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deaf 381 > humphrey ch 8-13 > Flashcards

humphrey ch 8-13 Flashcards

1
Q

helper philosophical frame

A

views deaf people as less than, they need help because have limited abilites

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2
Q

conduit/machine philosophy

A

views deaf people as needing to learn to take care of themselves/ no responsibility/ confuses quantity over quality

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3
Q

communication facilitation philosophy

A

views deaf people as part of handicapped population/ english > ASL/ emphasis on white professionalism

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4
Q

bilingual/bicultural philosophy

A

recognizes deaf people as a minority group/ recognizes ASL as language and Deaf culture / provides interpretations not transliteration

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5
Q

the nature of english

A

orally expressed language/ linear sequencing/ requires listener to determine meaning based on explicit and implicit info/ SVO

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6
Q

english indirect

A

multiple meaning lexical items

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7
Q

english time/tense markers

A

conjugated verbs indicate tense of verb in each sentence/ Elaborate verb tense system allows incidents to be told without
following real-time sequencing

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8
Q

english negation/affirmation

A

The addition of words or phrases is used to affirm or negate the
verb or verb phrase/ Vocal intonation sometimes used to indicate affirmation or
negation

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9
Q

english voice

A

Comfortably uses both passive and active voice constructions/ Passive voice is more frequently used at high-consultative and
formal registers

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10
Q

english prepositions

A

used to provide information
regarding the relationship of a noun to another noun

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11
Q

english adjectives

A

used to describe a noun

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12
Q

english adverbs

A

used to describe verbs

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13
Q

english affect markers

A

conveyed through production of words and sometimes the use of facial and body-based markers

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14
Q

english conditionals

A

marked by intonation and specific lexical groups (ex. if/then)

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15
Q

english numbers

A

cardinal: (1, 2, 3), ordinal: (1st, 2nd, 3rd)

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16
Q

english pronouns

A

number neutral (we, they) or gender specific (he, she)

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17
Q

the nature of ASL

A

spatial, based on visuals and conveyance of ideas and info, production takes longer

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18
Q

ASL direct

A

strong association to reality, specifications

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19
Q

ASL time/tense marker

A

tense stated before verb, info usually ordered in real-time sequencing

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20
Q

ASL negation/affirmation

A

can be lexicalized items but also can be a nod or head-shake

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21
Q

ASL voice

A

active voice (can be passive in some instances)

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22
Q

Classifiers

A

real-world classifiers: take on life-size proportions and sometimes look a
bit like a reduced form of mime when being produced
abstract classifiers: smaller than life-size; their shape and movement is less
iconic than real-world classifiers

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23
Q

ASL affect markers

A

visual, conveyed through modified signs, facial markers, and body movements

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24
Q

ASL conditionals

A

marked by brow raise and head shift

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25
Q

ASL numbers

A

multiple systems depending on topic

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26
Q

ASL pronouns

A

generally gender neutral and number specific

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27
Q

basic components of interpreting models

A

intake of SL while being environmentally aware, identifying SL goal/intent, identifying schema, search for TL elements to produce equivalent interpretation, monitors internal/external feedback

28
Q

Taking in SL physical requirements

A

Be able to see/hear incoming utterance, Physical and mental endurance required to focus and sustain attending skills, Patience to wait - not to rush the process

29
Q

Taking in SL cognitive competence

A

Close skills in ASL and English, Ability to extract meaning from linguistic forms quickly and discard SL “dressing”, Ability to store, connect, and retrieve quickly

30
Q

Taking in SL linguistic and cultural requirements

A

Bilingual competence - familiar with range of registers in each language, Bicultural competence - know how speakers accomplish various goals in culturally appropriate ways, Proper use of turn-taking, turn-retaining and reciprocal signals in each language/culture

31
Q

Taking in SL social competence

A

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

32
Q

analyze deep structure meaning cognitive competence

A

ability to think and listen critically, disciplined reasoning, awareness of internal biases

33
Q

Analyze deep structure meaning linguistic and cultural requirements

A

able to recognize rhetorical structures, euphemisms, metaphors, etc in both languages

34
Q

Apply contextual/schema screen cohort groups

A

able to identify cohort memberships and retaining for TL formulation

35
Q

apply contextual/ schema screen schema

A

Ability to deduce similarities and differences in
participant background and experiences that may be
influencing the communication and interpersonal
dynamics

36
Q

apply contextual/schema screen contextual factors

A

ablility to predict contextual factors and adept to modifying predictions as needed

37
Q

formulate/rehearse equivalent message linguistic competence

A

Bilingual finesse, including mastery of wide range of
lexicon, registers and discourse formulation

38
Q

formulate/rehearse equivalent message cultural competence

A

Bicultural expertise, able to appropriately express a variety of goals, engage in turn-taking, turn-maintaining, incorporation of emotional overlays, etc.

39
Q

formulate/rehearse equivalent message linguistic and cultural adaptations

A

able to use bicultural expertise and consistently makes TL selections that expresses intended info and SL goals

40
Q

process multi-tasking and monitoring

A

confirming comprehension/asking for clarification/slowing the process to allow for movement/checking and correcting errors/verifying consumer comprehension and maintenance of interpersonal dynamics

41
Q

interpreter must be assessing contextual factors and tasks including:

A

working with rehearsed/read tests, working with uninitiated consumers, when to use first person, how to ask for clarification, when to use consecutive form

42
Q

spoken language interpreting

A

first seen as profession in 1919 Paris Peace Conference

43
Q

Interpreter Education for spoken language interpreters

A

generally requires BA degree in languages specialized

44
Q

Spoken Language v ASL interpreter

A

spoken language: shorter history of testing, certification, and professional associations than ASL interps

45
Q

legislation

A

The field of spoken and sign language interpretation has been significantly influenced by federal legislation in the United States.

46
Q

RID (Registry of Interpreters for the Deaf)

A

EST. 1964 at Ball State Teacher’s College

47
Q

RID Certification 1972-1989

A

Deaf Int: Reverse Skills Certificate: successful completion of two sign-to-voice portions with 75% accuracy or above
Hearing Int: Comprehensive Skills Certificate: successful completion of all segments with 75% or above accuracy (partial certification awarded when accuracy is 75% in one segment and 60-74% in all other segments)

48
Q

RID Certification 1988-2000

A

Hearing Int: CI and CT: written exam completion to performance exam completion (either interpretation exam or transliteration exam)

49
Q

RID Certification 2000-now

A

Hearing Int: NAD-RID NIC: part one: written test on 10 competency areas; part two: professionalism interview and skills exam
Deaf Int: CDI: part one: written test on knowledge if Deaf interpreting and professionalism; part two: skills exam

50
Q

professionals…

A

hold client’s interest, certified, have defined practice, adhere to ethics, trustworthy, able to deal with sensitive info, avoid inappropriate involvement

51
Q

Code of Ethics and Guidelines for Professional Conduct

A

found in variety of professions, grow out of meta-ethical principles, set of behavioral standards, require a well-developed sense of self and critical thinking skills

52
Q

Goals of professional codes

A

educate members on what is in/appropriate behavior, develop professional goals and norms, deter immoral conduct, discipline offenders, protect the public from unethical practitioners

53
Q

Values of the AVLIC and RID Code of Ethics

A

the right for all to be treated fairly and with respect, respect of privacy, right of all to take charge of personal and business affairs without third-party influence, right of free communication, right of individuals to be aware of cost of service, belief that professionals can learn, good judgement, belief in value of life-long learning and personal development

54
Q

steps in critical thinking and decision making

A

write down all options, identify consequences, collect and review facts, review consequences in light of facts, review options, rank options, act, review action, logged what you learned

55
Q

Sources of Support

A

professional growth support group, mentoring or twinning

56
Q

religious settings

A

generally involves four types of events: religious services, funerals, weddings, and special events. Specific signs vary from church to church to reflect their unique theology.

57
Q

Educational Settings

A

includes preschool, elementary, secondary, and post-secondary environments. The role and responsibilities of an interpreter varies depending on specific setting.

58
Q

Working with a Deaf Interpreter

A

You should work with a Deaf Interpreter (DI) when the deaf customer’s communication is affected by special circumstances. This might include having
a physical or mental development issue, being unfamiliar with standard ASL, or otherwise using non-standard ASL.

59
Q

Interpreting in Medical Settings

A

can be divided into medical appointments and laboratory/hospital procedures.

60
Q

Legal Settings

A

includes attorney-client appointments, police interactions, and courtroom proceedings; courtroom proceedings involve civil, criminal, and administrative hearings. Clients may be adults or juveniles in the role of plaintiff, defendant, victim, witness, a member of the jury, or a family member of a plaintiff, defendant, victim or witness.

61
Q

Mental Health and Psychiatric Settings

A

can be divided into psychiatric testing and evaluation, outpatient group or individual therapy sessions, inpatient group or individual therapy sessions.

62
Q

Interpreting for Conferences

A

is a specialized type of platform interpreting; usually takes place over several days with a unifying theme; papers and speakers are usually available in advance; specialized terminology is usually used.

63
Q

Theatrical or Performing Arts

A

interpreter often becomes “a part of the show;’ dressing in costume, moving in a large, dramatic signing space, physically portraying a variety of characters or personifying the rhythm of music; the performers sometimes interact with the interpreter in a way that is not considered appropriate in other settings.

64
Q

Interpreting in Social Service Settings

A

includes welfare applications, interactions with child welfare authorities, matters heard at a Board of Tenant Relations, 12-step meetings, etc ..

65
Q

Personal Settings

A

covers family reunions, family “encounters’:
confrontations with neighbors, personal purchase, etc.; highly unpredictable and potentially emotional.

66
Q

Interpreting with a Team

A

This involves a team of 2 or more interpreters working together to interpret a single text or presentation.,

deaf 381 (1 decks)

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