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2014 K12 Theory > Interpreting 1/16 > Flashcards

Interpreting 1/16 Flashcards

1
Q

Why must educational interpreters have scheduled breaks?

A

Physical Rest

by Andi

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2
Q

There are multiple levels or layers to analyzing a message, name 4

A

Lexical, phrasal, sentential, and discourse

Amanda

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3
Q

True or False:

Interpreting requires years of specialized training, involves a great deal of knowledge and decision making, and includes standards for performance established by the field

A

True

By Jacki

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4
Q

List three reasons an interpreter must have access to the class materials and objectives for preperation.

A

Understand concepts, cognitively organize content, and learn new vocabulary
(Amanda)

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5
Q

T/F The interpreter works for the student only.

A

The interpreter is working for the whole class, including the teacher and all students. The interpreter is also accountable to the educational team.
(by Lauria)

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6
Q

In addition to interpreting, an educational interpreter may also be needed as…?

A

A facilitator, IEP team member, and a tutor.

by Lauria

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7
Q

T/F It is possible to produce an interpretation or a transliteration product that reflects 100% message equivalency.

A

FALSE

by Lauria

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8
Q

True or False:

Most Educational Interpreters may also provide tutoring services without being under the direction of the teacher.

A

False: Interpreters do provide tutoring services but under the direction of the certified teacher

By Jacki

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9
Q

True or False:

The interpreter must know the student’s language skills both expressively and receptively, the student’s cognitive potential, and the educational goals as outlined in the student’s IEP.

A

True

By Jacki

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10
Q

What health related issues can arise from interpreting in the classroom without support?

A

Repetitive Motion Injury, stress, cognitive fatigue.

By Nicole

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11
Q

True or False, interpreting is simply accessing a mental dictionary and providing a word for sign translation of what the teacher says.

A

False!
It is not a word for word process.

(By Nicole)

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12
Q

True or False, educational interpreters interpret only the pertinent information for the student to pass the class, not all the other stuff.

A

False!
In education the model of interpreting much view the interpreter as a legally defined member of the educational team, obliged to facilitate education.

(By Nicole)

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13
Q

True or False, Interpreters need to have information and resources about how to take care of themselves physically and psychologically.

A

True It will be difficult to manage without those resources.
(by Cameron)

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14
Q

Interpreters need the support from who to better their skills?

A

Professional peers and mentors

By Cameron

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15
Q

True or False The interpreter functions within the guidelines that all educational team members share?

A

True The interpreter is part of the education team.

By Cameron

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16
Q

When transliterating the interpreter generally follows the conventions of what language?

A

English (By Brandon)

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17
Q

What is the interpreters role as a member of the IEP team?

A

To provide consultation regarding strategies to promote student independence, encourage direct communication across various interactions, and interpret content and non-content areas. (By Brandon)

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18
Q

How do interpreters benefit in language skill development and professional development?

A

Through personal as well as professional ties with the Deaf community. (By Brandon)

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19
Q

T/F Interpreters must have access to class materials and objectives in order to prepare to interpret effectively.

A

True. (By Taryn)

20
Q

Which model of interpreting does the interpreter convey information from one language to another without a personal/cultural context?

A

The conduit or machine model

By Taryn

21
Q

T/F There is no need for interpreters to have preparation time to plan for future lessons, read books, research, learn vocabulary etc.

A

False.

By Taryn

22
Q

What can make the student’s linguistic system unique from that of other peers, interpreters, and deaf adults? (in a negative way)

A

When interpreters invent signs! Languages are shared symbol systems.
(Misi)

23
Q

What are two examples of “appropriate logistics?”

A

Lighting, seating, sight lines, etc. Also, standing near the speaker or any visual display of information is highly desirable.
(Misi)

24
Q

What may an interpreter be responsible for educating other people in a school setting?

A

Educating others regarding the implications of hearing loss.

Misi

25
Q

True or False; there are times when the interpreter must determine what information in the classroom is informative or may be distracting as extraneous ‘visual noise’

A

True. It is impossible to produce an interpretation or a transliteration product that reflects 100% message equivalency.
(Amanda)

26
Q

True/False- Inventing signs is recommended and encouraged to foster learning in the classroom.

A

False-
When interpreters invent signs, they make the student’s linguistic system unique from that of other peers, interpreters and deaf adults. In addition, this may offend and alienate the deaf community.

(Danielle)

27
Q

True/False- If you dedicate yourself and practice enough, 100% message equivalency is easily produced.

A

False- it is impossible to produce an interpretation or transliteration product that reflects 100% message equivalency.

(Danielle)

28
Q

How do interpreters make judgments about the student’s language use?

A

Based on the educational plan, and language expressed by the student and by communicating with the educational team, with the goal of an interpreted product that is accessible to the student.

(Danielle)

29
Q

Cognitive processing between both English and ASL is required by the interpreter for semantic equivalency in what model of interpreting?

A

Bilingual-Bicultural

Melody

30
Q

T/F It is only the teacher’s responsibility to promote student participation in class discussions and activities.

A

FALSE

Melody

31
Q

When interpreting for more than one student, decisions regarding the most appropriate interpreting product must be made within the context of the educational team. Who else may be consulted?

A

An experienced educational interpreter outside the immediate team.

Melody

32
Q

What is the “helper” model and what are some negative effects of this model?

A

The Helper model of interpreting involves concepts of pity, dependency, and paternalism. It can foster dependency, inhibit independence and identity development in students, and alienate deaf and hard of hearing students from communicating directly with their hearing peers.
(Alicia)

33
Q

What is the “Conduit”, or “Machine” model?

A

It is when an interpreter conveys information from one language to another without a personal/cultural context.
(Alicia)

34
Q

What is the “Ally” model?

A

In the Ally model of interpreting for adults, decisions regarding interpreting are made within the social and political culture surrounding deaf and hard of hearing adults. The interpreter needs to make a conscious effort to be aware of power imbalances within the educational setting.

35
Q

T/F The interpreters input regarding the students language use and comprehension should be apart of the discussion of the educational team regarding modifications in how the interpretation is to be conducted.

A

True.

By Jamie

36
Q

The interpreter adapts his or her signing level to what?

A

The communication needs of the student.

By Emily

37
Q

Give examples of what influences message equivalency..

A

Language ability, content, knowledge, speakers rate of delivery, discourse organization communicative intent, register etc.
(By Jamie)

38
Q

As a tutor, the interpreter does what?

A 
Reinforces concepts and class content.
(By Emily)
39
Q

Systematic assessment should what?

A

Provide information that will assist in determining where interpreting errors occur and provide guidance in skill development.
(By Jamie)

40
Q

What is the goal of interpretation or transliteration?

A

Message equivalency

By Emily

41
Q

Give examples of what influence message equivalency..

A

Language ability, content, knowledge, speakers rate of delivery, discourse organization communicative intent, register etc.
(By Jamie)

42
Q

As a tutor, the interpreter does what?

A 
Reinforces concepts and class content.
(By Emily)
43
Q

Systematic assessment should what?

A

Provide information that will assist in determining where interpreting errors occur and provide guidance in skill development.
(By Jamie)

44
Q

What is the goal of interpretation or transliteration?

A

Message equivalency

By Emily

45
Q

T/F: “Annual assessment of interpreted work can help other professionals view the interpreter as a professional.”

A

True. It can verify skills. It can help other professionals understand the importance of being qualified to interpret for students and understand the qualifications needed when interpreting for adults.
(Catherine)

46
Q

T/F:” Interpreting a lesson always makes it accessible.”

A

False

Catherine

47
Q

__________ is the key or goal of interpretation or transliteration.

A

Message equivalency

Catherine

2014 K12 Theory (16 decks)

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