Ch.8-13

Question 1

Contextualized/Context

Answer 1

People, place and purpose, it is not possible to determine the meaning of things in any language unless you have an understanding of the culture and the language because together they give words and signs their meaning. Remember that words and signs occur in a specific time and place with certain people, that would be the context.

Question 2

Emotive Value

Answer 2

Refers to an array of emotions visible in the communication, whether signed or spoken it can be identified in a raised voice, pronounced facial expressions, or obvious posture.
Visible in sarcasm, loss, love, pain, and facial expressions.

Question 3

Mediate/Mediation

Answer 3

Enables citizens from differing cultural and linguistic communities to come together to foster personal interaction, communication and understanding; mediation can help dissolve psychological and social barriers that exclude certain people groups.
Includes culture and language.

Question 4

Worldview

Answer 4

Contains everything they know about the world around them. Worldview can be fairly self-evident, and can be defined as, “an intellectual perspective on the world or universe.”

Question 5

How Deaf Culture Evolved

Answer 5

dDeaf communities and sign languages, no different from hearing cultures in how as humans, from the moment we’re born we start learning. Historic and geographic conditions often isolated communities which resulted in distinct communities, this was especially true in rural locations.

Question 6

Deaf President Now/Civil Rights Movement

Answer 6

A student protest in March 1988 at Gallaudet University, Washington, D.C. The protest began on March 6, 1988, when the Board of Trustees announced its decision to appoint a hearing candidate, Elizabeth Zinser, over the other Deaf candidates, Irving King Jordan and Harvey Corson, as its seventh president.
A few weeks after the DPN revolution at Gallaudet University, hearings in the US legislature to discuss the Americans with Disabilities Acts (ADA) began. dDeaf people joined forces with the disability rights movement to push for the passage of the 1990 civil rights law which resulted in their access to telecommunications, public events and interpreting services.

Question 7

Intention

Answer 7

The interpreter must unwrap the intention of each question or comment expressed in one language and culture, and then re-wrap that message in the language and culture held by the person receiving the interpreted message.

Question 8

Mundane Communication

Answer 8

Learning how to ask, say and tell simple things in both of their working languages is essential.

Question 9

Intentional Culture and Language Learning

Answer 9

Comes from watching, observing, and analyzing the details of how the language is used at such events as funerals, weddings, family and community gatherings. Such things are sacred and are difficult to teach in the classroom.

Question 10

Scenario

Answer 10

The Interpreter impacts situations. A framework to understand and analyze frameworks is through the Demands-Controls model.

Question 11

ASL Modality

Answer 11

As a visual and spatial language, that is time-oriented, based on visual perception and the physical conveyance of ideas, information and feeling concepts. ASL uses the arms, wrists, hands, face, eyes, head and the torso of the signer to physically produce messages, which are articulated in the space in front of the signer, and is easily perceived visually by the individuals to whom the message is being sent.

Question 12

Bilingualism

Answer 12

“The native-like control of two languages”. “Ability to produce ‘complete meaningful utterances in the other language’“(Mackey, 200, p.22. So You Want To Be An Interpreter)

Question 13

C-Language

Answer 13

This term refers to one who has “picked up” some phrases and simple utterances in a language other than their first or second language.

Question 14

Consecutive Interpretation

Answer 14

Is defined as “the process of interpreting after the speaker or signer has completed one or more ideas in the source language and pauses while the interpreter transmits that information” into the target language.

Question 15

Dynamic Equivalence

Answer 15

“Maintaining the speaker’s intended impact on the audience; when accomplished in an interpretation, the speaker’s goals and level of audience involvement is the same for both the audience who received the message in its original form and the audience who received the message through an interpreter”

Question 16

Interpretation

Answer 16

The result of taking a SL message, identifying the meaning of the affective layer, words or signs used, as well as the signer’s/speaker’s intent by analyzing the linguistic and paralinguistic elements of the message, then presenting a cultural and linguistic equivalent of the original text produced in the intended TL.

Question 17

Linguistic Fluency

Answer 17

These terms refer to an individual’s strongest language and include: native language, first language, mother tongue, L1 or A-language. This is the language in which one is most fluent.

Question 18

Miscue

Answer 18

“a lack of equivalence between the source language (SL) message and its interpretation or, more specifically, between the information in an interpretation and the information in the SL message it is supposed to convey”

Question 19

Modality

Answer 19

The physical aspects required to produce each language; often referred to as the method or channel through which a message is expressed, specifically English is auditory/oral while American Sign Language is visual/spatial.

Question 20

Paralinguistics

Answer 20

The auditory, visual or physical elements associated with signed or spoken messages, which convey additional information above and beyond the words spoken.

Question 21

Prelinguistic Formulation

Answer 21

When two or more individuals engage in an extemporaneous (non-scripted) spoken or signed interactions, the ideas are formulated from the initial impressions. The initial impressions of the participants help shape the preliminary ideas of the interpretation.

Question 22

Processing Time

Answer 22

The time used by an interpreter to complete an analysis of the source language (SL) utterance and to search for cultural and linguistic equivalents before producing an equivalent message in the target language (TL)

Question 23

Prosodic Features

Answer 23

Prosody is the combination of features in any language that produces the rhythm, accent, and “feel” of the language. In ASL, prosody is a visual spatial image, created by several features. These features include head and body movements, eyebrow movement, mouth movement, speed of signing, sign formation, pacing, and pausing.

Question 24

Second language, L2, or B-language

Answer 24

These terms refer to acquisition of a second language, typically acquired by living in another country for several years or by having an immersive experience with a language other than your mother tongue.

Question 25

Sight Translation

Answer 25

Sight translation usually renders a written document into signed language but at times, an interpreter might be asked to write in English a signed text. Sight translation is typically done “on the spot” with little0to0no advanced notice or preparation.

Question 26

Sign-To-Voice

Answer 26

Interpreting signed messages from the source language into a spoken target lagnauge.

Question 27

Simultaneous Interpretation

Answer 27

“is defined as the process of interpreting into the target language at the same time as the source language is being delivered”

Question 28

Stakeholders

Answer 28

include any “individual or group that has an interest in any decision or activity of an organization”

Question 29

Translation

Answer 29

This is generally done over time and typically with a team directing the development of a translation of a frozen text (written or video) into another language. This is currently an emerging field for dDeaf individuals.

Question 30

Transliteration

Answer 30

The result of taking a SL message, identifying the meaning, goal and intent of the speaker by analyzing the linguistic and paralinguistic elements of the message, and expressing that message in a different mode of the same language (e.g. PSE or Signed English to spoken English).

Question 31

Voice-To-Sign

Answer 31

Interpreting from a spoken source language into a signed target lagnauge.

Question 32

Interpreting Models

Answer 32

Pochhacker-focuses on visualizing how messages are formulated - formal or informal. There are many factors which influence why one chooses to formulate a message, how they will structure that message, the major consideration being the perspective of the person formulating the message and what they believe they know about the person or people with whom they wish to communicate.
Cokely-concluded that interpreters could minimize the occurrence of errors or miscues in their interpretations by identifying the stage where the miscues occurred and determined the cause of those errors(s), for the interpreter to stop making those types of errors.
Gish-said it seemed that the “difference between an effective and ineffective interpreting performance often seemed to lie in the use of appropriate pauses, connections and inflections, as well as in the specific grouping of information for presentation.”
Gile-work focused on the practice of simultaneous interpreting in monologic conference settings, whereas the models introduced above were applicable to dialogic interpreting.

Question 33

dDeaf Plus

Answer 33

These individuals have norms of communication, attention getting, and connecting with each other that are not always the same as those among the majority dDeaf community.

Question 34

Congentially DeafBlind

Answer 34

Is a term used when people are born DeafBlind or when their combined hearing and vision impairment occurs before spoken, signed or other visual forms of language and communication have developed.

Question 35

Acquired DeafBlindness

Answer 35

People who are born Deaf or hard of hearing and later experience deteriorating sight. People who are born vision impaired or blind and go on to experience hearing loss at a later stage.

Question 36

Dual-Sensory Loss

Answer 36

Refers to people who are DeafBlind and are categorized as having “dual sensory loss,” but the degree of loss in vision and hearing varies widely, as do the causes of this condition.

Question 37

Tadoma

Answer 37

A method of communicating with the blind and deaf whereby their hands are placed on the lips of the speaker.

Question 38

ProTactile

Answer 38

A language that has been developed by the DeafBlind community. Unlike touch signals and/or haptics, neither of which developed naturally over time. ProTactile includes back-channeling (cues for the unspoken/unsigned reactions to the information a dDB individual is receiving tactically). The philosophy behind PT is innate, a natural form of communication that’s a part of the DeafBlind culture.

Question 39

Distantism

Answer 39

Vidism and distantism marking the ways the sighted community treats blind individuals and the fact that Deaf community members replicate their own oppression in their view of dDB people.

Question 40

Intervenors

Answer 40

Are trained to work with dDB people, guiding them as they move through the world. They are trained in tactile sign language, tadoma and palm printing in order to meet the communication needs of various dDB individuals.

Question 41

Rural, Suburban or Metropolitan Work

Answer 41

One’s pay is dependent primarily on: your readiness, the setting where you are working, your location, experience and certification. If you are working in a metropolitan setting, you can generally expect greater competition for the available assignments and an increase in demand for interpreting services. Of course, the cost of living will be higher in a large city than in rural areas. In addition, there is less demand for interpreters in rural settings and as a result, job availability and demand for interpreters in rural areas is less and the pay scale may be lower. At the same time, the cost of living is typically lower in rural areas compared to the large city. Living in metropolitan Los Angeles, CA compared to living in Raleigh, NC is significantly different, simply because the pay rates will be higher in California compared to those in North Carolina because of the difference in the cost of living. The same is true if you choose to work in Toronto versus working in Winnipeg.

Question 42

Full Time Versus Part Time

Answer 42

The challenge of finding full-time work depends on a number of factors, one of which is the population of dDeaf people in the area where you will be working.

Question 43

Employee Versus Freelance Work

Answer 43

In today’s economy, a majority of large cities also have multiple interpreting agencies filling requests for interpreting services. However, finding full-time work can be difficult immediately after graduation. Being self employed is your other option. If this is your choice, remember that you need to collect evidence of all business expenses for tax purposes” mileage, meals, parking, tolls, etc.

Question 44

New Graduate Versus Experienced Interpreter

Answer 44

There is no guaranteed way around this challenge. As a recent graduate from an interpreting program, you may need to take a reliable, part-time job outside of interpreting in order to cover your essential bills as you build your experience and credibility in the interpreting field.

Question 45

Ongoing Education and Professional Growth Opportunities

Answer 45

You want to seek out interpreting colleagues as quickly as possible in the area where you expect to be living while still a student, as well as after graduation. The most important connection to make is finding and joining the local, regional and state/provincial interpreting organization.

Question 46

Interpreting In Educational Settings: Elementary Schools

Answer 46

If you accept work in an elementary school, it is important to remember that students will see you as an adult, as a teacher.

Question 47

Interpreting In Educational Settings: Secondary Schools

Answer 47

Like elementary settings, secondary schools will have a range of dDeaf and hearing students, some from non-English speaking homes, some recent immigrants with minimal fluency in a written or spoken English, and with both dDeaf and hearing students who need a range of academic supports throughout each day in school.

Question 48

Interpreting In Educational Settings: Post-secondary Education

Answer 48

Post secondary education is considered public education if it is required by law. The experience of working in a post-secondary educational setting is very diverse. If you work for a college or university, you will most likely have the same classes throughout the year such as English 101, History 200 and the basic core requirements to get a degree.

Question 49

VRS/VRI Interpreting

Answer 49

A video relay service (VRS), also sometimes known as a video interpreting service, is a video telecommunication service that allows dDeaf, hard-of-hearing, and speech-impaired individuals to communicate over video telephones and similar technologies with hearing people in real-time, via a sign language interpreter.

Question 50

Freelance Interpreting

Answer 50

Unless you grew up with ASL as one of your childhood languages and have an exceptional mastery of spoken English, you will not be qualified to work as a freelance interpreter for several years after graduating from an interpreter education program. Many sign language interpreters prefer to work with an interpreting agency, either on a contract basis or as a staff interpreter, rather than being a self-employed practitioner.

Question 51

Repetitive Strain Injury (RSI)

Answer 51

There has been a frightening surge in the rate of repetitive strain injury or repetitive motion injuries (also known as overuse syndrome) among sign language interpreters as work opportunities have increased over the years. RSI tends to result in carpal tunnel syndrome, tendonitis, tennis elbow and/or brachial neuralgia, all of which can lead to total disability.

Question 52

Ethical and Professional Behavior Expected: Attend

Answer 52

Go to as many workshops, trainings, and learning opportunities as you can afford, may your face be recognized by every presenter and professional.

Question 53

Ethical and Professional Behavior Expected: Network

Answer 53

Don’t simply attend, mingle chat, introduce yourself, it is best not to hang in a comfortable cluster with your class mates-get known.

Question 54

Ethical and Professional Behavior Expected: Join

Answer 54

Become a member. Join you local and national interpreting organization, if your state does not have a local affiliate, join the dDeaf organizations. It is what we do.

Question 55

Ethical and Professional Behavior Expected: Mentor

Answer 55

Find a mentor for you language or your interpreting or both. Offer to buy them lunch, you are a student after all. Finding a mentor while you are a student is courageous and shows your commitment.

Question 56

Ethical and Professional Behavior Expected: Mistakes

Answer 56

If you make a mistake own it, apologize and try to make it right. Everyone makes mistakes, but not everyone takes responsibility for them. Be different, be better.

Question 57

Being A Professional: Trust

Answer 57

We are in a position of holding a sacred trust and with that trust comes a measure of power. The combination of trust, power and expertise generate specific standards which the general public comes to expect.

Question 58

Being A Professional: Intention/Work

Answer 58

It is the intention of the professional to offer quality services, yet to practice without the necessary competence or evidence of competence is to take advantage of those being served as there is a level of trust inherent in the position of interpreter.

Question 59

Deontological

Answer 59

“Is concerned with adherence to pre-ordained rules”

Question 60

Ethics

Answer 60

“the basic concepts and fundamental principles of decent human conduct”. Ethical behavior encompasses the way we treat one another, how we behave, and what we do with what we know.

Question 61

Morality

Answer 61

As the principles of right and wrong as defined by culture or society; when codified, they are most often called laws or ordinances.

Question 62

Role-Space

Answer 62

Llewellyn-Jones and Lee proposed that the integral role of interpreters necessitates they make active and ongoing decisions while working. This reflects on the multi-dimensional nature of an interpreter’s role, stating that interpreters are “acting with integrity and making informed decisions appropriate for the domain goals and characteristics off the interlocutors”.

Question 63

Teleological

Answer 63

Is an approach to ethical reasoning that “is focused on the outcomes or consequences of one’s decisions”.

Question 64

Presentation of Self

Answer 64

Is used to identify those linguistic and non-linguistic behaviors in which the interpreter speaks for and acts on their own behalf, such an interpreter introducing themself or answers questions directed at them, even when not directly related to the interpretation.

Question 65

Interaction Management:

Answer 65

Interpreters are often put in a position of managing or encouraging the progress of an interpreted interaction, such as asking an attendee to repeat something they said because the interpreter was unable to hear, etc. Failing to do so might change the outcome of the interaction, if omitted or not accurately interpreted.

Question 66

Participant Alignment

Answer 66

This element refers to how much the interpreter is directing their communication to a participant or a group of participants.

Question 67

Income Poor are often Knowledge Rich

Answer 67

Though individuals have benefited from some of the early advances in North America and western Europe, they are often able to show us the way to enhanced educational approaches.

Question 68

Video Relay Services (VRS)

Answer 68

Phone interpreter

Question 69

WASLI

Answer 69

The World Association of Sign Language Interpreters: International organization that represents signed language interpreters.

Question 70

WFD

Answer 70

The World Federation of Deaf: Has been instrumental in bringing interpreters together and holds conferences every four years.

Question 71

efsli

Answer 71

European Forum of Sign Language Interpreters: Holds yearly conferences throughout Europe and these are attended not only by those members living in Europe but by interpreters from other countries as well.

Question 72

MOU

Answer 72

Memo of Understanding: WASLI and WFD signed a Memo of Understanding in 2007, and this cooperation agreement was then updated in 2017. Those agreements spell out the clear mandates for both organizations.

Question 73

UNCRPD

Answer 73

United Nations Convention on the Rights of Persons with Disabilities: addresses Deaf people’s rights to participate in all aspects of society, including education, justice, government, and culture; sign language is addressed in several of the articles.

Question 74

FIT

Answer 74

International Federation of Translators: is a federation of national associations of spoken language interpreters, translators, and terminologists, rather than individual members.

Question 75

AIIC

Answer 75

The International Association of Conference Interpreters: is a professional association of conference interpreters and functions as a professional association and as a trade union.

Question 76

Critical Link

Answer 76

organization hosts international conferences for community interpreters and other stakeholders in the delivery of community/public service interpreting.

Question 77

Red T

Answer 77

Protects the lives and interests of linguists, interpreters, translators and journalists that work inn conflict zones.

Question 78

(IS)

Answer 78

International Sign: WASLI requires interpreters to have more than two spoken languages and/or two signed languages.