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So You Want To Be An Interpreter? Chapter 8 -13 > Chapter 8-13 > Flashcards

Chapter 8-13 Flashcards

1
Q

machine (conduit) philosophy. (Chapter 8)

A

Within this philosophical frame interpreters “followed the rules;’ denying that their presence had an influence on the dynamics and often
unaware of the inequity resulting from the history of oppression experienced by Deaf people.

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2
Q

communication facilitation philosophy (Chapter 8)

A

includes the lighting, background, uniform, absence of visual noise.

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3
Q

bilingual-bicultural (bi-bi) (Chapter 8)

A

philosophy of interpreting has emerged in an effort to hit the mid-point between the two
extremes of over-involved (helper) and invisibility (machine).

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4
Q

Maintaining Dynamic Equivalence (Chapter 8)

A

refers to the way the people in the interaction react to or engage with the speaker or signer and his or her message.

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5
Q

linguistic expansion (Chapter 8)

A

involves interpreting implicit information or ideas, as well as the explicit information and ideas, if it is needed to guarantee full communication.

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6
Q

cultural expansion (Chapter 8)

A

involves providing the contextual information needed to make sense out of something that is signed or said to someone with a different schema or experiential base.

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7
Q

cultural or linguistic reduction (Chapter 8)

A

involves reducing the volume, and sometimes the detail, of information without affecting the meaning intended.

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8
Q

Linguistic need (Chapter 8)

A

One language sometimes demands the overt statement of information that is understood but unstated in another language. For example, ASL rarely uses passive voice, so when interpreting
an English utterance expressed in passive voice, the interpreter typically changes the statement to active voice.

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9
Q

Cultural need (Chapter 8)

A

The culture defines certain behavior as acceptable or unacceptable, necessary or unnecessary. Language reflects these cultural
norms.

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10
Q

Cultural And Linguistic Mediation (Chapter 8)

A

Whereas an interpreter functioning from a machine or communication facilitation frame would carefully interpret anything
that was said or signed overtly, the bilingual-bicultural interpreter interprets both explicitly stated ideas and information that is conveyed implicitly, if it was necessary for full and meaningful communication.

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11
Q

Modalities (Chapter 9)

A

One challenge faced by ASL/English interpreters is the distinct modality in which each language is produced and the different formational characteristics inherent in spoken and signed languages.

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12
Q

prosody ( Chapter 9 )

A

the
rhythm of speech with pauses and phraseology, as well as certain auditory intonation pat-
terns - to help listeners determine meaning
and predict what the speaker will say next.

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13
Q

Content words

A

are made up of nouns and verbs.

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14
Q

Functional elements ( Chapter 9 )

A

include such things as articles (a, the, an), prepositions (on, for, with, to), and conjunctions (and, but, however).

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15
Q

Conveying Meaning ( Chapter 9 )

A

To give the dame information with the same goal and intent from the TL to the SL

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16
Q

Contrasting ( Chapter 9 )

A

This communication device makes a statement by presenting the negative and positive of the idea.

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17
Q

Faceting ( Chapter 9 )

A

A “facet” refers to any one of the several parts or possible aspects of something.

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18
Q

body-agreement ( Chapter 9 )

A

head, trunk movement; eye indexing
and other visual grammatical features

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19
Q

locatives and directional verbs ( Chapter 9 )

A

the signer literally sets up people and objects according to real space and location.

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20
Q

reciprocal signals ( Chapter 9 )

A

used by the listener indicating familiarity/clarity (or lack thereof) regarding the central term, certain eye behaviors, head nods, verbal utterances

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21
Q

Couching/Nesting ( Chapter 10 )

A

This device is used to provide information in an introductory expansion or “set up” to ensure the listener has the schema or frame required to understand the upcoming discourse.

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22
Q

Process Models (chapter 10)

A

The task of taking source language
utterances and transmitting them
into the ta rget language requires the
same mental tasks and processes no
matter where the work takes place.

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23
Q

Lexical and semantic units (chapter 10)

A

are grouped into work-
able units or “chunks” (in a process referred to as a “segmentation”) and held until the interpreter has enough input to make sense or find meaning in what is being said/signed;

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24
Q

Critical thinking skills (chapter 10)

A

refers to the ability to break the whole
into its parts, to examine in detail, to look more deeply into a text and determine its nature

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25
Q

Cohort Groups (chapter 10)

A

a group of people who, because they were
born within a few years of each other, experience many of the same historical and social conditions

26
Q

Schema (chapter 10)

A

When two people come together to share ideas or information the similarity or difference in their backgrounds and experiences have a dramatic impact on the ease or difficulty of communication.

27
Q

Contextual Scan (chapter 10)

A
  • Scanning the visual and auditory environment
  • Noting any changes in the participants present
  • Noting emotional overlay and reactions
28
Q

Overall Monitoring Process (chapter 10)

A

Monitoring and managing the overall interpreting process refers to the kinds of things an interpreter must do in addition to the mental process of interpretation to ensure accuracy of interpretation and maintenance of dynamics between participants.

29
Q

Social Competence (chapter 10)

A

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

30
Q

Working With Uninitiated Consumers (chapter 10)

A

Dealing with uninitiated consumers is part of managing the process and the way it is handled often has significant impact on the interpersonal dynamics that emerge.

31
Q

THE ESTABLISHMENT OF THE REGISTRY
OF INTERPRETERS FOR THE DEAF (RID)(chapter 11)

A

Muncie, Indiana, June 14-17, 1964

32
Q

Founders of RID (chapter 11)

A

The founders of RID were primarily people with Deaf family members, teachers of the Deaf and clergy involved in Deaf ministries.

33
Q

goal of RID (chapter 11)

A

is to promote the profession of interpret-
ing and transliterating American Sign Language and English, and their mission is to provide international, national, regional,
state and local forums and an organizational structure for the continued growth and development of the profession of interpretation and transliteration of American Sign Language and English.

34
Q

Certified (chapter 11)

A

limited to those individuals who hold
any type of certification

35
Q

Associate (chapter 11)

A

for those individuals who are working
as interpreters but who are not yet certified

36
Q

Supporting (chapter 11)

A

for individuals who are supportive
of the goals of the organizations but who are not
interpreters

37
Q

Student (chapter 11)

A

for individuals enrolled full time in an
interpreter education program

38
Q

Organizational (chapter 11)

A

for organizations, agencies, schools, and companies who wish to demonstrate support of the organization.

39
Q

AVLIC (chapter 11)

A

been a member-run organization from its inception in which members vote on organizational business biennially.

40
Q

AVLI C was established to accomplishnseveral purposes, including: (chapter 11)

A
  1. Provide a professional milieu in which the nurturing of positive growth can take place;
  2. Promote networking;
  3. Develop personal knowledge, skills and ethical behavior
  4. Advance the profession in general.
41
Q

ethics (Chapter 12)

A

as behavioral standards a set of principles that defines what is judged appropriate or inappropriate, right or wrong.

42
Q

The guiding principles behind the NAD-RID Code of Professional Conduct include the concepts of: (Chapter 12)

A
  • confidentiality
  • linguistic and professional competence
  • impartiality
  • professional growth and development
  • ethical business practices, and
  • the rights of participants in interpreted situations to informed choice
43
Q

SUPPORT GROUPS AND MENTORS (Chapter 12)

A

a group of people that will support and encourage you

44
Q

Codes of Ethics and Guidelines for Professional Conduct (Chapter 12)

A
  • Found in a variety of professions.
  • Grow out of meta-ethical principles that are common within a culture/ community.
  • Are a set of behavioral standards or principles that define what is deemed appropriate in a particular professional field.
    -Require practitioners to have a well-developed sense of self and critical thinking skills.
45
Q

GOALS of professional codes of ethical behavior are to: (Chapter 12)

A
  • Educate members regarding what is appropriate and
    inappropriate behavior
  • Foster the development of professional goals and norms
  • Deter inappropriate and immoral conduct;
  • Discipline offenders;
  • Provide information to the market regarding what is acceptable practice by members of the said profession; and
  • Protect the public from unethical practitioners.
46
Q

VALUES undergirding the AVLIC and RID Codes of Ethics, include those stated in the AVLIC preamble, as well as: (Chapter 12)

A
  • Respect of individual privacy;
  • The right of all individuals to take charge of their personal and business affairs without the imposition of a third party’s opinion, values, or judgment distorting or influencing the communication or interaction;
  • The right of all individuals to communicate freely in the language/mode most comfortable to them
  • The right of all individuals to know what a service will cost in advance of the provision of that service
  • The belief that professional practitioners can learn and that good judgment and decision-making will be the result of experience and education;
  • A belief in the value of life-long learning and professional development.
47
Q

Steps in critical thinking and decision-making: (Chapter 12)

A

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

48
Q

Support Groups(Chapter 12)

A

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

49
Q

Mentoring or Twinning (Chapter 12)

A

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 interpreter’s professional behavior, decision-making, and quality of interpretation or transliteration.

50
Q

foundation of ethics (knowing yourself) (Chapter 12)

A

inter & intra personal

51
Q

Standard Qualifications (chapter 13)

A

In educational settings, standards vary dramatically from place
to place. Some schools require that interpreters be certified others hire anybody who can finger spell This attitude threatens the authentic access to education expected by family, community and the Deaf or hard
of hearing students themselves.

52
Q

role delineation (chapter 13)

A

An interpreter may be hired as a “communication aide;’ “teaching assistant;’ “program assistant;’ “tutor;’ or a number of other titles.

53
Q

Difficulty of content (chapter 13)

A

interpreting for a two-hour typing lab is quite different than interpreting for a one-hour college lecture.

54
Q

Instructional strategies used (chapter 13)

A

lecture is more strenuous than independent work, for example, and extensive use of small groups is more difficult than a moderately paced large group question and answer
session

55
Q

Classroom environment (chapter 13)

A

interpreting for a theater
class can be more exhausting due to the size of
space, amount of physical activity required, and environmental noise than a sedate, acoustically sound classroom

56
Q

INTERPRETING IN EMPLOYMENT -RELATED SETTINGS (chapter 13)

A

The job interview;
- Orientation of a new employee to the company facilities, regulations and policies;
- On-the-job training of a new employee, an intern, or a probationary hire;
-Union or staff meetings to discuss special topics, or
general sharing of work-related information;
-Employer-employee interactions (e.g., reprimands, performance evaluations, employee complaint to supervisor); and
- Office events such as holiday parties, recognition ceremonies, or a farewell reception.

57
Q

Standard Qualifications (chapter 13)

A

Qualifications are not generally established in religious set-
tings, although an interpreter who subscribes to the beliefs of the particular religious body is usually preferred.

58
Q

Special Considerations (chapter 13)

A

Do what you as the interpreter can do to prepare for a day in the field, what will each assignment be topic, who are you interpreting for? how many? Goal? Intent?

59
Q

Ethical Considerations (chapter 13)

A

Both the Deaf and hearing interpreters are bound by the professional Code of Ethics and guidelines for professional behavior.
This is especially important because the Deaf consumer may be reluctant to have a member of the Deaf community participate in the event for fear of loss of confidentiality.

60
Q

Video relay interpreting (chapter 13)

A

It is important to set up clear role delineation – the hearing
interpreter is interpreting to/for the Deaf Interpreter The DI is interpreting between the deaf consumer and the hearing interpreter.

So You Want To Be An Interpreter? Chapter 8 -13 (1 decks)

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