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DEAF 383 > So You Want to be an Interpreter? - Key Terms and Concepts from Chapters 8-13 > Flashcards

So You Want to be an Interpreter? - Key Terms and Concepts from Chapters 8-13 Flashcards

1
Q

Context / Contextualization

A

Understanding of culture, perspective, or any background information so as to be informed of the present circumstance

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2
Q

Emotive Value

A

The array of emotions visible in communication, either signed or spoken

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3
Q

Mediate / Mediation

A

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

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4
Q

Worldview

A

The knowledge one holds about the world around them

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5
Q

Stakeholder

A

Any individual or group that has an interest in any decision or activity of an organization

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6
Q

Dynamic Equivalence

A

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

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7
Q

Linguistic Fluency

A

A person’s strongest language - usually used by one’s parents, but not always

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8
Q

Second Language / L2 Language / B-language

A

A person’s acquisition of a second language, whether learned in an academic setting or by interacting with a community

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9
Q

Bilingualism

A

Being able to speak two languages natively

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10
Q

C-language

A

A person’s language in which some words or phrases were “picked up,” with more understanding in comprehension rather than production of said language

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11
Q

Paralinguistics

A

Auditory, visual, or physical elements associated with signed or spoken messages. Spoken = Raised voice, Signed = Larger production

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12
Q

Processing Time

A

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

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13
Q

Transliteration

A

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

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14
Q

Interpretation

A

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

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15
Q

Translation

A

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

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16
Q

Sight Translation

A

Happens in the moment, unlike genuine translation; Done “on the spot” with no preparation beforehand

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17
Q

Modality

A

Physical aspects required to produce each language; referred to as the method or channel through which a message is expressed

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18
Q

Simultaneous Interpretation

A

Interpretation into TL being done at the same time as the delivery of the SL

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19
Q

Consecutive Interpretation

A

The “taking turns” of delivery of SL followed by the production of TL interpretation

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20
Q

Sign-To-Voice

A

Signed messages interpreted into a spoken language

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21
Q

Voice-To-Sign

A

Spoken messages interpreted into a signed language

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22
Q

One-on-One Interactions

A

The meeting of a single d/Deaf individual with a person who can hear

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23
Q

Small Groups

A

A wide variety of different situations; counseling, therapy, a small classroom, etc.

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24
Q

Group Settings

A

Even larger than the latter, with an audience of 20-50 people being interpreted to

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25
Q

ASL Modality

A

Physical features used to produce American Sign Language -> movement, facial features, and space

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26
Q

Prosodic Features (ASL)

A

Facial and physical markers, eye contact, and eye-indexing (showing with eyes who or what the communication is about)

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27
Q

Prelinguistic Formulation

A

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

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28
Q

Miscue

A

A lack of equivalence between a SL and its TL interpretation, or information attempted to be delivered in the interpretation

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29
Q

GISH Model

A

Goals, Objectives, Units, and Details

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30
Q

The Effort Model

A

L - Listening and analysis
P - Production
M - Memory
C - Coordination

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31
Q

d/Deaf plus

A

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

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32
Q

Intellectual disability (ID)

A

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

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33
Q

Congenitally DeafBlind

A

People who are DeafBlind at birth, or before full development of signed/visual forms of language and communications are possible

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34
Q

Acquired DeafBlindness

A

People who are born with the ability to see and hear, but experience deterioration of sight and hearing at some point in their lives

35
Q

Dual-Sensory Loss

A

People who are DeafBlind and categorized as having a “dual sensory loss,” but the degree of loss in vision and hearing varies

36
Q

Tadoma

A

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

37
Q

Tactile American Sign Language (TASL)

A

American Sign Language incorporated with touching another person during production

38
Q

Tactile American Sign Language (TASL)

A

American Sign Language incorporated with touching another person during production

39
Q

Vidism

A

How the sighted d/Deaf community treats the DeafBlind community

40
Q

Distantism

A

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

41
Q

Intervenors

A

People trained to work with DeafBlind individuals; trained in tactile sign language, tadoma, and palm printing

42
Q

VRI/VRS Companies

A

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

43
Q

Interpreting Agencies

A

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

44
Q

Self-Employed Interpreters

A

Freelance interpreting work in which the interpreter has no paid vacation or sick leave, yet most of their business expenses can be deducted

45
Q

Elementary School Interpreting

A

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

46
Q

Secondary School Interpreting

A

Gives interpreters more opportunities for strict interpreter roles, such as staff interpreter where you are dedicated to one d/Deaf student

47
Q

Post-Secondary Education Interpreting

A

Interpreting for colleges and universities; requires a range of interpreting skills, including more in-depth knowledge of various subjects

48
Q

Repetitive Strain Injury (RSI)

A

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

49
Q

Emotional Burnout

A

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

50
Q

Attendance

A

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

51
Q

Networking

A

Promoting oneself professionally rather than simply engaging in casual small talk

52
Q

Joining

A

Being a part of local and national interpreting organization, or joining d/Deaf organizations

53
Q

Mentorship

A

Finding a mentor for your desired language, or for interpreting in general

54
Q

To be a professional in the interpreting field…

A

… 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

55
Q

Role Space

A

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

56
Q

Presentation of Self

A

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

57
Q

Interaction Management

A

The interpreter knows when to ask the speaker to repeat themselves so as not to harm overall communication

58
Q

Participant Alignment

A

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

59
Q

Ethics / Ethical Behavior

A

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

60
Q

Morality

A

“Right” and “wrong” as defined by any society or culture; moral behavior is not the same as ethical behavior from a professional standpoint

61
Q

NAD-RID Code of Professional Conduct (CPC)

A

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

62
Q

CASLI

A

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

63
Q

CASLI

A

Canadian Association of Sign Language Interpreters

64
Q

Right versus Wrong

A

Morally correct versus morally incorrect ideas or behaviors

65
Q

Right versus Right

A

Two morally correct ideas, thoughts, or behaviors which battle one another due to either close relationships or professional responsibilities

66
Q

Four Dilemma Paradigms

A
  1. Truth versus Loyalty
  2. Individual versus Community
  3. Short Term versus Long Term
  4. Justice versus Mercy
67
Q

Teleological Approach

A

An interpreter’s (more encouraged) approach to ethical reasoning in which one focuses on the outcomes or consequences of one’s actions/decisions

68
Q

Deontological Approach

A

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

69
Q

Confidentiality/Privacy

A

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

70
Q

Purchase of Services

A

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

71
Q

Professional Distance

A

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

72
Q

Professional Competence

A

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

73
Q

Promoting the Profession

A

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

74
Q

Giving Back

A

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

75
Q

The United Nations

A

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

76
Q

Convention on the Rights of Persons with Disabilities (CRPD)

A

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

77
Q

World Federation of the Deaf (WFD)

A

Brings interpreters together and holds conferences every four years

78
Q

The International Federation of Translators (FIT)

A

A federation of national associations of spoken language interpreters, translators, and terminologists, rather than individual members

79
Q

The International Association of Conference Interpreters (AIIC)

A

Professional association of conference interpreters, functioning as both a professional association and a trade union

80
Q

Association of Visual Language Interpreters of Canada (AVLIC)

A

A nonprofit professional association established in 1979 for interpreters whose working languages include a sign language

81
Q

European Forum of Sign Language Interpreters (efsli)

A

Holds yearly conferences throughout Europe, whose audience is not only from Europe but other countries as well

82
Q

World Association of Sign Language Interpreters (WASLI)

A

An international organization representing sign language interpreters

83
Q

Critical Link International (CLI)

A

An organization which holds international conferences for community interpreters

84
Q

Red T

A

A nonprofit organization committed to the protection of linguists, interpreters, translators, and journalists residing in areas of war and conflict

DEAF 383 (1 decks)

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