CASLI Knowledge Prep Flashcards
1
Q
External Noise
A
Physical Noise within the Room i.e flickering overhead light (pg 3)
2
Q
Physiological Noise
A
Biological Factors that interfere with communication i. e illness, exhaustion, or hunger (pg 3)
3
Q
Psychological Noise
A
Discussion within peoples heads of all of the participants in the communication environment i.e internal stressors, personal judgments (pg 3 )
4
Q
Contextual Environment
A
Includes the physical Location and persoanl History between participants
5
Q
Register
A
Frozen, Formal, Consultative, Casual, Intimate
6
Q
Formal
A
The formal register refers to the type of language used when one speaker addresses a fairly large group of listeners, with virtually no turn-taking or linguistic interactions between the speaker and the audience
7
Q
Frozen
A
A frozen text is the same each time it is rendered. Frozen texts typically used in ceremonies, sports events, and religious ceremonies
8
Q
Consultative
A
Typically one of the individuals involved in the interchange has “expert” status or an enhanced command of the topic at hand, yet there is a desire to interact with the listener or audience to confirm that communication has taken place
9
Q
Casual or Informal
A
When this register is used the participants involved have equal status
10
Q
Intimate
A
Intimate registers refer to communication exchanges that take place between individuals who have a shared history or experiential has that influences the communication dynamics.
11
Q
Culture
A
Knowledge, Beliefs, Art, Morals, Laws, Customs, Material, Behavioral, Cognitive
12
Q
Collectivist
A
70% of world cultures
13
Q
Individualistic
A
Mainstream North American cultures. Typically encourage people to be outspoken and assertive at home, work, and school
14
Q
Culture Characteristics
A
Identity, Shared Knowledge, Time, Trust and Credibility, Status, Sports, Doing Business, Group Membership, History, Accomplishments, Social Obligations, Credit, Punishment, Interactions, Discourse
15
Q
Cultural Competency
A
Understanding someone’s identity to their culture and how they utilize language with it
16
Q
Cultural Communication
A
Exchange of ideas or information that happens in a culturally influenced communication environment; one must understand the cultural frame of the speaker to fully comprehend the meaning intended
17
Q
Cultural Significance for Interpreters
A
Cultural differences have a direct influence on interpersonal communication and interactions In both the personal and professional realm.
18
Q
Intersectionalities
A
People who identify with one or more marginalized identities
19
Q
Communications Norms - Attention-getting and Signaling Devices
A
Visual Signaling - Waving, Flicking Lights, Shoulder Touching, Tapping on Desks, Stomping on Floors
20
Q
Communication Norms
A
Eye Contact and Physical Presence
Reciprocal Signs
Emotional Display
21
Q
Interpreting with African American Deaf People
A
Need to be aware of Family/Community and Spirituality and Religion, Language and Time/Status
22
Q
Hispanic Collectivist Cultures
A
Elders and church leaders respected; matrilineal
Status - Varied
Work Ethic - Long history of strong work ethic
23
Q
Professional Accountability - Confidentiality 1.1.1
A
1.1.1 Members will respect the privacy of consumers and hold in confidence all information obtained in the course of professional service. Members may be released from this obligation only with their consumer’s authorization or when ordered by law
24
Q
Professional Accountability - Confidentiality 1.1.2
A
1.1.2 Where necessary, a member may exchange pertinent information with a colleague in order to provide consistent quality of service. This will be done in a manner that protected the information and the consumers.
25
Professional Accountability - Confidentiality 1.1.3
1.1.3 Members need to be aware that other professional codes of conduct may impact upon their work. In such circumstances, members will make appropriate professional decisions and conduct themselves in a manner benefiting the setting and the profession
26
Professional Accountability - Professional Conduct 1.2.1
1.2.1 Members will hold the needs of consumers primary when making professional decisions
27
Professional Accountability - Professional Conduct 1.2.2
1.2.2 Members shall recognize that all work is undertaken by them on an individual basis, whether pro bono or paid, will ultimately reflect the integrity of themselves and of the profession
28
Professional Accountability - Professional Conduct 1.2.3
1.2.3 Members shall conduct themselves in a professional manner at all times. They shall not badger or coerce individuals or agencies to use their professional service
29
Professional Accountability - Professional Conduct 1.2.4
1.2.4 Members shall take into account the limitations of their abilities, knowledge, and the resources available to them prior to accepting work. They will remove themselves from a given setting when they realize the ability to provide professional service.
30
Professional Accountability - Professional Conduct 1.2.5
1.2.5 Members must be aware of personal circumstances or conflicts of interest that might interfere with their effectiveness, They will refrain from conduct that can lead to substandard performance and/or harm to anyone including themselves and consumers.
31
Professional Accountability - Professional Conduct 1.2.6
1.2.6 Members are accountable to AVLIC and to their local chapter affiliate for professional and ethical conduct. Further, members are responsible to discuss and resolve, in a professional manner, issues arising from breaches of ethical or professional conduct on the paper of the individual colleagues after they are observed.
32
Professional Accountability - Scope of Practice 1.3.1
1.3.1 Members will refrain from using their professional role to perform other functions that lie beyond the scope of an interpreting assignment and the parameters of their professional duties. They will not counsel, advise, or interject personal opinions
33
Professional Accountability - Scope of Practice 1.3.2
1.3.2 When functioning as a part of a professional team it is understood that members will limit their expertise to interpreting. In such settings, it may be appropriate for members to comment on the overall effectiveness of communication, the interpreting process, and to suggest appropriate resources and referrals.
34
Professional Accountability - Scope of Practice 1.3.3
1.3.3 Members will refrain from manipulating work situations for personal benefit or gain. When working as independent contractors, a member may promote their professional service within the scope of their practice.
35
Professional Accountability - Integrity of Service 1.4
1.4 Members will demonstrate sound professional judgment and accept responsibility for their decisions. Members will make every attempt to avoid situations that constitute a real or perceived conflict of interest.
36
Professional Competence - Qualifications to Practice 2.1
2.1 Members shall understand the difference between professional and social interaction. They will establish and maintain appropriate boundaries between themselves and consumers. Members will assume responsibility to ensure relationships with all parties involved are reasonable, fair, and professional
37
Professional Competence - Faithfulness of Interpretation
2.2 Every interpretation shall be faithful to and render exactly the message of the source text. A faithful interpretation. The fidelity of an interpretation includes an adaptation to make the form, the tone, and the deeper meaning of the source text felt in the target language and culture.
38
Professional Competence - Accountability for Professional Competence 2.3.1
2.3.1 Members will accept full responsibility for the quality of their work and will refrain from making inaccurate statements regarding their competence. education, experience, or certification
39
Professional Competence - Accountability for Professional Competence 2.3.2
2.3.2 Members are responsible for properly preparing themselves for the work contracted
40
Professional Competence - Accountability for Professional Competence 2.3.3
2.3.3 Members will accept contracts for work only after determining they have the appropriate qualifications and can remain neutral throughout the assignment
41
Professional Competence - Ongoing Professional Development 2.4.1
2.4.1 Members will incorporate current theoretical and applied knowledge, enhance that knowledge through continuing education throughout their professional careers, and will strive for AVLIC certification.
42
Professional Competence - Ongoing Professional Development 2.4.2
2.4.2 Members will aim to be self-directed learners, pursuing education opportunities that are relevant to their professional practice. This could include but is not limited to peer review, collegial consultation, mentoring, and regular feedback regarding specific areas of skill development
43
Professional Competence - Non - Discrimination 3.1
3.1 Members will respect the individuality, the right to self-determination, and the autonomy of the people with whom they work. They will not discriminate based on ethnicity, gender, age, disability, sexual orientation, religion, personal beliefs and practices, social status, or any other factor
44
Professional Competence - Communication Preferences 3.2
3.2 Members will respect and use the form of communication preferred by those deaf and hard of hearing consumers for whom they provide service
45
Professional Competence - Deaf Interpreters 3.3
3.3 The services of a Deaf interpreter may be required when working with individuals who use regional sign dialects, nonstandard signs, foreign sign languages, and those with emerging language use. They may also be used with individuals who have disabling conditions that impact communication.
46
Professional Competence - Integrity of Professional Relationships 4.1
4.1 Members shall understand the difference between professional and social interactions. Yey will establish and maintain appropriate boundaries between themselves and consumers. members will assume responsibility to ensure relationships with all parties are reasonable, fair, and professional
47
Professional Competence - Impartiality 4.2.1
4.2.1 Members shall remain neutral, impartial, and objective. They will refrain from altering a message for political, religious, moral, or philosophical reasons or any other biased or subjective consideration.
48
Professional Competence - Impartiality 4.2.2
4.2.2 Should a member not be able to put aside personal biases or reactions which threaten impartiality, the member will examine options available to them. This may include not accepting work or withdrawing their services from the assignment or contract
49
Professional Competence - Respect for Colleagues 4.3.1
4.3.1 Members will act towards colleagues in a spirit of mutual cooperation, treating and portraying them to others with respect, courtesy, fairness, and good faith. Members are encouraged to share their knowledge with their colleagues' in a spirit of mutual assistance.
50
Professional Competence - Respect for Colleagues 4.3.2
4.3.2 Members have a professional obligation to assist and encourage new interpreting practitioners in the profession.
51
Professional Competence - Respect for Colleagues 4.3.3
4.3.3 Members shall not abuse the god faith of other members or be guilty of a breach of trust or the use of unfair tactics
52
Professional Competence - Business Practices 5.1.1
5.1.1 Members will refrain from any unfair competition with their colleagues, including but not limited to engaging in comparative advertising, willfully undercutting or artificially inflating fees during times when market demand exceeds supply
53
Professional Competence - Business Practices 5.1.2
5.1.2 Members will conduct themselves in all phases of the interpreting situation in a manner benefitting the profession, including negotiating work and contracts, obtaining suitable preparation material, and choice of attire and professional development.
54
Professional Competence - Business Practices 5.1.3
5.1.3 Members will honor professional commitments made when accepting work and will follow through on their obligations. Members may not unilaterally terminate work of a contract unless the have fair and reasonable grounds to do so
55
Professional Competence - Business Practices 5.1.4
5.1.4 members shall take reasonable care of the material and/or property was given to them by a consumer and may not lend such or use it for purposes other than those for which it was entrusted to them.
56
Professional Competence - Accurate Representation of Credentials 5.2.1
5.2.1 Members shall not by any means engage in, nor allow the use of, statements that are false, misleading, incomplete, or likely to mislead consumers or members or the public
57
Professional Competence - Accurate Representation of Credentials 5.2.2
5.2.2 Members will refrain from making inaccurate statements regarding their competence, education, experience, or certification
58
Professional Competence - Reimbursement for Services 5.3.1
5.3.1 Members will bill only for services provided. Members will negotiate fees, including cancellation policies, preferably in writing or contract form before service is provided.
59
Professional Competence - Reimbursement for Services 5.3.2
5.3.2 Members may also provide bartered or pro bono service in situations where the profession of interpreting and the livelihood of other practitioners will not be threatened
60
Adventitious Deafness
to become deaf at some point after birth
61
Accessibility
modification to building design, program delivery, or forms of communication which will allow Deaf and disabled individuals to gain access to services provided by an institution or agency
62
Audism
an attitude based on pathological thinking that results in a negative stigma toward anyone who does not here; like racism or sexism, audism judges, labels, and limits individuals on the basis of whether a person hears and speaks (Tom Humphries)
63
Auditory Feedback Loop
the channel through which hearing people hear their own voice as they speak(alternate term: back-channel-feedback)
64
Aural Oral Languages
languages based on a structure set of linguistic rules in which the communication is based on sounds spoken languages throughout the world fall into this category
65
Bicultural
refers to an individual who has knowledge about two cultures and who has developed socially appropriate behaviors necessary to fit in each of the two cultures
66
Bilingual-Bicultural - Philosophy of Interpretation
an approach which stresses ASL as the instructional language for all subjects except English, with an ultimate goal of developing competency in both Englis and ASL based on the recognition of Deaf people as members of an oppressed minority
67
Certificate of Interpretation
COI the professional certificate awarded by the Association of Visual Language Interpreters of Canada
68
Certified Deaf Interpreter
a Deaf interpreter who has taken and passed the RID certification for Deaf individuals
69
C-Language
a language one can "manage" to comprehend what is spoken/signed. however, the individual speaks/signs with a heavy accent, improper grammatical structure, and frequent semantic errors
70
Cloze Skills
the ability to mentally fill-in-the-blanks when part of an utterance is obscured or when the receiver does not understand a term or phrase (closure)
71
Code-Switching
the conscious or unconscious movement from ASL into English-like signing or from English-like signing to ASL; this often occurs due to experience of oppression common to Deaf proper in Canada and the U.S
72
Communication Dynamics
the way people ina communication interaction react to or engage with one another and to the overall interaction
73
Communication Facilitation Philosophy
a set of beliefs regarding Deaf individuals, ASL, a communication dynamics that influence the way a person views her/his role and work as an interpreter; includes a belief of Deaf people as handicapped, ASL as a means of communicating only with less-educated individuals, sensitivity to environmental factors that influence communication.
74
Conduit // Machine Philosophy
a set of beliefs regarding Deaf individuals, ASL, and communication dynamics that influences the way a person views her/his role and work as an interpreter; includes a belief of Deaf people as handicapped and needing to learn to take care of themselves; the word for sign equivalent between signs and spoke English
75
Conference of Interpreter Trainers
an American organization of educators who teach interpretation; membership is international
76
Consecutive Interpretation
the process of interpreting into the target language after the speaker completes one or more ideas in the source language and pauses while the interpreter transmits that information more accurate that simultaneous interpretation
77
Cultural and Linguistic Mediation
interpreting in such a way that information has equivalent meaning and impact for individuals with different languages and cultural schema; requires an interpreter to make cultural and linguistic expansions and reductions
78
Cultural Expansion
providing the contextual information required to make sense out of something that is signed or said to someone without the requisite schema to the experiential frame; done within the form of the interpretation
79
Cultural Reduction
reducing the volume and sometimes the detail of information within an interpretation without affecting the meaning intended don't meet the communication and cultural norms of the target language,
80
Discourse Style
the way a language requires that information be presented in a monologue or dialogue
81
Dynamic Equivalence
in an interpreted event, maintaining the "chemistry" between a speaker and her/his audience that allows a connection to be made and the speakers foals to be accomplishes
82
Equivocal Language
words. signs, or phrases that can be interpreted in more than one way; often misleading or confusing to the listener
83
Ethical Behavior
making choices and acting in a way that respects others; grows out of a strong moral sense; requires the ability to think critically and the courage to choose to do the right thing
84
Ethnocentric
an attitude that one own race or cultures superior to all others
85
Euphemistic Language
is the use of socially acceptable terms and phrases in place of blunt, descriptive words/phrases
86
Fatalism or Passivity
the tendency of members of an oppressed group to feel powerless to change or strike back at "the system:
87
Helper Philosophical Frame
views Deaf people as handicapped, limited, unable to fully manage their personal and business affairs; believes that Deaf people are mentally, emotionally, or experiential incapable of fully understanding the world around them; views the interpreter as a caretaker whose purpose is to help
88
High Visual Orientation
a term used to refer to individuals who have no language skills in ASL, LSQ, English, French, or any language resulting from a developmental disability or because of educational or social deprivation; alternate terms; minimal language skills or minimal language competency
89
Horizontal Hostility
the tendency of members of minority groups to turn their anger one other member of its own group; results range from barbed comments and putdowns to verbal or physical attacks and physical violence
90
Institutionalized Oppression
attitudes taught overtly or covertly in schools, through the media, and in homes and churches that result in the denigration of a minority groups language, culture, and personhood as a result of individual and group oppression; members of the minority group have no power in the institutions that impact their lives or opportunities for self-determination
91
Lag Time
the time used by the interpreter to analyze a source language utterance and to make cultural and linguistic adjustments before producing an equivalent message in the target language
92
Linear Grammar
the grammatical structure of a language wherein lexical items and parts of speech are produced singularly, one at a time, in a string of single lexical units
93
Linguistic Expansion
stating implies or "understood" information or ideas present in the source language message overtly in the interpretation when this information is required by the cultural and communication norms of the target language.
94
Linguistic Fluency
being able to manipulate a language with the finesse of a native or near-native user of the language; this includes being able to properly shift registers, to discuss a variety of technical and non-technical topics, and to "play" with the language
95
Machine Philosophy
a set of beliefs regarding Deaf individuals, ASL, and communication dynamics which influences the way a person views her/his role and work as an interpreter; includes a belief of Deaf people as handicapped and needing to learn how to take care of themselves, word-for-sign equivalence between signs and spoken English, and the interpreter as having no responsibility for the interaction or communication dynamics taking place.
96
Mentoring // Twinning
an arrangement in which a more experienced interpreter "adopts" a less experienced interpreter, showing her the ropes, introducing her to the Deaf and interpreting communities, and serving as a sounding board to review and evaluate the less-experienced interpreters' professional behavior, decisionmaking, and quality of interpretations or transliteration
97
Modality
the channel through which a message is expressed, specifically spoken or signed
98
Multi-Leveled Grammar
the ability of a language to produce more than one lexical item or more than one part of speech simultaneously
99
Non-Manual SIgnals
a set of facial/physical markers that accompany signs in ASL conveys linguistic, grammatical, and affective information; sings absent the non-manual signals result in non-linguistic and nonsensical utterances
100
Oral Deaf People
deaf individuals who do not use sign language, preferring to use speech and speech-reading as their primary form of communication
101
Paralinguistic Elements
elements that accompany and ass meaning to the expression of language, includes such things as gestures, tone of voice//size of signs. visual/vocal affect
102
Passive Voice
a type of sentence construction in which the actor performing the action indicated bu the verb is not overtly identified
103
Paternalism and Possessive consciousness
a caretaker attitude by members of the dominant group toward minority group members based on the assumption that they are unable to make appropriate decisions and need to be taken care of
104
Real World Classifiers
classifiers that take on life-size proportions and sometimes look a bit like a reduced form of mime when being produced
105
Processing Time
the time used by the interpreter to analyze the source language utterance and to make cultural and linguistic adjustments before producing an equivalent message in the target language
106
Professional Competence
having the knowledge and skills base, as well as ethical judgment, to perform the task of a professional in a given field
107
Professional Distance
a social, psychological, and physical boundary established to insure individuals function within appropriate professional roles; protects both the professional and the client
108
Reciprocal Signs
certain eye behaviors, head nods, verbal utterances to indicate that one Is attending and comprehending the messages being received
109
Residual Hearing
the ability to hear to some degree or at some frequencies in spite of a partial hearing loss
110
Resistance to attempts for liberation
fear on the part of members in the power group toward any attempts on the part of the oppressed group toward liberation or equality.
111
Rochester Method
a manual code for English wherein each letter fo the English alphabet is assigned a hand shape and all words communicated, with the exception of AND are fingerspelled
112
Schema
an organizational or conceptual pattern in the mind; the contextual frame or script that helps us interpret what is happening; learning informally from our social and cultural interactions
113
Semantics
the way meaning is created by the use and interrelationship of words, phrases, and sentences; precise shades of meaning applied to words/signs in context
114
Speaker Goal
the motivating purpose behind communication; includes a variety of things such as teaching inspiring, counseling, or guiding, teasing, scolding, threatening. clarifying. explaining, requesting, selling, and convincing
115
Test of Interpretation
the test of interpreting skill required for certification in Canada, administered by the Association of Visual Language Interpreters of Canada (AVLIC)
116
Visual -Gestures Language
based on a structured set of linguistic rules in which the communication base is the movement of the face and body rather than sound; sign language throughout the world fall into this category
117
Kohlberg's Stage of Moral Development - The Pre Conventional Level
an individual at this level of development is responsive to cultural definitions of good and bad, right or wrong. These labels are interpreted in terms of either the physical consequences of action
118
Kohlberg's Stage of Moral Development - Stage One: Punishment and Obedience Orientation
Choices are made to avoid punishment; there is unquestioning deference to those in power
119
Kohlberg's Stage of Moral Development - Stage Two: Instrumental Relativist Orientation
Choices are made wich reap the desired reward; there is some sense of "fairness" based on a "you do for me, I'll do for you" basis
120
Kohlberg's Stage of Moral Development - Conventional Level
At this level, living up to the expectations of one's family, group of affiliation s, or nation is seen as valuable in its own right, regardless of immediate and obvious consequences. The attitude includes conformity to group expectations and social order
121
Kohlberg's Stage of Moral Development - Stage Three "Good Boy- Nice Girl" Orientation
Choices are made based on what is approved of by others; there is a great deal of conformity to what the majority does
122
The RID Code of Ethics (as it was called then) was developed partially due to the:
Helper philosophy
123
A scenario where an interpreter only minimally interacts with the Deaf and hearing clients, and produces “interpretations” without consideration of linguistic and cultural differences between ASL and English, is an example of:
The Machine philosophy
124
The first national professional association of sign language interpreters was established in ______ and named __________________.
1964, The Registry of Interpreters for the Deaf
125
A scenario where an interpreter interprets a doctor appointment and then calls a pharmacy to fill a prescription for the Deaf patient, without involving the Deaf patient in the call, is an example of:
The Helper philosophy
126
In the early days of the interpreting profession in the U.S., Deaf people were generally viewed as:
Handicapped and incompetent
127
A scenario where an interpreter wears a solid colored smock, and is more acutely aware of indicating who is speaking, proper placement, background, lighting, and the absence of visual noise while interpreting is an example of:
The Communication Facilitation philosophy
128
According to the book, the philosophical frames of interpreting has shifted over time in the following order:
Helper, Conduit, Communication Facilitation, Bilingual-Bicultural
129
A scenario where an interpreter effectively uses linguistic features that differentiate English and ASL, and incorporate appropriate linguistic and cultural mediations into an interpretation is an example of:
The Bilingual-Bicultural philosophy
130
Simultaneous Interpreting Set- Up
The preferred mode of interpretation for one-on-one appointments is simultaneous interpreting because interpretations are more accurate.
131
English-based signing systems were developed because
many young deaf children aren't exposed to any language at home
132
When interpreting for a person who is Deaf-Blind, an interpreter should
Ask how the Deaf-Blind person prefers to communicate
133
a signing system that evolved primarily amongst interpreters
Conceptually Accurate Signed English
134
Attitudinal deafness is
the degree to which one subscribes to the norms and values of Deaf culture
135
Pervasive negative attitudes in society towards members of a marginalized group is known as
institutionalized oppression
136
Attacking a successful member of the same marginalized group as you is known as
crab theory
137
Stereotyping may be defined as
prejudging based solely on the basis of group membership
138
Discrimination towards a person or group of people based on their inability to hear is called
audism
139
The idea that Deaf people should think, behave, and act like hearing people, including using speech and getting hearing aids or cochlear implants is known as
reciprocity of perspective
140
A member of a marginalized group overtly or covertly denigrating other members in their group is demonstrating
internalized oppression
