Final Flashcards
Frozen/Oratorical
Usually Monologic.
Tends to emphasize unity
Formal
Lectures/presentations
Very little turn taking
Very directed Q and A
Consultative
Formalized turn taking
Complete sentences
Specialized Vocab
Casual/Informal
Turn taking is fluid Shorter sentences and interruptions Rapid speed grammatical errors acceptable Slang is common
Informal/Intimate
Participants share history
incomplete sentences
intonation is more important than words or grammar
private vocab
What skills must an interpreter possess when working in interactive settings to be effective?
a. Must be able to switch back and forth between languages
b. Identify features which impact the interaction
c. Generate relevant contributions to the interaction
What is a TRP? What happens if not done right?
a. Transition Relevant Place means the turn of talk is ended.
b. If the terp is lagging, the speaker may not realize the Deaf person is processing information and may feel the conversation is disconnected or not acknowledged
How should interpreters be active members of an interpreted conversation?
a. Include normal social cues from both cultures to show acknowledgment, understanding, or confusion
b. Be able to expand concepts to either party to explain meaning
What is the difference between IDEA and ADA when regarding education and accommodations to DHH students
a. IDEA: FAPE, IEP. Focuses on K-12
b. ADA: no discrimination, provide accommodations if receiving federal funding
- In a postsecondary setting, what happens when the interpreter cannot visualize the information, when there is a breakdown, or a miscue, or an error? What should the interpreter do when this happens?
a. If terp cannot visualize information, they cannot interpret properly.
b. If error belongs to the interpreter, they should ask for clarification if necessary for accurate interpretation.
c. If error belongs to the student, the student should ask for clarification.
d. If the error is not salient, it may be dropped
- According to the handout on “Attitudes toward Deaf People”, what are some recommendations for promoting positive attitudes toward deaf individuals in postsecondary institutions?
a. Administrators and professionals can foster an atmosphere that is inclusive and accommodating to diverse individuals
b. Provide workshops, courses, and training activities that can help change attitudes by shaping positive experiences with Deaf people.
c. Within school and workplace settings, introduce collaborative group activities to strengthen social relationships while building communication skills for both deaf and hearing individuals
d. Teach a “social/cultural view of being deaf” which can ultimately be aligned with more accepting and empowering attitudes towards deaf individuals.
- How much responsibility do you believe the interpreter has in having people appear polite?
a. Interpreter has the responsibility to evaluate the environment. If the intent of the conversation is to be polite, then the interpreter should convey appropriate facial markers for ASL, and vocal tone for English to match the intent to the recipient.
b. If the prosody and timing effect politeness, then the party should be informed of lag time caused by the interpreting process and not the individuals involved
- In what ways might you handle information that you do not understand but do not want to interrupt the flow of conversation between people?
a. Ambiguity is sometimes built into relationship between people. The interpreter does not always need to understand nor do the participants want the terp to understand. In some cases, interpret what is said and the parties will understand clearly even if the terp doesn’t.
b. If that does not seem to be the case, increase lag time and use closure skills to glean the information best as possible.
- Explain the differences between low/mid technology and high/mid technology? Provide examples of each.
a. Low/mid technologies for student who needs a little help. Examples include pencil/paper or a bullhorn
b. High/mid technologies when student relies on tech for communication. Examples include Loop systems, speech to text technologies, etc.
- Why is assistive technology significant in student outcomes in a postsecondary setting? What does the research tell us about student outcomes?
It helps student with learning and understand of course material. i.e. captioning of videos provides student with access that other students can also take advantage of. Research tells us that captioning boosts learning for all students involved.
