So You Want to Be An Interpreter? Chapter 8-13

Question 1

Chapter 8: Why is context important?

Answer 1

It is not possible to determine the meaning of things in any language unless you have an understanding of the culture and the language because together, they give words and signs their meanings. Remember that words and signs occur in a specific time and place with certain people, that would be the context. p.130

Question 2

Chapter 8: What is emotive value?

Answer 2

Refers to the array of emotions visible in the communication, whether signed or spoken, it can identified in a raised voice, pronounced facial expressions, or obvious posture.

Question 3

Chapter 8: Why is mediation important?

Answer 3

It enables citizens from differing cultural and linguistic communities to come together to foster personal interaction, communication and understanding; mediation can help dissolve psychological and social barriers that exclude certain people groups. p.130

Question 4

Chapter 8: Why is world view important?

Answer 4

It contains everything they know about people know about the world around them. Funk explains that worldview is fairly self-evident, and can be defined as an intellectual perspective on the world of universe. p.130

Question 5

Chapter 8: What should an interpretation embody in order to be considered complete?

Answer 5

Communication is not complete unless the very words and signs are wrapped in the fabric of culture–the ways of being–used by each people group. The interpretation must embody all of the nonverbal cues, such as the facial expression or tone of voice that conveys the genuine meaning behind the signs and words. p.122

Question 6

Chapter 8: What’s an important foundational requirement for every interpreter?

Answer 6

A foundational requirement for every interpreter is knowing the differences in how dDeaf and hearing people behave and how those differences can be mediated.

Question 7

Chapter 8: What is one of the interactional differences between dDeaf and hearing people?

Answer 7

Use of names: inserted throughout the conversation; call each other by name to get attention. (hearing)
Use of names: Shared the first time you meet, accompanied by one’s name sign-of more interest is the other person’s information. Such as where each grew up, went to school; determine if they have mutual friends and if either has other deaf people in their family. Rarely use person’s name in conversation. (Deaf) p.124

Question 8

Chapter 8: What role do introductions play in successful mediation?

Answer 8

Introductions enable everyone to know who is present and why they are there. Introductions can also include a brief description of the responsibilities as the interpreter. p.126

Question 9

Chapter 8: What role does turn-taking take in mediation?

Answer 9

Turn-taking rules and expectations are dictated by one’s culture. Those norms govern how and when turns are to be taken, they include verbal or nonverbal indicators which function as the transitional rules of communication signaling when to take turns. The rules are influenced by location, participants, status, and roles. p.126

Question 10

Chapter 8: What does turn-taking look like for hearing people?

Answer 10

Turn taking is often based on sound, or sometimes lack of sound. When a person has finished asking their question or making their comment, there is a pause/silence, signaling the others in the room that this is their opportunity to say or ask something, should they choose. p.126

Question 11

Chapter 8: What does turn-taking look like for Deaf people?

Answer 11

Turn taking is based on visual signals, regardless of the number of people present. A person who has been commenting will likely break eye contact, which is a pronounced signal that they are finished with their comment. When others see that signal, the next speaker will get the attention of the other in the room, adding something to the topic that was just being addressed or changing the topic all together. p.127

Question 12

Chapter 9: What is the first domain?

Answer 12

Domain 1: Theory and Knowledge Competencies: Identifies competencies which embody the academic foundation and world knowledge essential to effective interpretation. p.133

Question 13

Chapter 9: What is the second domain?

Answer 13

Domain 2: Human Relations Competencies: Identified competencies which foster effective communication and productive collaborations with colleagues, consumers, and employers. p.133

Question 14

Chapter 9: What is the third domain?

Answer 14

Domain 3: Language Skills Competencies: Identifies competencies that relate to the use of American Sign Language and English. p.133

Question 15

Chapter 9: What is the fourth domain?

Answer 15

Domain 4: Interpreting Skills Competencies: Identifies competencies related to effective ASL-English interpretation in a range of subject matter in a variety of settings. p.133

Question 16

Chapter 9: What is the fifth domain?

Answer 16

Domain 5: Professionalism Competencies: Identified competencies are related to required professional standards and practices. p.133

Question 17

Chapter 9: What does professionalism look like in the field of interpreting?

Answer 17

1. You are worthy of the trust that participants give you.
2. You possess knowledge and kills worthy of hire.
3. You are responsible for maintaining the standard of professional and moral behavior. p. 133

Question 18

Chapter 9: What is linguistic fluency?

Answer 18

These terms refer to an individual’s strongest language and includes, native language, first language, mother tongue, L1 or A-Language. This is almost always the language in which one is most fluent, capable of discussing a variety of topics for numerous purposes and across various social interactions. It is usually the language used by one’s parents. The way most speak their A-language will be influenced by a regional or geographic accent. p.134

Question 19

Chapter 9: What is second language, L2, or B-language?

Answer 19

These terms refer to acquisition of a second language, typically acquired by living in another country for several years or by having an immersive experience with a language other than your mother tongue. Second language users often have a noticeable accent when they use their second language. p.134

Question 20

Chapter 9: What is C language?

Answer 20

This term refers to one who has picked up some phrases and simple utterances in a language other than their first or second language. Often, one can comprehend some of what is being spoken or signed in their C-language, but they typically have great difficulty making themselves understood in that third language. p.135

Question 21

Chapter 9: What are paralinguistics?

Answer 21

This refers to the auditory, visual, or physical elements associated with signed or spoken messages, which convey additional information above and beyond the words spoken. p.135

Question 22

Chapter 9: What is processing time?

Answer 22

The time used by an interpreter to complete an analysis of the source language (SL) utterance and to search for cultural and linguistic equivalents before producing a message in the target language (TL). p.135

Question 23

Chapter 9: What is transliteration?

Answer 23

The result of taking the SL message, identifying the meaning, goal, and intent of the speaker by analyzing the linguistic and paralinguistic elements of the message, and expressing that message in a different form or mode of the same language. p.135

Question 24

Chapter 9: What is an interpretation? What is a translation?

Answer 24

An interpretation is the result of taking a SL message, identifying the meaning of the affective layer, words or signs used, as well as the signer/speaker’s intent by analyzing the linguistic and paralinguistic elements of the message, then presenting a cultural and linguistic equivalent of the original text produced int he intended TL. A translation is generally done over time and typically with 2 or more persons involved in the development of a translation of a frozen text (written or video) into another language. p.135

Question 25

Chapter 9: What is modality?

Answer 25

The physical aspects required to produce each language; often referred to as the method or channel through which a message is expressed, specifically English is auditory/oral while ASL is visual/spatial. p.136

Question 26

Chapter 9: What is the Pochhacker?

Answer 26

Focuses on visualizing how messages are formulated-formal or informal. there are many factors which influence why one chooses to formulate a message, how they will structure that message, the major consideration being the perspective of the person formulation the message and what they believe they know about the person or people with whom they wish to communication. p.158

Question 27

Chapter 9: What is the Cokely model?

Answer 27

Cokely concluded that interpreters could minimize the occurrence of errors or miscues in their interpretations by identifying the stage where the miscues occurred and determined the cause of those errors, for the interpreter to stop making those types of errors. p.158

Question 28

Chapter 9: What is the Colonomos model?

Answer 28

Colonomos believes that you cannot master all of the knowledge and skill required to be an interpreter within a 2- or 4-years academic program. Your academic education is a launching pad to a lifetime journey to build greater bilingual and bicultural knowledge, as well as interpreting skills, in addition to building on the foundation of your formal education. p.158

Question 29

Chapter 9: What is the Gish model?

Answer 29

Interpreters must 1. identify the critical elements of what is being conveyed, 2. extract the meaning and purpose of the communication, 3. construct the interpretation into a meaningful whole.

Question 30

Chapter 9: What is the Gile model?

Answer 30

L- Listening and analysis: comprehension operations from receipt of SL
P- Production: all mental representations and planning of the message.
M- Memory: short-term memory effort.
C- Coordination: all of the energy expended on all three efforts above. p.159

Question 31

Chapter 10: What is dDeaf plus?

Answer 31

Individuals who are dDeaf and have other disabilities or another disability. p.169

Question 32

Chapter 10: What are intervenors?

Answer 32

Intervenors are trained to work with dDb people, guiding them as they move around indoors or out. They are trained in tactile sign language, tadoma palm printing in order to meet the communication needs of various dDb individuals. p.169

Question 33

Chapter 10: What is tadoma?

Answer 33

Tadoma is a method of communicating with the blind and deaf whereby their hands are placed on the lips of the speaker. p.169

Question 34

Chapter 10: What are some good questions to ask when working with a dDeaf child, teen, or adult with regards to their preferences and how to work with them?

Answer 34

What kind of communication do you need?
Do I need to be closer or further away from you when I sign?
Shall I sign in a smaller space?
What kind of lighting is best? p.169

Question 35

Chapter 10: What might a person who is Deaf and physically challenged rely on?

Answer 35

Individuals in this group often rely on crutches, a cane, a walker or sometimes a wheelchair to navigate through physical settings. They often move more slowly and require more physical space when entering and exiting a building or office. p.161

Question 36

Chapter 10: What is some important information to know about Deaf and Intellectually delayed/challenged individuals?

Answer 36

Intellectual disability (ID) now replaces the term “mental retardation” used in previous editions of the DSM-5. “Intellectual disability involves problems with general mental abilities that affect functioning in two areas: Intellectual functioning (such as learning, problem solving, judgement) and adaptive functioning (activities of daily life such as communication and independent living). p.162

Question 37

Chapter 10: What are some characteristics of dDeaf Blind individuals?

Answer 37

People with extremely limited sight and hearing are considered Deafblind (DB; the National Association of Regulatory Utility Commissions estimates that 70,000-100,00 people living in the United States are Deafblind. p.163

Question 38

Chapter 10: What are some important dDeafblind terms?

Answer 38

Congenitally Deafblind: a term used when people are born Deafblind or when their combined hearing and vision impairment occurs before spoken, signed, or other visual forms of language and communication have developed.
Acquired Deafblindess: People who are born Deaf or hard of hearing and later experience deteriorating sight.
Dual-Sensory Loss: Refers to people who are Deafblind and are categorized as having a “dual sensory loss,” but the degree of Loss in vision and hearing varies widely, as do the causes of this conduction.

Question 39

Chapter 10: What is distantism?

Answer 39

Distantism marks the ways the sighted community treats blind individuals, and the fact the Deaf community members replicate their own oppression in their view of dDB people.

Question 40

Chapter 10: What is important to keep in mind when working with dDB clients?

Answer 40

Intervenors working with dDb clients need to be students, asking how the dDb child or adult prefers to be led, what information they want, as well as how and when they want those cues and information, rather than telling them how you are going to provide the support services they require.

Question 41

Chapter 11: What is an interpreter’s pay dependent on?

Answer 41

a) readiness
b) the setting where you’re working
c) your location
d) experience
e) certification p.171

Question 42

Chapter 11: What are the benefits of being an employed interpreter?

Answer 42

You have guaranteed hours, which may be less than 40 hours per week, but they are guaranteed. In addition, employees normally have paid holidays, sick leave, and medical insurance. p.172

Question 43

Chapter 11: What’s something important to keep in mind as a self-employed interpreter?

Answer 43

You need to collect evidence of all business expenses for tax purposes: mileage, meals, parking, trolls, etc. p.172

You won’t have the benefits of paid vacation or sick leave. p.173

Question 44

Chapter 11: What is something to keep in mind as a freelance interpreter?

Answer 44

Downfalls for the freelance interpreter include the fact that work is more scarce in the summer because school and college interpreters are off and they are competing for freelance work. p.173

Question 45

Chapter 11: What are some ongoing education and professional growth opportunities?

Answer 45

ASL interpreters tend to be very supportive of new interpreters, willing to show you the ropes, give you tips about where you might find work. The most important connection to make is finding and joining the local, regional and state interpreting organization. You should consider doing volunteer work to support the organization as another way of connecting with colleagues. p.173

Question 46

Chapter 11: What are some important things to note when working in an educational setting?

Answer 46

It is important to know that the goal of integrated education for dDeaf students is a) maintaining grade-appropriate academic progress, b) becoming independent, empowered, and integrated with dDEaf and hearing peers while c) developing a healthy sense of themselves as dDeaf individuals. Ideally, this includes exposure to and an understanding of dDeaf history and heritage, the culture of dDeaf people, and exposure to the rich linguistic tradition of American Sign Language. p.174

Question 47

Chapter 11: What specific things are required of an interpreter interpreting in post-secondary education?

Answer 47

Post-secondary education has a range of required interpreting skills. Most colleges and universities require a certification of some sort before hiring an interpreter, but this often varies. It is important to realize that having certification does not mean you are qualified for a job. Ex: Interpreting for Medical School p.176

Question 48

Chapter 11: What is important to note about interpreting skills over time?

Answer 48

It is important to note that oftentimes, when an interpreter stays within the same field and same job over a period of time, their skills will often plateau or deteriorate, preventing an overall improvement in their interpreting skills. p.177

Question 49

Chapter 11: What are some unique challenges of working in VRS and VRI?

Answer 49

• Interpreters get no advanced information about the assignment.
• The hours are long and require interpreters to stay in their stations. One ten-minute break per hour.
• Interpreting in a flat 2-D world rather than 3-D setting
• You work is as good as the internet connectivity
• Must interpret personal convos, explicit language
• intimate setting, things mentioned that might not be familiar to the interpreter p.177

Question 50

Chapter 11: What are some expenses to consider when determining your rates?

Answer 50

-Auto registration and insurance, depreciation of your gas, car, oil, toll fees, parking fees
-Office expenses, stationary, envelopes, postage, business cards, telephone, fax, cell phone
-taxes, retirement fund, disability insurance
-billing/booking time
business clothing, shoes, safety gear
-insurance personal health, business and inability
-press releases, website for advertising p.179

Question 51

Chapter 12: What are some things you can do to grow your skills, your reputation, and opportunities?

Answer 51

• Attend: Go to as many workshops, trainings, and learning opportunities as you can afford, may your face be recognized by every presenter and professional.
• Network: Don’t simply attend, mingle, chat, introduce yourself, it is best not to hang in a comfortable cluster with your classmates-get known
• Join: Become a member-join your local and national interpreting organization, if your state does not have a local affiliate, join the dDeaf organizations. It is what we do.
• Mentor: Find a mentor for your language or your interpreting or both. Offer to buy them lunch, you are a student after all. Finding a mentor while you are a student is courageous and shows your commitment. p.182

Question 52

Chapter 12: What is professionalism according to Humphrey’s?

Answer 52

Professional means we are in the position of holding a sacred trust and with that trust comes a measure of power. The combination of trust, power and expertise generate specific standards which the general public comes to expect. “Those we refer to as professionals generally possess knowledge and or skills that their clients, patients, or students do not have. Further they are in a position to profit from that disparity of knowledge and or skills. p.183

Question 53

Chapter 12: How do practitioners distinguish themselves by certain essential characteristics?

Answer 53

1. Professional practitioners have specialized skills and knowledge that is unique as such, they are in the position to provide a particular service which requires credentialing (licensure, certification or both).
2. Professional practitioners are expected to have studies a specialized body of knowledge, and are authorized to operate within a defined scope of practice
3. Professional practitioners are required to adhere to a clearly articulate set of values or a code of ethical conduct. p.184

Question 54

Chapter 12: What does deontological mean?

Answer 54

Deontological thinking is concerned with adherence to pre-ordained rules. p.201

Question 55

Chapter 12: What is role-space?

Answer 55

An integral role of interpreters necessitates they make active and ongoing decisions while working. This reflects on the multi-dimensional nature of an interpreter’s role, stating that interpreters are “acting with integrity and making informed decisions appropriate for the domain goals and characteristics of the interlocutors.” p.202

Question 56

Chapter 12: What does teleological mean?

Answer 56

It is an approach to ethical reasoning that “is focused on the outcomes or consequences of one’s decisions” p.202.

Question 57

Chapter 12: What are some musts for interpreters?

Answer 57

• Attend: Go to as many workshops, trainings, and learning opportunities as you can afford
• Network: Mingle, chat, introduce yourself, don’t cluster with your classmates, get known
• Join: Join your local and national interpreting organization, if your state does not have a local affiliate, join dDeaf organizations.
• Mentor: Find a mentor for your language or your interpreting or both. Offer to buy them lunch, you are a student after all.
• Own it: Accept responsibility for your mistakes and try to right your wrong. p.202

Question 58

Chapter 12: What does successfully mediating cross lingual and cross cultural interactions involve?

Answer 58

1. Presentation of self
2. Interaction management
3. Participant alignment p.202

Question 59

Chapter 12: What are some demands interpreters must manage?

Answer 59

• Deal with multiple demands, some of which are intricate, occasionally contradictory, and most are difficult to deal with.
• There is rarely one single right answer or correct response. For that reason, it is important to develop the ability to identify and weight your options.
• Don’t always have time to research the correct, appropriate, or ethically responsible decision in real time. p.203

Question 60

Chapter 12: What should interpreters do to balance the demands?

Answer 60

• Learn to distinguish between right versus right dilemma and right versus wrong issues
• Listen to interpreters who been in the field for some time regarding some of the challenges they have faced, what decisions they made and how they reached those decisions
• Engage in frequent practice with classmates p.215

Question 61

Chapter 12: What dilemmas do interpreters encounter often?

Answer 61

1. Right versus Loyalty
2. Individual versus Community
3. Short term versus long term
4. Justice versus Mercy p.215

Question 62

Chapter 12: Why is mentorship important?

Answer 62

A mentor is typically a Godsend for recent graduate. Select a mentor who possesses some years of experience, and together you will determine your goals and the kind of support you desire. You will learn ways of working together, your mentor will outline appropriate times and ways to contact him/her and the anticipated length of the mentorship. The great thing about working with a mentor is the ability to speak confidentially about situations, sharing more details about location, clients, types of information being interpreted, etc. The support and encouragement from a mentor are priceless. p. 202

Question 63

`Chapter 13: What is WASLI?

Answer 63

The World Association of Sign Language Interpreters is an international organization that represents signed language interpreters. p.215

Question 64

`Chapter 13: What is the WFD?

Answer 64

The World Federation of Deaf has been instrumental in bringing interpreters together and holds conferences every four years. p.215

Question 65

`Chapter 13: What is EFSLI?

Answer 65

The European Forum of Sign Language Interpreters holds yearly conferences throughout Europe, and these are attended not only by those members living in Europe but by interpreters from other countries as well. p.215

Question 66

`Chapter 13: What is MOU?

Answer 66

WASLI and WFD signed a Memo of Understanding in 2007, and this cooperation agreement was then updated in 2017. Those agreements spell out the clear mandates for both organizations. p.215

Question 67

`Chapter 13: What is the UNCRPD?

Answer 67

The United Nations Convention on the Rights of Persons with Disabilities addresses Deaf people’s rights to participate in all aspect of society, including education, justice, government, and culture; sign language is addressed in several of the articles. p.215

Question 68

`Chapter 13: What is FIT?

Answer 68

The International Federation of Translators is a federation of national associations of spoken language interpreters, translators, and terminologists, rather than individual members. p.215

Question 69

`Chapter 13: What is AIIC?

Answer 69

The International Association of Conference Interpreters is a professional association of conference interpreters and functions as a professional association and as a trade union. p.215

Question 70

`Chapter 13: What is Critical Link?

Answer 70

This organization hosts international conferences for community interpreters and other stakeholders in the delivery of community/public service interpreting. p.215

Question 71

`Chapter 13: What is Red T?

Answer 71

Red T protects the lives and interests of linguists, interpreters, translators, and journalists that work in conflict zones. p.215

Question 72

`Chapter 13: What is international sign?

Answer 72

WASLI requires interpreters to have more than two spoken languages and/or two signed languages. p.215

Question 73

`Chapter 13: What is the problem with sign language interpreters stepping up to help countries “research sign language” without the following considerations?

Answer 73

Interpreter educators working where they do not know the local sign language are advised to work with local Deaf associations and Deaf people who are the experts in their language. To assume that a country does not have a sign language is to risk language to assume that a country does not have a sign language is to risk language colonization. It is important to document and respect the language variation that may exist in a country or region, thus supporting all of the diverse ways that language exists in the country. p.214

Question 74

`Chapter 13: What do country requirements look like around the world?

Answer 74

The United States and Brazil have programs based at universities offering bachelor’s, master’s, and programs in sign language interpreting/interpreting studies. Some countries have no qualifying system and no professional bodies that represent interpreters. p.216