1
Q
What is the demand for interpreters primarily driven by?
A
Legislative initiatives and court decisions mandating greater access for Deaf and hard of hearing individuals to employment, education and a wide range of community services.
2
Q
Why are there more job opportunities for sign language interpreters in large, metropolitan areas compared to rural communities?
A
- More Deaf people tend to be there due to more educational, employment, and social opportunities
- There are typically more services to support the Deaf community (ie. interpreting agencies, professionals familiar with the Deaf community, etc.)
- The economic base is usually larger and more able to support the employment of Deaf people
3
Q
What are the two most common types of employment for full-time interpreters?
A
- Staff interpreters in interpreting agencies
- Mainstreamed classrooms
4
Q
What are the three types of employment for sign language interpreters?
A
- Staff interpreters (benefits)
- Contract interpreters (no benefits)
- Self-employed practitioner (benefits paid by the individual interpreter)
5
Q
What to consider when calculating pay rates for private practitioners:
A
-Cost of transportation, office expenses, business clothing, purchase of personal health and malpractice insurance
6
Q
What business skills must be developed?
A
- Writing resumes
- Writing business letters
- Basic bookkeeping and techniques for developing invoices and collecting money owed
- Schedule maintenance
- Developing appropriate business policies
7
Q
What are examples of business policies?
A
- Call out fee VS 2 hour minimum policy
- Port to port fees
- Cancellation policy
8
Q
Why isn’t private practice interpreting the best place for beginner interpreters?
A
- Skills must be at a high level
- Clientele must be developed
- Trust with the Deaf community must be established
9
Q
What are strategies to mitigate against Repetitive Strain Injury?
A
- Proper warm up before working
- Regular exercise and good nutrition
- Signing habits
- Appropriate working conditions
10
Q
What are ways to mitigate against emotional burnout?
A
- Stress management
- Support systems
11
Q
Religious settings:
A
- Standard qualifications: none
- Special considerations: formal and frozen register, art forms
- Ethical considerations: conveying religious intent in an unbiased way, separation of interpreter role and spiritual guide and counselor
12
Q
Educational settings:
A
- Standard qualifications: vary widely, usually graduation from an ITP, interpreter certification, Bachelor’s degree
- Working considerations: pay should include prep time and class time, adequate breaks, team interpreters
- Ethical considerations: interpreter is a member of the educational team, danger of becoming too familiar with student and their family
- Role delineation: support independence, empowerment, and integration, must not impinge of teacher’s authority
- Placement: varies
- Pay: varies depending on setting, qualifications, certification, education and multiple role job description
- Supervision, evaluation, professional development: rare
- Deaf community’s view of this setting: highly controversial
13
Q
Working with a Deaf interpreter:
A
- Role delineation: both the DI and hearing interpreter are professional practitioners
- Special knowledge and skills: special training and practice
- Pay for services: varies, payment should be equal for both interpreters
- Opportunities for professional development: workshops, CE opportunities, skills-upgrading seminars
14
Q
Medical settings:
A
- Role delineation: medical staff often does not understand interpreter’s role or what is needed
- Special knowledge and skills: familiar with medical terms, procedures, and protocol
- Pay for services: varies, often higher compared to other settings
- Opportunities for professional development: workshops, CE opportunities, skills-upgrading seminars
15
Q
Legal settings:
A
- Standard qualifications: certification
- Pay for services and working conditions: higher fees are charged
- Supervision/evaluation and professional development: influenced by the size and multi-lingual/ethnic nature of the community
- Ethical concerns: familiarity with case and Deaf individuals, Deaf litigant should have one interpreter for courtroom and a separate one for client-attorney interactions, an interpreter cannot be involved in the case, separate interpreters for each side
16
Q
Mental health and psychiatric settings:
A
- Special knowledge and skills: work closely with therapist, ensure interpreter’s presence does not shift communication or any dynamics, personal safety, evaluations and testing should be done with a relay interpreter or Deaf advocate
- Standard qualifications: certification
- Pay for services and working conditions: higher fees due to expertise
17
Q
Conference settings:
A
- Pay for services: hourly or day rate, travel lodging and expenses may also be paid
- Supervision and evaluation: not common but may have an interpreter coordinator there
- Working conditions: long work days so requires regular breaks and teams, designated break area
18
Q
Theatrical or performing arts settings:
A
- Standard qualifications: none
- Pay for services: varies
- Supervision and evaluation: rare
- Special considerations: attend rehearsals, translating the script, lighting is essential, working with stage manager, clothing should compliment costumes
- Placement: complex and specialized
- Working conditions: obtain scripts and music in advance, secure payment for rehearsal and prep time, lighting, enough interpreters
19
Q
Employment settings:
A
- Standard qualifications: graduated from an ITP, preferably certification
- Special knowledge and skills: cultural adjustments, knowledge of specialized terminology, protocol, and technology
- Supervision and evaluation: rare
- Pay for services: varies
- Working conditions: usually less than optimal, must be flexible, maybe use special equipment
20
Q
Social service settings:
A
- Standard qualifications: a mature, emotionally stable graduate of an ITP with knowledge of special terminology that might arise
- Pay for services: varies
- Supervision and evaluation: none
- Special knowledge and skills: should be familiar with the terminology used
- Working conditions: poor, often crowded and noisy and smoke-filled
21
Q
Personal settings:
A
- Special considerations: flexibility of role, variety of emotional overlays, need for boundaries, knowledge of problem ownership, clear sense of role and responsibilities
- Working conditions: unpredictable
- Supervision and evaluation: none
- Pay: will vary, may be on barter arrangement
22
Q
What distinguishes a profession?
A
- A profession has a special monopoly over the right to provide a particular service through licensure or certification
- A profession has a defined (limited) scope of practice and a related body of knowledge
- Professionals adhere to a clearly articulated set of values or code of ethics
23
Q
What are ethics?
A
Ethics are behavioral standards, which is a set of principles that defines what is judged appropriate or inappropriate, right or wrong
24
Q
Guidelines for professional conduct:
A
- Educating members of the profession regarding what is appropriate and inappropriate behaviors
- Fostering the development of professional goals and norms
- Deterring inappropriate and immoral conduct
- Disciplining offenders
- Providing information to the market regarding what is acceptable practice by members of the said profession
- Protecting the public from unethical practitioners
25
What are the guiding principles behind the NAD-RIDE Code of Professional Conduct?
- Confidentiality
- Linguistic and professional competence
- Impartiality
- Professional growth and development
- Ethical business practices
- The rights of participants in interpreted situations to informed choice
26
Steps in critical thinking and decision making:
- Write down every possible option available
- Identify all possible consequences of each action
- Collect and review all of the facts
- Review the consequences in light of these facts
- Review the options
- Rank options
- Act
- Review act
- Log what you learned for future reference
27
What are support groups?
A small group of professional peers committed to confidentiality, growth, and honesty
28
What is mentoring or twinning?
An arrangement in which a more experienced interpreter "adopts" a less experienced interpreter, showing them the ropes, introducing them to the Deaf and interpreting communities, and serving as a sounding board to review and evaluate their professional behavior, decision-making, and quality of interpretation or transliteration
29
What is the foundation of ethics?
Knowing yourself
30
Are most of our decisions based on conscious cognition or unconscious factors?
Most of our decisions are based on unconscious factors stemming from a life time of experiences
31
Describe early interpreters:
- They worked on a volunteer basis
- They had Deaf parents or siblings
- They were teachers of the Deaf
- They were members of the clergy
32
Significant Legislative Initiatives
- PL 89-333 The Vocational Rehabilitation Act of 1965: Identified sing language interpreters as a service for Deaf clients of vocational rehabilitation for the first time, marking the beginning of paid interpreting opportunities for sign language interpreters in the US
- PL 93-112 Rehab Act of 1973, Section 501 (employment practices of the fed government), Section 503 (fed contractors), Section 504 (recipients of federal assistance): Defines handicapped individuals and their rights. Mandates fully accessible rehabilitation services to members of all disability groups. This means that agencies and institutions receiving federal funds must be accessible. Post secondary institutions, businesses, criminal legal proceedings, medical settings, etc. must have sign language interpreters and other forms of accommodation
- PL 94-142 Education for All Handicapped Children Act 1975: Required that disabled children be educated in the least restrictive environment. This has led to the widespread integration of disabled children within regular classrooms and has resulted in a proliferation of interpreting jobs within elementary and secondary schools
- PL 95-539 The Court Interpreters Act of 1978: Mandates the use of only certified interpreters when non-English speaking litigants are involved in federal court
- PL 95-602 Rehabilitation Amendments of 1978: Section 101 mandates the use of personnel trained in the use of the client's native language or mode of communication, Section 304 provides money that currently funds 12 federal interpretation education centers
- Americans with Disabilities Act 1991: Applies the concept of equal access to the private business sector. ADA requires businesses of a certain minimum size to provide interpreters to Deaf employees, TTYs, etc.
33
What are some differences between spoken language interpreters and sign language interpreters?
- Spoken language interpreters have a shorter history of testing, certification, and professional associations than sign language interpreters
- Spoken language interpreters mostly work L2 into L1
- Sign language interpreters mostly work L1 into L2
- Spoken language interpreters are usually paid better because their clients are viewed from a language-cultural group instead of a "handicapped" group
34
Where in when was RID established?
1964 at Ball State Teacher's College
35
RID certification 1972-1989 for Deaf interpreters:
Reverse Skills Certificate (RSC) awarded to Deaf individuals who successfully completed the interview and the two sign-to-voice portions of the evaluation with a 75% or above
36
RID Certification 1972-1989 for hearing interpreters:
- Comprehensive Skills Certificate (CSC) was awarded upon successful completion of all segments at 75% or more accuracy
- Oral Interpreter Certificate: Comprehensive (OIC:C) required an interview plus four performance segments with 75% or more accuracy
- Special Certificates were awarded, including the Specialist Certificate: Legal (SC:L)and Performing Arts (SC:PA)
37
RID Certification 1988-2000 for hearing interpreters:
Certificate of Interpretation (CI) and Certificate of Transliteration (CT): After passing the written exam, they had 5 years to take the performance exam. There were both performance exams and you could either be certified in both, or just 1
38
RID Certification 2000-Present for hearing interpreters:
NAD-RID National Interpreting Certificate
-First is a written test on 10 competency areas. After passing, you have 5 years to take the performance exam which has a professionalism interview and skills exam. Successful candidates may be awarded the NIC, NIC-Advanced, or NIC-Masters
Certificate of Oral Transliteration (OTC)
- written exam in 6 content areas
- skills exam
Current specialist RID certification is the Specialist Certificate: Legal (SC:L)
39
RID Certification 200-Present for Deaf interpreters:
Certified Deaf Interpreter (CDI)
- First must take a written test on knowledge of Deaf interpreting and professionalism. After passing, they have 5 years to take a skills exam
- Skills exam covers: simultaneous interpreting from English to ASL, consecutive interpreting in an interaction between a Deaf and hearing person, interpreting print from English to ASL, mirroring information accurately
40
What is the AVLIC and where was it established?
Association of Visual Language Interpreters of Canada was established in November, 1979 in Winnipeg, Manitoba
41
What are the five steps of the interpreting process?
1. Take in source language
2. Identify deep structure meaning
2. Apply contextual/schema screen
4. Formulate/rehearse target language utterance
5. Produce interpretation
42
Physical requirements for taking in source language:
- Be able to see and hear incoming utterances
- Physical and mental endurance required to focus and sustain attending skills
- Patience to wait, not to rush the process
43
Cognitive competence for taking in source language:
- Cloze skills in ASL and English
- Ability to extract meaning form linguistic forms quickly and discard SL "dressing"
- Ability to store, connect, and retrieve quickly
44
Linguistic and cultural requirements for taking in source language:
- Bilingual competence, being familiar with the range of registers in each language
- Bicultural competence, knowing how speakers accomplish various goals in culturally appropriate ways
- Proper use of turn taking, turn retaining, and reciprocal signals in each language and culture
45
Social competence for taking in source language:
-Social skills and cultural finesse to support effective interpersonal interactions in a variety of settings
46
Cognitive competence for analyzing deep structure meaning:
- Ability to think critically
- Critical listening skills in order to identify the meaning/intent
- Breaking down the information
- Disciplined reasoning
- Aware of one's one beliefs/biases
47
Linguistic and cultural requirements for analyzing deep structure meaning:
- Understand speaker's goals and utilize predictions
- Recognize euphemisms, nuances, subtleties, innuendo, insinuation, indirect suggestions, metaphors, and shades of meaning
- Ability to read culture based non verbal signals
48
Ways to apply contextual/schema screen:
- Cohort groups
- Schema screen
- Contextual factors
49
Formulating and rehearsing equivalent message requirements:
- Linguistic competence
- Cultural competence
- Linguistic and cultural adaptation
50
Process multi-tasking and monitoring:
- Confirming comprehension
- Asking for clarification
- Allowing movement between consecutive and simultaneous
- Checking for and correcting errors
- Verifying maintenance of interpersonal dynamics
- Working with rehearsed or read texts
- Working with uninitiated consumers
- When to use first person
51
Modality
English: Auditory/visual, requires use of content and functional elements to create proper rhythm
ASL: Visual/spatial, fosters use of spatial referencing and restricts use of functional elements, utterances made up of primarily content elements
Challenges: deriving meaning, dropping from SL, managing the volume of lexical units and the speed of SL delivery
52
Grammatical Structure
English: subject-verb-object (SVO), linear
ASL: topic prone, imbedded information allows for greater simultaneous conveyance of information
Challenges: producing target language that is grammatically correct, avoiding SLIs, conditionals in ASL must precede consequence
53
Time/Tense Markers
English: Verbs change forms (conjugated) to mark present, past, or future tenses
ASL: Comes early in the utterance and conjugates all following verb until a new time marker is noted
Challenges: producing target language that appropriately conveys time, recognizing time markers in ASL when working from ASL to English
54
Negation/Affirmation
English: Adds a word to indicate affirmation or negation, affirmation is usually imbedded in the verb, although a lexical item may be added for emphasis or clarity
ASL: Adds a NMS as the utterance is signed, formal register requires a sign after the NMS but is optional elsewhere
Challenges: incorporation of proper variations of negation and affirmation (different registers), avoidance of non-Deaf form of head shaking from side to side when making an emphatic statement (looks like negation in ASL)
55
Determining Meaning
English: Described as indirect due to the common use of implicit conveyance of information, requires listener to extrapolate meaning by identifying implicit and explicit units of meaning
-multiple meaning words, new lexical items can be made, generic terms, pronouns, compact lexical items
ASL: Described as direct due to the common use of ambiguous, explicit lexical items minimizing the need for participants to identify implied units of meaning
-few if any multiple meaning lexical items, maintains strong association to immediate event, specific sensory orientation, perceptual imagery
Challenges: degree of detail (mastering expansion and compression techniques as is appropriate for the direct and indirect nature of each language), use of first or third person address as appropriate for each language (including role shifting for ASL), identifying and converting implicit/ explicit information
56
Affect Markers
English: Generally conveyed via words with appropriate vocal inflection
ASL: Generally conveyed visually via facial markers and sign modulations, although affect signs may be signed with accompanying facial marker
Challenges: learning to work publicly with language that has qualities that are visual (may have a negative response), incorporating visual affect and informational units into spoken language
57
Noun/Verb Modifier
English: Uses prepositions to describe relationship of noun to another noun, adjectives are added to describe a noun, adverbs are added to describe how a verb moves
ASL: Uses CL (sometimes a prepositions) and directional verbs to describe the relationship of a noun to another noun, uses CL and signed adjectives to describe a noun, modifying the way a very is produced (NMS) and sometimes adverbs too describe the way something moves
Challenges: using classifiers to avoid SLI when working from English to ASL, having adequate English vocabulary to interpret CL when working from ASL to English
58
Pronouns
English: Gender specific, number neutral
ASL: Number specific, gender neutral
Challenges: providing number specificity when working from English to ASL, providing gender specificity when working from ASL to English when the referent is set up with no gender
59
Numbers
English: Two numbering systems which are cardinal and ordinal
ASL: Multiple numbering systems for various topic areas
Challenges: mastering reading and using the various systems appropriately in ASL
60
Voice
English: Passive voice used frequently (especially with more formal registers)
ASL: Uses primarily active voice
Challenges: When working from English into ASL, identifying passive voice constructions in English and making proper active voice transition to ASL
61
What was the first interpreting model interpreters used and why?
Helper because Deaf people were seen as handicapped, limited, and unable to manage their own personal and business affairs
62
Describe the Helper Model:
- Views the interpreter as a caretaker who must help
- Tends to be overly involved with the Deaf and hearing clients, often moves out of interpreting role
- Sees Deaf cultural behaviors as immature and ASL as poor English reflective of limited education or mental abilities
63
Describe the Conduit or Machine Model:
- Interpreters assume no responsibility for the interaction or communication dynamics taking place between clients, almost a robot like role
- Viewed by Deaf and hearing clients as rigid and inflexible
- Views Deaf people as needing to learn to take care of themselves, does not recognize a unique Deaf culture or that ASL is a language
- Views English as the only acceptable form of communication
- Confuses quantity with quality when it comes to number of words/signs and linguistic equivalent
64
Describe the Communication Facilitation Philosophy:
- Views Deaf people as part of the larger handicapped population seeking inclusion
- Views ASL as a useful communication mode for less education or less intelligent people, English is superior
- More aware of the importance of appropriate placement within proximity of the speaker and other visual components
- Emphasis placed on interpreter's appearance
65
Describe the Bilingual-Bicultural Philosophy:
- Recognizes Deaf people as members of an oppressed minority, accepts ASL as a language, accepts Deaf culture
- Views the role of an interpreter as equalizing communication and empowering the Deaf and hearing people involved
- Continues to be sensitive to physical communication parameters, communication dynamics, differences in language and culture, etc.
- Defines interpretation broadly, includes explicit and implicit information, linguistic and cultural equivalents, schema, etc.
66
Why do we need Linguistic and Cultural Expansions/Reductions?
We need to manipulate target output so that we can contain all of the essential elements of meaning expressed in the source language in such a way to fit the target communication norms
67
How do we make decisions based on expansion/reductions?
- Linguistic Need
- Cultural Need
- Difference in Experiential Frame
68
Is consecutive or simultaneous interpreting preferred for 1 on 1 situations?
Consecutive so that we have the time to process linguistic and cultural differences
69
How does one's philosophical frame impact their interpreting?
- Changes how they see their clients, their roles, and the role of the interpreter
- Determines how they view ASL/English, Deaf/hearing norms, the rules of interaction
- Explains how they view the tenets in the professional code of ethics and how they use the power of an interpreter
70
What do we need caution for when it comes to expansions and compressions?
There is a fine line between reducing or expanding source language elements to provide a cultural and linguistic equivalent and slipping back toward the helper model of adding and deleting information to help or protect the client
71
What is modality?
The way that a message is expressed, usually aural/oral or visual/gestural
72
What is dynamic equivalence?
Being able to maintain the speaker's intended interactions with and impact on the audience. The speaker's goal and involvement with the audience should be the same for the source and target languages.
73
What is the target language?
The language into which the original message is expressed by the interpreter
74
What is the source language?
The language into which the original message is conveyed.
75
Describe large work settings:
- 20/30 clients, maybe thousands
- Speaker normally is standing and may use a microphone
- Formal register typically
- Speaker goals: entertaining, informing, inspiring, teaching, or convincing
- Preparation is usually possible
76
Describe small group work settings:
- 3/20 individuals
- Speaker goals: informing, advising, explaining, or planning
- Rapid turn taking means interpreter must indicate who is speaking, convey the emotional overlay of utterances, shift back and forth between sign to voice and voice to sign
77
Describe one on one work settings:
- Linguistic register will range (informal or consultative)
- Discourse style may vary from general vocabulary to technical terms
- Speaker goals: exchanging, clarifying information, teaching, explaining, confronting, scolding, disciplining
- Turn taking generally supports shifting back and forth between the two participants, consecutive is helpful
78
What is the C-Language?
Being able to understand most of what is being expressed to you but having a difficulty to respond
79
What is the B-Language? (L2)
Refers to your second language.
- living in a country where that language is spoken by interacting frequently with other people who use it
- studying the language
- family
80
What is the A-Language? (L1)
A person's native or first language. Usually the language parents will speak
81
What are some helpful tips for interpreters?
- Sense of humor
- Recognize what is said about ignorant hearing people does not usually include interpreters
- Recognize your influence as an interpreter and how things can influence you
- Recognize and develop strategies to deal with the power inherent to the position
- Develop skills as an ally
82
What are some ways interpreters can feel oppressed?
- Frequent comments about ignorant hearing people
- Having to laugh at (and often interpret) jokes that make fun of interpreters, hearing people, or you
- Interpreting the comments from a Deaf person who is blaming or criticizing you for something
83
Describe the role of an Ally:
It is where interpreters should be. They support Deaf individuals in their own struggle for liberation
84
Describe the role of an advocate:
It is when someone speaks out on behalf of others. Usually leads to hearing people becoming the "expert"
85
How can we use humor as a tool?
We can try to understand it as a glimpse of an upside world in which Deaf people have a chance to gain something from being a member of the minority
86
What is the myth of neutrality?
It is not possible for emotionally healthy people to work with people without experiencing empathy and other feelings
87
What is vicarious trauma?
It is trauma that results from observing another person's traumatic experience
88
What is the impact of oppression from hearing people to Deaf people on interpreters?
- Employees may ignore Deaf employees
- Parents may be in denial about their child's deafness
- They may overhear rude comments
89
Describe the reasoning for humor?
- Used by minority groups to deal with their day to day experiences of disenfranchisement
- Often incorporates images of turning the tables on the majority group
- Proves intelligence, resilience, perseverance, and ultimate empowerment of the minority group
90
What is the DPN movement?
The Deaf President Now events at Gallaudet in 1988 were historic and marked the beginning of significant political activism
91
What are schematic constructs?
- Physical characteristics
- Social roles
- Psychological characteristics
- Membership/association
92
How does Audism affect Deaf people?
- Institutionalized oppression
- Ambivalence
- Fatalism or passivity
- Horizontal violence
- "Benefactors are perfect"
- Emotional dependence on oppressor
- Fear of freedom
93
What are characteristics of the "Benefactors" of oppression?
- Pejorative view of the minority group
- Reciprocity of perspectives
- Members of the group are innocent and childlike
- Paternalism
- Need for approval
- Fear freedom movements
94
What is Audism?
An attitude based on pathological thinking resulting in a negative stigma towards anyone who does not hear
95
What is the cultural view of Deaf people?
It is that Deaf individuals are normal, capable human beings encountering life in a different, yet acceptable, way that conforms with norms based on a visual/non-hearing way
96
What is the pathological view of Deaf people?
It is that Deaf people are viewed as disabled and imperfect beings who need "fixing."
97
What is marginalization?
It is the systemic exclusion of minority group members from quality social services, economic opportunities, healthcare, and meaningful education. The absence of power of a "voice"
98
What is oppression?
It is the unjust or excessive exercise of power of a position that hurts or disempowers others. It can be individual, group, or institutional based
99
What is stereotyping?
It is pre-judging others based on assumptions that do not reflect reality or truth
100
What is schema?
It is the "scripts" that we learn from life experiences which help us predict how to act and how other people will act in a new, but similar situation. It is different from one culture group to another
101
Describe oral communication systems:
Some Deaf people do not use sign language and prefer to speech-read and use their own speech to communicate
102
What does it mean to have minimal language skills?
Some Deaf people do not develop competency of skill in any language whether it be spoken, written, or signed
103
What are home signs and gestures?
It is a system of pantomime, gestures, and manual signals used within the family and close friends to support communication and interaction
104
What are foreign sign languages?
Each country had its own indigenous sign language that is used by Deaf people in that country
105
Describe the contact varieties in signed communication:
When two large groups have long, sustained contact with each other, there are predictable results
- Linguistic variations start to emerge in which words, phrases, grammatical structures, and other features of each language are mixed
- Some processes behind this include code switching, code mixing, and lexical borrowing
106
What is Signing Exact English (SEE2)
It grew from SEE1 and was developed mostly by Gustason, Zawalkow, and Pfetzing... "English should be signed in a matter that is consistent as possible with how it is spoken and written"
107
What is Seeing Essential English (SEE1)?
It evolved from a 1966 experiment led by David Anthony to teach English to mentally retarded Deaf adults in Michigan. It is based on separate signs or movements for each word root
108
What is the Rochester Method?
Each word is fingerspelled, except for "and"
109
What is Sign Supported Speech (SSS)?
It is a broad term used to refer to English-based signing systems. They attempt to represent English in a manual/visual form and rely on the lexicon and syntax of English
-Ex: Manually coded English
SEE1, SEE2, SE, CASE
110
What is ASL?
A naturally occurring visual-gestural language that adheres to specific linguistic rules. It emerged from the Deaf community in the US with a French influence
111
Describe learning styles:
- Deaf: flourish in student centered, cooperative, hands on settings
- African American: mixed
- Hispanic: flourish in student centered, cooperative, hands on settings
- Native: watching, thinking, delayed participation
112
What are some facts about the different groups?
- Deaf: 10% have Deaf parents
- African American: small percentage have Deaf family
- Hispanic: smaller physical zone of comfort so they stand closer than English speakers
- Native: harmony valued, comfortable with visual and physical communication
113
How do these different groups see time?
- Deaf: connecting to the group has more value than punctuality
- African American: mixed
- Hispanic: unhurried, little value placed on punctuality
- Native: current activity takes precedence over planned events
114
What are these group's home languages?
- Deaf: usually English, although the native language of Deaf people is ASL
- African American: English, although distinctive styles of speech are used to demonstrate group membership and honor ancestors
- Hispanic: may be Spanish or English, very little pressure of family to master English
- Native: Native language may be home language
115
What are these group's genealogy like?
- Deaf: variety of ethnicities represented, Deaf lineage valued, 90% have hearing families
- African American: primarily descendants of former slaves
- Hispanic: from Mexico, Central and South America, and Spain
- Native: original people of North America, many bands are matrilineal
116
How do these groups approach decision making?
- Deaf: often gather information and perspectives from other community members before making a decision
- African American: mixed although family is often consulted
- Hispanic: mixed although family is often consulted
- Native: slow to make decisions; group consultation required
117
How do these groups approach spirituality?
-Deaf: varies
African American: church plays a central role in the community
-Hispanic: many are influenced by traditional Catholic values
-Native: strong spiritual component to culture; little separation between medicine and spiritual practice
118
What are these group's work ethic like?
- Deaf: mixed...some have North American values, others see no shame in living off disability payments
- African American: long history of strong work ethic
- Hispanic: historic work ethic marked by relaxed pace
- Native: work is valued to live but not valued simply for the sake of getting more
119
How do these groups view status?
- Deaf: fluent signers, accomplished story tellers, political leaders fighting for Deaf rights
- African American: varies
- Hispanic: varies
- Native: status in sharing resources, not in collecting things
120
How do these groups view family and elders?
- Deaf: "elders" valued, Deaf community often valued as "family
- African American: elders and church leaders respected; matrilineal
- Hispanic: family is primary cultural structure; elders respected
- Native: elders and extended family valued; some bands matrilineal
121
What is Kohl's Culture Definition?
It defines a community's general beliefs, religious beliefs, myths, values and knowledge
122
What is Padden's and Humphries's culture defniniton?
"a set of learned behaviors of a group of people who have their own language, values, rules of behavior, and traditions"
123
What is UNESCO's culture definition?
"dynamic value system of learned attitudes w/ assumptions, conventions, beliefs and rules that permit members of a group to relate to one another and the world"
124
How do culture and communication mix?
Culture dictates expectations regarding roles, behavior, communication norms, politeness, etc.
125
What is a cultural identity?
The way one's culture of birth influences a person's beliefs and self concept
126
Why is culture important for interpreters to understand?
It requires we identify our own cultural identity and be fully cognizant of the unconscious expectations arising from these allegiances and the impact it has on their own interpersonal communications
127
What is individualism?
American Culture
- identity: defined by immediate personal achievements
- shared knowledge: information gathering is highest priority
- time: late=rude, time is crucial
- trust/credibility: based on evidence and hard facts as well as logic
- status: defined by ones individual accomplishments
- sports: individual based even in team sports
- doing business: does not want social chit chat, get to business
128
What is collectivism?
70% of the world
- identity: defined by their group membership
- shared knowledge: high degree, interpersonal contact is a high priority
- time: based on a gut sense of readiness
- trust/credibility: gut sense of other person's integrity and the role they have played in the group
- status: defined by one's connections within the group
- sports: team based
- doing business: considered rude to get right down to business, social connections are expected to be made
129
What is the role of culture?
It shapes our concept of who we are:
- family
- gender
- social experiences
- economic status
- educational experiences
- physical, mental, emotional, and spiritual development
- temperament or personality type
130
What are components of culture?
- knowledge / beliefs / art
- morals / laws / customs
- material / behavioral / cognitive
131
What is intimate register?
It is communication exchanges that take place between individuals who have a shared history that influences the communication dynamics
-dependent on the individuals
132
What is informal/casual register?
It is when participants involved have equal status
| Ex: neighbors, church members, coworkers, students, etc.
133
What is passive voice?
It refers to a statement in which the person or thing performing the action is not overtly stated
134
What is abstract language?
It refers to degrees of imprecision in communication
135
What is the use of Euphemistic language?
It is the use of socially acceptable terms and phrases in place of blunt, descriptive ones
136
What is equivocal language?
It is the deliberate use of signs words or phrases that can be interpreted in more than one way in order to mislead someone
137
What is frozen register?
It is text that is the same each time it is rendered
| EX: weddings, funerals, ceremonies
138
What is formal register?
It is the type of language used when one speaker addresses a fairly large group of listeners, with virtually no turn taking or linguistic interaction between the speaker and the audience
Ex: sports arenas, auditoriums, theaters, churches (it can vary)
139
What is consultative register?
It is one of the individuals involved in the interchange is an "expert" status or enhanced command of the topic, yet there is a desire to interact with the listener or audience to confirm that communication has taken place.
Ex: one-on-one or small group settings, commonly between service providers and consumers
140
What is the communication process?
- Not linear
- An interactive and dynamic process in which communication simultaneously send and receive multiple and overlapping messages
Knowledge Exam Prep DEAF420
flashcards
Decks in class (1)
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