CASLI Exam Prep Flashcards

Question

Decision Making

Answer 1

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

Answer 2

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

Answer 3

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

Answer 4

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

Answer 5

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

Answer 6

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

Answer 7

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)

Answer 8

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)

Answer 9

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

Answer 10

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"

Answer 11

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"

Answer 12

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

Answer 13

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

Answer 14

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

Answer 15

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

Answer 16

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.

Answer 17

"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.

Answer 18

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

Answer 19

the unjust or excessive exercise of power or position that hurts, maligns, or disempowers others - individual - group - institutionalized

Answer 20

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

Answer 21

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

Answer 22

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

Answer 23

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

Answer 24

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

Answer 25

- Institutionalized oppression - Ambivalence - Fatalism or passivity - Horizontal violence - "Benefactors are perfect" - Emotional dependence on oppressor - Fear or freedom

Answer 26

- physical characteristics - social roles - social interactions - psychological characteristics - memberships/associations

Answer 27

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

Answer 28

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

Answer 29

- employers who ignore the Deaf employee - parents in denial about their child's deafness - overhearing rude comments made by patrons

Answer 30

trauma that results from observing another persons traumatic experience

Answer 31

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

Answer 32

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

Answer 33

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

Answer 34

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

Answer 35

- 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

Answer 36

- 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

Answer 37

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

Answer 38

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

Answer 39

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

Answer 40

- 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

Answer 41

- 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

Answer 42

- 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

Answer 43

Language in which the original message is conveyed

Answer 44

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

Answer 45

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

Answer 46

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

Answer 47

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

Answer 48

- 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

Answer 49

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

Answer 50

- Linguistic Need - Cultural Need - Difference in Experiential Frame

Answer 51

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

Answer 52

- 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.

Answer 53

- 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

Answer 54

- 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

Answer 55

- 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

Answer 56

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

Answer 57

- 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

Answer 58

- 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

Answer 59

- 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

Answer 60

- 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

Answer 61

- 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

Answer 62

- 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

Answer 63

- 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)

Answer 64

- 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

Answer 65

- 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

Answer 66

- 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

Answer 67

- 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

Answer 68

- Linguistic competence - Cultural competence - Linguistic and cultural adaptation

Answer 69

- Cohort groups - Schema screen - Contextual factors

Answer 70

- 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

Answer 71

- 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

Answer 72

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

Answer 73

- 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

Answer 74

- 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

Answer 75

- 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

Answer 76

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

Answer 77

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

Answer 78

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

Answer 79

- -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)

Answer 80

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

Answer 81

- 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)

Answer 82

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

Answer 83

1964 at Ball State Teacher's College

Answer 84

- 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

Answer 85

- 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.

Answer 86

- They worked on a volunteer basis - They had Deaf parents or siblings - They were teachers of the Deaf - They were members of the clergy

Answer 87

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

Answer 88

Knowing yourself

Answer 89

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

Answer 90

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

Answer 91

- 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

Answer 92

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

Answer 93

- 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

Answer 94

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

Answer 95

- 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

Answer 96

- 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

Answer 97

- 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

Answer 98

- 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

Answer 99

- 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

Answer 100

- 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

Answer 101

- 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

Answer 102

- 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

Answer 103

- 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

Answer 104

- 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

Answer 105

- 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

Answer 106

- 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

Answer 107

- Stress management | - Support systems

Answer 108

- Proper warm up before working - Regular exercise and good nutrition - Signing habits - Appropriate working conditions

Answer 109

- Skills must be at a high level - Clientele must be developed - Trust with the Deaf community must be established

Answer 110

- Call out fee VS 2 hour minimum policy - Port to port fees - Cancellation policy

Answer 111

- Writing resumes - Writing business letters - Basic bookkeeping and techniques for developing invoices and collecting money owed - Schedule maintenance - Developing appropriate business policies

Answer 112

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

Answer 113

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

Answer 114

- Staff interpreters in interpreting agencies | - Mainstreamed classrooms

Answer 115

- 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

Answer 116

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.