Chapter 9: Interpreting Process Models

Question 1

Stakeholders

Answer 1

Someone who has an interest in the topic, activity, or service of profession (interpreting/Deaf community). Interpreters, students, Deaf and dDDb, policy makers, parents, schools that teach interpreters, etc

Question 2

Dynamic Equivalence

Answer 2

“maintaining the speaker’s intended impact on the audience; when accomplished in an interpretation, the speaker’s goals an 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 3

Linguistic Fluency

Answer 3

L1, A-language, first language, most fluent. Usually the language one feels most comfortable playing with. Many Deaf people technically only have ASL as first language if born into a Deaf family that uses ASL, but ASL is usually language of preference regardless

Question 4

Second language, L2, B-Language

Answer 4

Acquisition of a second language. Often have noticeable accent. Interpreters must have bilingual competency and work towards near-native signing

Question 5

Paralinguistics

Answer 5

Auditory, visual, or physical elements of signed/spoken languages. Convey info beyond lexical level (Spoken- volume, facial expressions) (Signed- larger and more forceful signing to show anger, softer and gentler signs and facial affect to show love)

Question 6

Transliteration

Answer 6

SL message expressed in a different mode of the same language (Signed English to spoken English)

Question 7

Interpretation

Answer 7

Taking an SL message, ID meaning in affect, lexical items, intent, linguistic and paralinguistic elements, then presenting a cultural and linguistic equivalent of the original text in the TL. Usually done in the moment

Question 8

Translation

Answer 8

Usually more than one person taking a frozen text into another language. Usually over a longer period of time

Question 9

Processing time

Answer 9

The time an interpreter takes to analyze SL, search for linguistic and cultural equivalents, and produce a message in the TL. This is why in simultaneous, there is a pause before the interpreter begins. AKA decalage.

Question 10

Sight Translation

Answer 10

In the moment translation, usually taking a written document into sign, sometimes a signed text into written English. ex. medical history forms into sign, written notes to give to a boss or neighbor etc

Question 11

Miscue

Answer 11

Lack of equivalence between the information in the SL and interpreted TL

Question 11

Interpreting Models summary

Answer 11

A. Interpreter takes in SL
B. Lexical and semantic units strung together and held until have enough to get the meaning
C. String of lexical and semantic units (chunk) analyzed for intent and goals, explicit and implicit ideas, multitude of sociolinguistic features that impact meaning (gender, power, distance, setting, context)
D. Search of cultural and linguistic equivalents, plus norms and cultural overlays
E. Search of TL to ID lexical and semantic units and comm norms to produce TL w/ equivalent meaning
F. Expressed in TL
G. Monitoring internal and external feedback to check for errors and corrections