So You Want to Be An Interpreter? Flashcards
Chapter 1: What is ethnocentrism? How does it relate to interpreting?
An unconscious belief that one’s own culture as the norm or as the standard by which we measure what we consider to be right. This belief can be a significant obstacle in cross cultural interactions, lacking the kind of empathy required to effectively communicate with people from different cultures and beliefs.
Chapter 1: What is low context culture?
The cultural norm of communicating one’s thoughts, ideas and information primarily though the words of a language, resulting in expressing oneself in explicit and direct ways.
Chapter 1: What is high-context culture?
The cultural norm of communicating one’s thoughts, ideas and information using politeness, subtlety, hinting and nonverbal forms of communication; typical of high context cultures.
Chapter 1: What are some interpreter characteristics one should take consideration of?
Characteristics include: Self-confidence, flexibility, respectful, committed to lifelong learning, education, introversion / extraversion, realistic, reflective practitioner. Individuality is important, but one should take these characteristics into consideration.
Chapter 1: Why is being committed to lifelong learn a salient characteristic one should consider?
Must be confident enough to seek clarification for questions that may arise. Each interpreting assignment is an opportunity to learn! The need to remain relevant in an ever-changing world necessitates that interpreters live and work on the cutting edge of information and education. Actions to take: watch National Geographic, PBS, History Channel, daily news, and visit public educational spaces (museums, zoos, aquariums).
Chapter 1: What does it mean to be a reflective practitioner?
Being a reflective practitioner means thinking about your interpreting work-how you are doing it, and how you can improve it. An open-mind is required in order to embrace the challenges of constantly improving your skills and decision making. Reflective practice is productive, leading to the application of self assessment resulting in improved performance.
Chapter 1: What are communication norms?
Communication norms are how people communicate on a daily basis; it is the adherence to informal internalized rules that shape the behaviors and actions of individuals, helping them know how to interact with people inside and outside their cultural group. these norms help as community create relational bonds and provide boundaries as a means of social control.
Chapter 1: What is tacit culture?
The actions and behaviors that are understood or implied without being stated. These actions and behaviors may be visible to everyone, but are not likely to be understood by outsiders.
Chapter 1: What are some important requirements of becoming an interpreter?
> The ability to use two or more languages at a superior-to-near-native level of skills.
Know yourself-know where you feel almost comfortable when interacting with a variety of people from different cultural backgrounds.
Flexibility, being able to “go with the flow” when things don’t go as predicted, being realistic, committed to lifelong learning, excited about education and respectful to others.
Chapter 1: Why is multilingual and multicultural competence critical?
It is critical that interpreters consistently exhibit an adept understanding of and sensitivity to the differences that must be mediated between the languages and cultures present.
Chapter 2: What is the difference between interpreters and language brokers?
Language brokers facilitated information between two linguistically and culturally different parties. Unlike formal interpreters and translators, brokers mediate, rather than merely transmit information.
Chapter 2: How did the dDeaf community monitor who was acceptable to take on the role of ghostwriters, language brokers, or interpreters?
Gatekeeping allowed dDeaf people to monitor. Gatekeeping was the vetting process that “served as a protective mechanism to ensure that interpreters had a significant connection to the community.” Someone who the best interest of the dDeaf individual in mind and heart.
Chapter 2: What is the “Deaf way”?
Engaging in acts of reciprocity. Money is rarely involved. Ex: Their payment was gaining access to the dDeaf community and culture by being welcomed into the dDeaf club and having dDeaf mentors who would informally tutor the outsider in the “Deaf Way.”
Chapter 2: How did interpreting change?
Interpreting became more “professional,” leading to formal interpreter education programs-a new avenue of admission into the role of an interpreter. Deaf community became less involved in the vetting process.
Chapter 2: Facts about RID.
> Established in June 16, 1964 at Ball State Teachers College
66 founding members
1/3 were dDeaf, and 7 were Deaf interpreters
50 were non-deaf and provided interpreting services on a voluntary basis
Fifteen years later AVLIC was founded in Canada
Chapter 2: What occurred at the “Workshop on Interpreting for Deaf People?”
63 sign language interpreters from all over the country convened. The interpreters hired to work for that workshop agreed to stay to discuss the increased demands for interpreters and to follow up on the idea of developing a national registry of those who were qualified to interpret. The National registry of Professional Interpreters and Translators for the Deaf was established. Ken Huff was elected president, Elizabeth Benson as VP. The following year they changed their name to Registry of Interpreters for the Deaf (RID).
Chapter 2: What were the original purposes of the RID?
> Publishing a registry of interpreters.
Investigating evaluation and certification systems.
educating the public about interpreting services.
Chapter 2: What are the RID’s goals?
> To commit to the provision of ethical, quality, interpreting services for individuals.
Committing to the ongoing professional development to provide international, national, regional, state, and local forums, as well as structure for the ongoing growth and development of the profession.
Increasing the number and quality of interpreters i the United States, ensuring they are qualified to practice and that they practice in accordance with the CPC.
Chapter 2: How does RID encourage professionalism?
> Providing training for interpreters through the Certification Maintenance Program
Maintaining the Center of assessment of Sign Language Interpreters; ensuring the development and administration of knowledge and performance tests
Supporting self-regulation, accountability and decision latitude in the field of interpreting through the ethical practices system
Chapter 2: What are the RID membership categories?
> Certified Member: Members who hold a valid certification accepted by RID, are in good standing and meet the requirements of the Certification Maintenance Program.
Certified Inactive: Members who hold temporarily inactive certifications, are not currently interpreting and have put their certification on hold.
Associate Member: Members engaged in interpreting or transliterating fulltime and part time, but do not hold certification accepted by RID.
Student Member: Members currently enrolled in an interpreting program.
Supporting Member: Individuals who support RID but are not engaged in interpreting.
Organized member: Organizations and agencies supporting RID’s purposes and activities.
Chapter 2: What does post-graduation entail?
> Daily development of your language skills.
Engaging in regular and deliberate reflection on your ethical decisions and actions.
Developing your people skills.
Continue to be curious and open to the ways of dDeaf people or the ways of people who can hear.
Giving back to the dDeaf community in appreciation for them allowing you to share their language
Earning the trust, support and approval of the dDeaf community as an interpreter and or translator
Chapter 3: Why should we pay special attention to nonverbal communication?
Nonverbal communication is the predominant means of conveying meaning from person to person. Nonverbal behaviors account for 60 to 65% of the meaning conveyed.
Chapter 3: Why should interpreters remain sensitive to the unique features of the communities where you live and work?
Because interpreters possess the ability to communicate with people who use sign language and people who use spoken language, they are in a unique position which enables them to interact in multiple cultures.
Chapter 3: What is the third culture?
A blending of cultures that belongs to both interpreters and to dDeaf people. A third culture emerges when two dissimilar communities, each with their own unique culture, customs, language, and norms intersect. The intersection of two cultures is what makes it possible for members of each group to experience the cultural practices and behavioral norms practiced in each group.
Chapter 3: What does Deafcentric mean?
Deaf centric refers to the deeper meaning, or semantic intent of specific lexical terms that have a unique meaning or intent because of the lived experience of members of the dDeaf culture and community. Interpreters must be aware of such terms and the lived experience informing the Deafcentric meaning.
Chapter 3: What is backchanneling and why is it important?
BC refers to the subtle responses of a listener during a dialogue or interpretation. BC is an essential element of signed communications. Active listening connects to BC as it shows one is focused on the message.
Chapter 3: What are the 5 registers?
> Frozen: Static language, always rendered the same.
Formal: Communication typically moving in one direction from the speaker to the audience.
Consultative: One of the speakers is a content area expert.
Casual: More conversational or colloquial and is used among friends of family.
Intimate: Shared between close acquaintances and typically cannot be fully understood by anyone outside the communication circle.
Chapter 3: Why are sociolinguistics helpful?
Sociolinguistics helps us understand how conversations work in a wide range of situations. They help us understand by explaining why people communicate in different ways. Includes: the participants, the setting, the topic, the purpose, the relationships.
Chapter 3: What is jargon, and what are examples of interpreter jargon?
Jargon refers to words, terms, or expressions that are used by a profession. Interpreter jargon:
Feed: providing linguistic or language support
Voice: Rendering interpretation through spoken word
Team: When two or more interpreters are supporting one another or are taking turns interpreting the message
Consumer: Participant
Hearing: Person who can hear
Terp: Interpreter
Chapter 3: How are metamessages conveyed?
Metamessages can be conveyed through expressions, body language, gestures, tone, and other ways unrelated to the words spoken. Tend to convey emotion.
