contextual factors
94
Q

Linguistic/Cultural : Analyzing Structure Meaning

A
  • Understand speaker’s goals and utilize predictions
  • Recognize euphemisms, nuances, subtleties, innuendo, insinuation, indirect suggestions, metaphors, and shades of meaning
  • Ability to read culture based non verbal signals
95
Q

Cognitive Competence : Analyzing Structure Meaning

A
  • Ability to think critically
  • Critical listening skills in order to identify the meaning/intent
  • Breaking down the information
  • Disciplined reasoning
  • Aware of one’s one beliefs/biases
96
Q

Social Competence : Taking in Source Language

A

-Social skills and cultural finesse to support effective interpersonal interactions in a variety of settings

97
Q

Linguistic / Cultural : Taking in Source Language

A
  • Bilingual competence, being familiar with the range of registers in each language
  • Bicultural competence, knowing how speakers accomplish various goals in culturally appropriate ways
  • Proper use of turn taking, turn retaining, and reciprocal signals in each language and culture
98
Q

Cognitive Competence : Taking in Source Language

A
  • Cloze skills in ASL and English
  • Ability to extract meaning form linguistic forms quickly and discard SL “dressing”
  • Ability to store, connect, and retrieve quickly
99
Q

Physical : Taking in Source Language

A
  • Be able to see and hear incoming utterances
  • Physical and mental endurance required to focus and sustain attending skills
  • Patience to wait, not to rush the process
100
Q

Interpreting Process

A
  1. Take in source language
  2. Identify deep structure meaning
  3. Apply contextual/schema screen
  4. Formulate/rehearse target language utterance
  5. Produce interpretation
101
Q

AVLIC

A

Association of Visual Language Interpreters of Canada was established in November, 1979 in Winnipeg, Manitoba

102
Q

RID Certification 200-Present for Deaf interpreters

A

Certified Deaf Interpreter (CDI)

  • First must take a written test on knowledge of Deaf interpreting and professionalism. After passing, they have 5 years to take a skills exam
  • Skills exam covers: simultaneous interpreting from English to ASL, consecutive interpreting in an interaction between a Deaf and hearing person, interpreting print from English to ASL, mirroring information accurately
103
Q

RID Certification 2000-Present for Hearing Interpreters

A
  • -NAD-RID National Interpreting Certificate
  • First is a written test on 10 competency areas. After passing, you have 5 years to take the performance exam which has a professionalism interview and skills exam. Successful candidates may be awarded the NIC, NIC-Advanced, or NIC-Masters
  • -Certificate of Oral Transliteration (OTC)
  • written exam in 6 content areas
  • skills exam
  • -Current specialist RID certification is the Specialist Certificate: Legal (SC:L)
104
Q

RID Certification 1988-2000 for Hearing Interpreters

A

Certificate of Interpretation (CI) and Certificate of Transliteration (CT): After passing the written exam, they had 5 years to take the performance exam. There were both performance exams and you could either be certified in both, or just 1

105
Q

RID Certification 1972-1989 for Hearing Interpreters

A
  • Comprehensive Skills Certificate (CSC) was awarded upon successful completion of all segments at 75% or more accuracy
  • Oral Interpreter Certificate: Comprehensive (OIC:C) required an interview plus four performance segments with 75% or more accuracy
  • Special Certificates were awarded, including the Specialist Certificate: Legal (SC:L)and Performing Arts (SC:PA)
106
Q

RID certification 1972-1989 for Deaf Interpreters

A

Reverse Skills Certificate (RSC) awarded to Deaf individuals who successfully completed the interview and the two sign-to-voice portions of the evaluation with a 75% or above

107
Q

RID Establishment

A

1964 at Ball State Teacher’s College

108
Q

Spoken Language Interpreters vs. Sign Language Interpreters

A
  • Spoken language interpreters have a shorter history of testing, certification, and professional associations than sign language interpreters
  • Spoken language interpreters mostly work L2 into L1
  • Sign language interpreters mostly work L1 into L2
  • Spoken language interpreters are usually paid better because their clients are viewed from a language-cultural group instead of a “handicapped” group
109
Q

Significant Legislative Initiatives

A
  • PL 89-333 The Vocational Rehabilitation Act of 1965: Identified sing language interpreters as a service for Deaf clients of vocational rehabilitation for the first time, marking the beginning of paid interpreting opportunities for sign language interpreters in the US
  • PL 93-112 Rehab Act of 1973, Section 501 (employment practices of the fed government), Section 503 (fed contractors), Section 504 (recipients of federal assistance): Defines handicapped individuals and their rights. Mandates fully accessible rehabilitation services to members of all disability groups. This means that agencies and institutions receiving federal funds must be accessible. Post secondary institutions, businesses, criminal legal proceedings, medical settings, etc. must have sign language interpreters and other forms of accommodation
  • PL 94-142 Education for All Handicapped Children Act 1975: Required that disabled children be educated in the least restrictive environment. This has led to the widespread integration of disabled children within regular classrooms and has resulted in a proliferation of interpreting jobs within elementary and secondary schools
  • PL 95-539 The Court Interpreters Act of 1978: Mandates the use of only certified interpreters when non-English speaking litigants are involved in federal court
  • PL 95-602 Rehabilitation Amendments of 1978: Section 101 mandates the use of personnel trained in the use of the client’s native language or mode of communication, Section 304 provides money that currently funds 12 federal interpretation education centers
  • Americans with Disabilities Act 1991: Applies the concept of equal access to the private business sector. ADA requires businesses of a certain minimum size to provide interpreters to Deaf employees, TTYs, etc.
110
Q

Early Interpreters

A
  • They worked on a volunteer basis
  • They had Deaf parents or siblings
  • They were teachers of the Deaf
  • They were members of the clergy
111
Q

Decision Making as an Interpreter

A

Most of our decisions are based on unconscious factors stemming from a life time of experiences

112
Q

Foundation of Ethics

A

Knowing yourself

113
Q

Mentoring/Twinning

A

An arrangement in which a more experienced interpreter “adopts” a less experienced interpreter, showing them the ropes, introducing them to the Deaf and interpreting communities, and serving as a sounding board to review and evaluate their professional behavior, decision-making, and quality of interpretation or transliteration

114
Q

Support Groups

A

A small group of professional peers committed to confidentiality, growth, and honesty

115
Q

Critical Thinking/Decision Making

A
  • Write down every possible option available
  • Identify all possible consequences of each action
  • Collect and review all of the facts
  • Review the consequences in light of these facts
  • Review the options
  • Rank options
  • Act
  • Review act
  • Log what you learned for future reference
116
Q

NAD-RID Code Of Professional Conduct (CPC)

A
  • Confidentiality
  • Linguistic and professional competence
  • Impartiality
  • Professional growth and development
  • Ethical business practices
  • The rights of participants in interpreted situations to informed choice
117
Q

Guidelines for Professional Conduct

A
  • Educating members of the profession regarding what is appropriate and inappropriate behaviors
  • Fostering the development of professional goals and norms
  • Deterring inappropriate and immoral conduct
  • Disciplining offenders
  • Providing information to the market regarding what is acceptable practice by members of the said profession
  • Protecting the public from unethical practitioners
118
Q

Ethics

A

Ethics are behavioral standards, which is a set of principles that defines what is judged appropriate or inappropriate, right or wrong

119
Q

Profession

A
  • A profession has a special monopoly over the right to provide a particular service through licensure or certification
  • A profession has a defined (limited) scope of practice and a related body of knowledge
  • Professionals adhere to a clearly articulated set of values or code of ethics
120
Q

Personal Settings

A
  • Special considerations: flexibility of role, variety of emotional overlays, need for boundaries, knowledge of problem ownership, clear sense of role and responsibilities
  • Working conditions: unpredictable
  • Supervision and evaluation: none
  • Pay: will vary, may be on barter arrangement
121
Q

Social Service Setting

A
  • Standard qualifications: a mature, emotionally stable graduate of an ITP with knowledge of special terminology that might arise
  • Pay for services: varies
  • Supervision and evaluation: none
  • Special knowledge and skills: should be familiar with the terminology used
  • Working conditions: poor, often crowded and noisy and smoke-filled
122
Q

Employment Settings

A
  • Standard qualifications: graduated from an ITP, preferably certification
  • Special knowledge and skills: cultural adjustments, knowledge of specialized terminology, protocol, and technology
  • Supervision and evaluation: rare
  • Pay for services: varies
  • Working conditions: usually less than optimal, must be flexible, maybe use special equipment
123
Q

Theatrical or Performing Arts Settings

A
  • Standard qualifications: graduated from an ITP, preferably certification
  • Special knowledge and skills: cultural adjustments, knowledge of specialized terminology, protocol, and technology
  • Supervision and evaluation: rare
  • Pay for services: varies
  • Working conditions: usually less than optimal, must be flexible, maybe use special equipment
124
Q

Conference Settings

A
  • Pay for services: hourly or day rate, travel lodging and expenses may also be paid
  • Supervision and evaluation: not common but may have an interpreter coordinator there
  • Working conditions: long work days so requires regular breaks and teams, designated break area
125
Q

Mental Health / Psychiatric Settings

A
  • Special knowledge and skills: work closely with therapist, ensure interpreter’s presence does not shift communication or any dynamics, personal safety, evaluations and testing should be done with a relay interpreter or Deaf advocate
  • Standard qualifications: certification
  • Pay for services and working conditions: higher fees due to expertise
126
Q

Legal Settings

A
  • Standard qualifications: certification
  • Pay for services and working conditions: higher fees are charged
  • Supervision/evaluation and professional development: influenced by the size and multi-lingual/ethnic nature of the community
  • Ethical concerns: familiarity with case and Deaf individuals, Deaf litigant should have one interpreter for courtroom and a separate one for client-attorney interactions, an interpreter cannot be involved in the case, separate interpreters for each side
127
Q

Medical Settings

A
  • Role delineation: medical staff often does not understand interpreter’s role or what is needed
  • Special knowledge and skills: familiar with medical terms, procedures, and protocol
  • Pay for services: varies, often higher compared to other settings
  • Opportunities for professional development: workshops, CE opportunities, skills-upgrading seminars
128
Q

Working w/ Deaf Interpreters

A
  • Role delineation: both the DI and hearing interpreter are professional practitioners
  • Special knowledge and skills: special training and practice
  • Pay for services: varies, payment should be equal for both interpreters
  • Opportunities for professional development: workshops, CE opportunities, skills-upgrading seminars
129
Q

Educational Settings

A
  • Standard qualifications: vary widely, usually graduation from an ITP, interpreter certification, Bachelor’s degree
  • Working considerations: pay should include prep time and class time, adequate breaks, team interpreters
  • Ethical considerations: interpreter is a member of the educational team, danger of becoming too familiar with student and their family
  • Role delineation: support independence, empowerment, and integration, must not impinge of teacher’s authority
  • Placement: varies
  • Pay: varies depending on setting, qualifications, certification, education and multiple role job description
  • Supervision, evaluation, professional development: rare
  • Deaf community’s view of this setting: highly controversial
130
Q

Religious Settings

A
  • Standard qualifications: none
  • Special considerations: formal and frozen register, art forms
  • Ethical considerations: conveying religious intent in an unbiased way, separation of interpreter role and spiritual guide and counselor
131
Q

Emotional Burnout Management

A
  • Stress management

- Support systems

132
Q

Repetitive Strain Injury Management

A
  • Proper warm up before working
  • Regular exercise and good nutrition
  • Signing habits
  • Appropriate working conditions
133
Q

Private Practice Interpreting

A
  • Skills must be at a high level
  • Clientele must be developed
  • Trust with the Deaf community must be established
134
Q

Business Policies Examples

A
  • Call out fee VS 2 hour minimum policy
  • Port to port fees
  • Cancellation policy
135
Q

Business Skills

A
  • Writing resumes
  • Writing business letters
  • Basic bookkeeping and techniques for developing invoices and collecting money owed
  • Schedule maintenance
  • Developing appropriate business policies
136
Q

Considerations for Pay Rates for Private Practitioners

A

-Cost of transportation, office expenses, business clothing, purchase of personal health and malpractice insurance

137
Q

Types of Employment for Interpreters

A
  • Staff interpreters (benefits)
  • Contract interpreters (no benefits)
  • Self-employed practitioner (benefits paid by the individual interpreter)
138
Q

Most Common Types of Employment for Full-Time Interpreters

A
  • Staff interpreters in interpreting agencies

- Mainstreamed classrooms

139
Q

Reason for Job Opportunities in Large, Metropolitan Areas vs. Rural Communities

A
  • More Deaf people tend to be there due to more educational, employment, and social opportunities
  • There are typically more services to support the Deaf community (ie. interpreting agencies, professionals familiar with the Deaf community, etc.)
  • The economic base is usually larger and more able to support the employment of Deaf people
140
Q

Demand for Interpreters Driver

A

Legislative initiatives and court decisions mandating greater access for Deaf and hard of hearing individuals to employment, education and a wide range of community services.

Interpreting (1 decks)

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