So You Want to be an Interpreter? - Key Terms and Concepts from Chapters 8-13 Flashcards
Context / Contextualization
Understanding of culture, perspective, or any background information so as to be informed of the present circumstance
Emotive Value
The array of emotions visible in communication, either signed or spoken
Mediate / Mediation
The coming together of people from different cultural and linguistic communities in order to foster personal interaction, communication, and understanding; helps dissolve psychological and social barriers which can create potential exclusions
Worldview
The knowledge one holds about the world around them
Stakeholder
Any individual or group that has an interest in any decision or activity of an organization
Dynamic Equivalence
A message, whether received in its original state or through an interpreter, is understood at the same level and has the same impact on either audience
Linguistic Fluency
A person’s strongest language - usually used by one’s parents, but not always
Second Language / L2 Language / B-language
A person’s acquisition of a second language, whether learned in an academic setting or by interacting with a community
Bilingualism
Being able to speak two languages natively
C-language
A person’s language in which some words or phrases were “picked up,” with more understanding in comprehension rather than production of said language
Paralinguistics
Auditory, visual, or physical elements associated with signed or spoken messages. Spoken = Raised voice, Signed = Larger production
Processing Time
How long it takes an interpreter to both analyze and search for the equivalent (cultural and lingual) from the SL before producing in the TL
Transliteration
Taking a SL message, identifying the meaning, goal, and intent of the speaker, then expressing that message in a different form of the same language
Interpretation
Taking a SL message, identifying the meaning, goal, and intent of the speaker, then expressing that message with cultural and linguistic equivalence in another language
Translation
Involves two or more people taking the words and meaning of one language and changing them into the words of another language, while maintaining the same meaning
Sight Translation
Happens in the moment, unlike genuine translation; Done “on the spot” with no preparation beforehand
Modality
Physical aspects required to produce each language; referred to as the method or channel through which a message is expressed
Simultaneous Interpretation
Interpretation into TL being done at the same time as the delivery of the SL
Consecutive Interpretation
The “taking turns” of delivery of SL followed by the production of TL interpretation
Sign-To-Voice
Signed messages interpreted into a spoken language
Voice-To-Sign
Spoken messages interpreted into a signed language
One-on-One Interactions
The meeting of a single d/Deaf individual with a person who can hear
Small Groups
A wide variety of different situations; counseling, therapy, a small classroom, etc.
Group Settings
Even larger than the latter, with an audience of 20-50 people being interpreted to
ASL Modality
Physical features used to produce American Sign Language -> movement, facial features, and space
Prosodic Features (ASL)
Facial and physical markers, eye contact, and eye-indexing (showing with eyes who or what the communication is about)
Prelinguistic Formulation
When two or more d/Deaf and hearing individuals who meet with one another for a non-scripted interaction “get a sense” of how their following communication is going to go
Miscue
A lack of equivalence between a SL and its TL interpretation, or information attempted to be delivered in the interpretation
GISH Model
Goals, Objectives, Units, and Details
The Effort Model
L - Listening and analysis
P - Production
M - Memory
C - Coordination
d/Deaf plus
d/Deaf individuals who do not fall within the norms of the “majority” / mainstream d/Deaf community in terms of their communication, attention getting, and method(s) of connection
Intellectual disability (ID)
Replacement term for “mental retardation” - caused by genetic conditions, problems during pregnancy or at birth, and/or health problems a few years in or later in life
Congenitally DeafBlind
People who are DeafBlind at birth, or before full development of signed/visual forms of language and communications are possible
Acquired DeafBlindness
People who are born with the ability to see and hear, but experience deterioration of sight and hearing at some point in their lives
Dual-Sensory Loss
People who are DeafBlind and categorized as having a “dual sensory loss,” but the degree of loss in vision and hearing varies
Tadoma
A method of communication with the blind and deaf whereby their hands are placed on the lips of the speaker; a sort of “lip reading” done with fingers rather than eyes
Tactile American Sign Language (TASL)
American Sign Language incorporated with touching another person during production
Tactile American Sign Language (TASL)
American Sign Language incorporated with touching another person during production
Vidism
How the sighted d/Deaf community treats the DeafBlind community
Distantism
The sighted d/Deaf community physically and psychologically distancing themselves from the DeafBlind community, essentially mirroring the oppression they receive from the Hearing world by oppressing the DeafBlind themselves
Intervenors
People trained to work with DeafBlind individuals; trained in tactile sign language, tadoma, and palm printing
VRI/VRS Companies
Interpreting with video and audio - over the internet or landline rather than face-to-face; a good way for interpreting students who have recently graduated to get their foot through the door
Interpreting Agencies
Usually with a “ready to work” program, meaning they are not so fit for students who have just graduated and may not entirely be confident in their skills
Self-Employed Interpreters
Freelance interpreting work in which the interpreter has no paid vacation or sick leave, yet most of their business expenses can be deducted
Elementary School Interpreting
Interpreting for children in elementary school; laden with the possibility of being treated like a general employee for the school rather than strictly an interpreter
Secondary School Interpreting
Gives interpreters more opportunities for strict interpreter roles, such as staff interpreter where you are dedicated to one d/Deaf student
Post-Secondary Education Interpreting
Interpreting for colleges and universities; requires a range of interpreting skills, including more in-depth knowledge of various subjects
Repetitive Strain Injury (RSI)
Also known as overuse syndrome - occurs the more an interpreter signs and uses their hands to produce fingerspelling and/or certain signs, and can lead to carpal tunnel syndrome, tendonitis, tennis elbow, and/or brachial neuralgia; stretching and mindful health behaviors are encouraged
Emotional Burnout
The phenomenon in which exposure to an entire spectrum of emotional situations may cause our emotional state to shut down, or we may find ourselves either unable or unwilling to interact with other people for any given amount of time
Attendance
Making one’s face known to the interpreting and/or d/Deaf community by going to as many workshops, trainings, and/or general learning opportunities as possible
Networking
Promoting oneself professionally rather than simply engaging in casual small talk
Joining
Being a part of local and national interpreting organization, or joining d/Deaf organizations
Mentorship
Finding a mentor for your desired language, or for interpreting in general
To be a professional in the interpreting field…
… is to responsibly bear the weight of the power and trust we hold within the d/Deaf community, and have everyone’s best interests at heart
Role Space
The multi-dimensional role of the interpreter to make the necessary linguistic, interpersonal, and cultural decisions during any interaction between two or more people; involves three elements: (1) Presentation of Self, (2) Interaction Management, and (3) Participant Alignment
Presentation of Self
The interpreter acts accordingly - aka like a real person - when they are asked questions or spoken to, so as not to draw unnecessary attention to themselves
Interaction Management
The interpreter knows when to ask the speaker to repeat themselves so as not to harm overall communication
Participant Alignment
The interpreter plays a larger emotional role in the interaction than they might realize; smiling or appearing sad at appropriate times is necessary for communication
Ethics / Ethical Behavior
The encompassing of how we treat once another, how much we take into consideration health and safety, obedience, respect, etc.; plays into higher principles, behaviors, and ideals that guide the thinking and actions of all individuals
Morality
“Right” and “wrong” as defined by any society or culture; moral behavior is not the same as ethical behavior from a professional standpoint
NAD-RID Code of Professional Conduct (CPC)
The driving principles of all interpreters, that they first and foremost shall do no harm
1. Privacy - standards of confidential communication
2. Competence - professional skills and knowledge required for any given interpreting situation
3. Boundaries - appropriate conduct
4. Respect (for consumers)
5. Teamwork - respect for colleagues, interns, and students of the profession
6. Professionalism - maintenance of ethical business practices
7. Self-Evolution - engagement in professional development
CASLI
Canadian Association of Sign Language Interpreters
1. Professional accountability
2. Professional competence
3. Non-discrimination
4. Integrity in professional relationships
5. Integrity in business practices
CASLI
Canadian Association of Sign Language Interpreters
Right versus Wrong
Morally correct versus morally incorrect ideas or behaviors
Right versus Right
Two morally correct ideas, thoughts, or behaviors which battle one another due to either close relationships or professional responsibilities
Four Dilemma Paradigms
- Truth versus Loyalty
- Individual versus Community
- Short Term versus Long Term
- Justice versus Mercy
Teleological Approach
An interpreter’s (more encouraged) approach to ethical reasoning in which one focuses on the outcomes or consequences of one’s actions/decisions
Deontological Approach
An interpreter’s approach to ethical reasoning in which their entire focus is whether or not their actions fall in line with pre-ordained rules
Confidentiality/Privacy
Does not only apply to not telling secrets to another person involved in an assignment; also includes not spilling all the “juicy details” of whatever happened on a certain day to your family or friends, because there is a great deal amount of trust involved in the relationship between an interpreter and the d/Deaf community
Purchase of Services
Interpreters must respect the rights of d/Deaf people to choose their own interpreters. They must also know when to donate or volunteer their services
Professional Distance
Interpreters must maintain a healthy and professional distance from their clients, despite the d/Deaf world’s custom of close relationships; interpreting for friends, family, and/or close professional associates is not recommended
Professional Competence
In a professional setting, interpreters must understand their own limits - physical, mental, emotional, linguistic, and cultural - and step back whenever necessary if only to prevent harm from coming to the d/Deaf individual
Promoting the Profession
Interpreters must be an active member of the interpreting and d/Deaf community by attending events and building rapport with a great number of people
Giving Back
Mentorship and built experience does wonders for not only an interpreter’s mindset and emotional state, but can also make a tremendous impact on how they act later on, when they come across new interpreters and are able to return the gesture
The United Nations
International peacekeeping and worldwide cooperation organization founded in 1945, at the end of World War II; ensures the health and safety of people all over the world alongside active measures to prevent wars and conflicts
Convention on the Rights of Persons with Disabilities (CRPD)
Held by the UN, it addresses the rights of Deaf people not only to participate in all aspects of civil society, and stand at an equal level to the Hearing world, but also of sign language interpreters to play a more active role and hold greater importance in the d/Deaf community
World Federation of the Deaf (WFD)
Brings interpreters together and holds conferences every four years
The International Federation of Translators (FIT)
A federation of national associations of spoken language interpreters, translators, and terminologists, rather than individual members
The International Association of Conference Interpreters (AIIC)
Professional association of conference interpreters, functioning as both a professional association and a trade union
Association of Visual Language Interpreters of Canada (AVLIC)
A nonprofit professional association established in 1979 for interpreters whose working languages include a sign language
European Forum of Sign Language Interpreters (efsli)
Holds yearly conferences throughout Europe, whose audience is not only from Europe but other countries as well
World Association of Sign Language Interpreters (WASLI)
An international organization representing sign language interpreters
Critical Link International (CLI)
An organization which holds international conferences for community interpreters
Red T
A nonprofit organization committed to the protection of linguists, interpreters, translators, and journalists residing in areas of war and conflict
