1
Q
Communication
A
Takes place between 2 or more people. Complex and precise , essential for life, health, development. Critical social needs of inclusion, control and affection. Share cultural, experimental, and linguistic backgrounds or nothing in common.
2
Q
Linguistic Register
A
Frozen, Formal, Consultative, Informal/Casual, Intimate
3
Q
Contextual Environment
A
Physical location and the status of each participant where they bring their own personal history.
4
Q
External noise
A
Anything that distracts participants in an interaction from their communication
5
Q
Physiological noise
A
Biological factors that interfere with communication: illness, exhaustion, hunger…
6
Q
Psychological noise
A
In the heads of the participants and random thoughts that pops into one’s mind: internal stress personal judgements…
7
Q
Speaker/Signer Goal
A
The “why” of the message. The reason behind the statement being made or the question being asked.
8
Q
Context of Message Conveyance
A
“Who” and “where” of message construction . Who we are communicating with and where communication is taken place. Everybody carries some level of status with them into an interaction. Awareness of status of participants is important in formulating a message.
9
Q
Constructed Messages
A
Convey an idea, ask a question or share information with another person using a combination of speech/signs and nonverbal communicative elements.
10
Q
Powerful/Powerless Speech
A
Language is powerful and reflects the level of affiliation, attraction and interest a speaker feels towards a subject. Communication patterns that makes a person seem less powerful and less confident. (Hedges, hesitations, intensifiers, polite forms, tag questions, and disclaimers less credible and believable)
11
Q
Culture
A
Results from a group of people. Shared experiences, common interests, shared norms of behavior and shared survival techniques-coming together as a community. Social interaction, emotional support and physical safety.
12
Q
Relationship of Culture and Language
A
Intertwined with each other. Language is the primary medium through which cultures is communicated and shared with others and reflects norms, values, and lifestyle out of cultures using that language.
13
Q
Collectivist
A
Shared knowledge and working together as a group. Awareness of group needs and feelings, contribution and take care of the group.
14
Q
Individualists
A
Define themselves and others by their immediate personal achievements, focused on the individual rather than a group.
15
Q
Cultural identity
A
Influences his or her communication. Complex because of the intricacies of culture and group membership. Individuals make their own choices regarding the culture that will form the heart of their personal identity.
16
Q
Relationship between Culture and Communication
A
Culture dictates expectations regarding roles, behavior, communication norms, politeness. These norms use attention-getting and attention-maintaining techniques, appropriate eye contact and volume of speech/physical distance when communicating. Understanding a speakers cultural identity will help the listener uncover the meaning and intention of communication expressed.
17
Q
Effective communication
A
Requires that we each identify our own cultural identity and understand how it influences our expectations in communication
18
Q
Cultural norms
A
Professional communicators to learn about cultural norms and world views of others to avoid insensitive comments or judgmental reactions.
19
Q
Cross Cultural Dynamics
A
“Nothing starts on time”… Deaf perspective is valuable act of connecting with community members is taking place. This has priority over the clock.
20
Q
Conscious Awareness
A
Need to be aware of the influences of communication and indivisible expectations or interpersonal exchanges by members of other cultural groups. (eye contact, calling someone by name)
21
Q
“Connectedness”
A
Depends on the degree of communication that has evolved between the hearing family and the Deaf family member-eye contact and nod of recognition.
22
Q
Culture based on Sight
A
Great deal of value placed on the eyes and hands. Interpreters can demonstrate sensitivity to this value by ensuring there is proper lighting, wearing solid colors.
23
Q
Attention-getting and Signaling Devices
A
Flashing lights and vibrating mechanisms, tapping on the shoulder, or an arm/hand wave. Interpreters must develop knowledge and skill in various attention-getting and attention maintenance.
24
Q
Competence
A
Interpreters must be fluent and competent in both ASL and English.
25
Eye contact
Frequent and sustained eye contact is mandatory. Comfort with the skill is using appropriate eye contact is critical for interpreters.
26
Multicultural Communities
Being able to interpret for many different and diverse communities and become familiar with the wide range of other cultural practices and beliefs we may encounter.
27
Diversity
Different members in each group and become comfortable with a wide variety of cultures that frame communication and experiences of everyone you interpret for.
28
Reciprocal Signals
ASL requires frequent feedback in a conversation, nodding to indicate comprehension. Affirmative reciprocal signals are used to indicate comprehension on the part of the listener and should not be misinterpreted as agreeing with what is being said.
29
Emotional Display
Visual display of affect is a critical component of communication. Visible emotion including visual, emotive, affect and facial expressions into signing.
30
Lifelong Learning
Frequent social interactions with a variety of Deaf and HOH individuals will slowly reveal the keys to cross-cultural understanding.
31
Labeling
Reflects a persons sense of self and their place in the world (Deaf, profoundly deaf, hard-of-hearing, hearing...)
32
Multilingual within Deaf Community
Communication modes: English based systems, SEE, Rochester Method, Grammatical ASL, Mixed ASL, English-based signing)
33
American Sign Language
Visual-Gestural language with the movement of the hands, face and body rather than sound. Naturally occuring visual-gestural language specific to linguistic rules. (Facial grammatical markers, physical affect markers, spatial linguistic information and fingerspelling)
34
Languages are made up of
syntactic, phonological, semantic and pragmatic rules and evolves over time.
35
Sign Supported Speech (SSS)
Broad term to refer to English based signing systems in a manual/visual form ( Manually Coded English MCE earlier term for SSS, SEE1, SEE2, SE, CASE...)
36
Home Signs
Pantomime, gestures and manual signals used within the family to support communication and interaction with no formal sign language.
37
Minimal Language Skills (MLS)
Due to individuals who have no language skills in any language. Result of poor education, developmental disabilities or social/linguistic deprivation.
38
Oral Communication Systems
Speech reading, oralism, and use oral transliterators.
39
Tactile Signs
Referred to the the Deafblind community. ASL tactilely is by placing their hands slightly on top of the hands of the person who is signing to them.
40
Contact Varieties
Signing that reflects a mixture of structures from ASL and English as a result of prolonged language contact between members of these two different linguistic communities (PSE).
41
Schema
Based upon personal experiences and cultural background to make sense of events as they are unfolding and know how to act appropriately.
42
Stereotyping
When we generalize a judgement to the entire group solely based on group membership
43
Institutionalized Oppression
Negative attitudes toward the minority or "different" group are transmitted through the institutions of society ( schools, media...)
44
Benefactors
The oppressors. Doing "what is best" for those "poor folks" referring to individuals who have differing cultural, economic or group norms.
45
Marginalized
Shut out of opportunities that leads to inclusion and equality.
46
Audism
An attitude based on pathological thinking resulting in a negative stigma towards anyone who does not hear.
47
Pathological Views of Deaf People
Deaf individuals are viewed as disabled and imperfect needing to be "fixed".
48
Paternalism
Desire to take members of the minority group "under their wing" assuming a "know it all" or "take charge" stance.
49
Fear of Freedom
Wanting freedom but simultaneously fearing equality and empowerment.
50
Oppression
The unjust or excessive exercise of power or position that hurts, maligns, or disempowers others.
51
Deaf President Now (DPN)
Most powerful liberation movement in 1988 at Gallaudet University, to speak up and demand for equal right for Deaf individuals.
52
Humor
Used by minority groups to deal with their day-to-day experiences of disenfranchisements and fight oppression.
53
Impact of Oppression on INterpreters
Interpreters ameliorates the lack of access but exuberates the situation.
54
If you want to be an interpreter
you must be prepared to struggle with conflict and confusing feelings regarding a role in the Deaf community.
55
Deaf consumers need to be free to
express their own beliefs, opinions and feelings.
56
Vicarious trauma
Trauma that results from observing another person's traumatic experience.
57
Power of Interpreters
Power is inherent in your role and ascribed to you by other people involved. Must learn to use power in a wise and prudent matter.
58
Advocate
One who speaks out on issues on behalf of others.
59
Ally
One who supports Deaf individuals in their own struggle for liberation (the role we should support)
60
Its important to remember
You as a hearing person needs to understand that you cant comprehend the experience of being Deaf nor should you claim the roots and connectedness, that a history of oppression gives to the community.
61
Interpretation
Taking the source language, identify meaning and speaker intent analyzing linguistic elements than making a cultural and linguistic transition and producing the message in the target language.
62
Source Language (SL)
Original message conveyed.
63
Target Language (TL)
The original message is expressed by the interpreter.
64
Dynamic Equivalence
Maintaining the speakers intended interaction with an impact on the audience. When accomplished the speakers goal and level of audience involvement is the same for both audiences receiving from original form and through interpreter for Deaf audience.
65
Transliteration
Signed English to Spoken English to identify English with the speakers intent by analyzing elements of a message and expressing that in a different form.
66
Translation
Changing the message from frozen form of one language into the frozen form of another language.
67
Sight Translation
Changing a message from frozen form of one language to a signed/spoken language.
68
Modality
Channel through which a message is expressed, specifically aural/oral or visual/gestural.
69
Simultaneous Form
Process of interpreting into target language at the same time the source language message is being delivered.
70
Consecutive Form
Process of interpretation into target language after speaker completes one or more ideas in source language.
71
Helper Model
Views Deaf people as handicapped and unable to fully manage their personal life. Incapable of fully understanding the world around them. Views interpreter as a caretaker to help.
72
Conduit/Machine Model
Interpreters assume no responsibility for their interaction or communication dynamics between clients. Views Deaf people as needing to learn to take care of themselves.
73
Communication Facilitation Model
Interpreters are more aware of the importance of appropriate placement within proximity of the speaker, lighting, and background.
74
Bilingual-Bicultural Philosophy
Recognized Deaf people as members as the oppressed, minority; accepts ASL as a language. Interpreters are sensitive to physical communication dynamics, indicates who is speaking and places themselves appropriately. Requires cultural and linguistic mediation while accomplishing speaker goals and maintaining dynamic equivalence. Best suited for Interpreters.
75
Dynamics
The way the people and interaction react to or engage with the speaker or signer and his/her message. Bi-Bi interpreters will attempt to interpret a message as the interpreted communication which will have the same dynamic response.
76
Linguistic Expansion
Involves interpreting implicit information or ideas, as well as the explicit information and ideas, if it is needed to guarantee full communication.
77
Cultural expansion
Providing contextual information needed to make sense out of something that is signed or said to someone with a different schema.
78
Cultural/Linguistic Reduction
Reducing the volume and sometimes the detail of information without affecting the meaning intended.
79
Ethical Decision-Making
Applies to the Code of Ethics based on respecting consumers choice of language and modality and based on different situations along with respecting the linguistic and cultural preference of that individual and move into that form of service delivery.
80
Linguistic Need
Demands the overt statement of information that is understood but unstated in another language. Cultural need of culture defines certain behavior as acceptable or unacceptable, necessary or unnecessary.
81
Contrasting
Makes a statement by preventing the negative and positives of the idea. Emphasized or reiterate the comment or ensuring the listener understands the point.
82
Faceting
Refers to two or more signed synonyms when conveying a particular concept. To provide information in a visually clear manner and to give weight to certain ideas/information.
83
Reiterating
Signs/sign phrase is repeated within the same short utterance for clarity or emphasis.
84
Role-Shifting
To convey interactions between two or more people (role-shifting) and to "set the scene" 360 degrees space surrounding the signer.
85
Noun Listing/ Examples
Listing of examples that fit a semantic category after the introduction of a term. Clarifies of the term being referenced.
86
Couching/Nesting
Provide information in an introductory expansion or "set up" to ensure the listener has the schema or frame required to understand the upcoming discourse.
87
Describe Then Do
Made up of two parts: first, the signer states s(he) will do/say from a narrator position; second, via role-shift, the signer does/says what was described from the position of the person /thing doing the action.
88
Affect Markers
Visual, conveyed through modification and the way signs are produced, specific facial markers, as well as specific body movement and agreement markers.
89
Time/Tense Markers
The tense must be stated prior to the verb in an utterance and modifies all subsequent verbs. Information usually ordered to real time (sequential) sequencing.
90
Classifiers
Special set of signs used to provide information regarding;(a) relationship of a noun to another noun, (b) description of a noun, (c) description of how something moves.
91
Steps in Interpretation
1: Take in Source Language
2: Identify Deep Structure Meaning
3: Apply Contextual/Schema Screen
4: Formulate/rehearse equivalent Target Language Message
5: Produce Target Language Interpretation
92
Physical Requirements
Physically be able to hear and see as well as the interpreter needs to move back and forth between auditory/oral channels and visual/gestural channels. Must also develop the mental and physical endurance required to focus and sustain attending skills.
93
Cognitive Competence
"Filling in the blanks". An interpreter must have the ability to store, connect, retrieve, and process information quickly in order to take in, comprehend and store the source language units of meaning effectively.
94
Social Competence
Developing social skills and cultural finesse to support effective interpersonal interaction is crucial.
95
Critical Thinking Skills
refers to the ability to break the whole into its parts, to examine in detail, to look more deeply into a text and determine its nature.
96
Contextual Factors
Interpreter is expected to predict. This should guide the interpreters preparation for the interpretation: goal, parties involved, level of formality, nonverbal interactions and reactions, where the setting is taken place.
97
Schema
Ability to deduce similarities and differences in participant background and experiences that may be influencing the communication and interpersonal dynamics.
98
Multi-tasking
Confirming comprehension/asking for clarification; slowing the process to allow for movements between simultaneous and consecutive modes.
99
Monitoring
Checking for and correcting errors in output; verifying consumer comprehension; verifying maintenance of interpersonal dynamics.
100
Linguistic and Cultural Adaptations
Able to use bicultural expertise in the construction of TL messages that compliment speaker goals and maintain dynamic equivalence. Able to consistently make TL selections that clearly express intended information and speaker goals.
101
Spoken Language Interpreting
Looked upon as a profession at the Paris Peace Conference in 1919, following World War 1.
102
Legislation
The field of spoken and sign language interpretation has been significantly influenced by federal legislation in the US.
103
Registry OF Intereters for the Deaf (RID)
Established in 1964 at Ball State Teacher's College.
104
RID Certification
1: The National Testing System (NTS)
2: Certification Maintenance Program (CMP)
3: Ethical Practices System (EPS)
105
Reverse Skills- For Deaf Interpreters
Reverse Skills Certificate; RSC (1972-1989) awarded to Deaf individuals who successfully completed the interview and the two sign-to-voice portions of the evaluation with 75% accuracy or above.
106
Comprehensive Skills Certificate- (Hearing)
(CSC)- awarded upon successful completion of all segments at 75% level of accuracy.
107
Oral Interpreter Certificate: Comprehensive (OIC:C)
Required an interview plus four performance segments with 75% or more. (1979-1983)
108
RID Certification (CI)
Certificate of Interpretation
109
RID Certification (CT)
Certificate of Transliteration
110
American with Disabilities Act (ADA)
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.
111
Code Of Ethics and Guidelines for Professional Conduct
1: Found in a variety of professions
2: Grow out of meta-ethical principles that are common with culture/community.
3: Set of behavioral standards or principles that define what is deemed appropriate in a particular professional field.
4: Require practitioners to have well-developed sense of self and critical thinking skills.
112
Goals of Professional Codes are to:
1: educate members regarding what is appropriate and inappropriate behavior.
2: Foster the development of professional goals and norms
3: Deter inappropriate and immoral conduct
4: Discipline offenders
5: Protect the public from unethical practitioners.
113
Values the AVLIC and RID Code of Ethics
1: The right of all people to be treated fairly and with respect
2: Respect of individual privacy
3: The right of all individuals to communicate freely in the language/mode most comfortable to them
4: The right of all individuals to know what a service will cost in advance of the provision of that service.
5: The belief that professional practitioners can learn and that good judgement and decision making will be the result of experience and education.
114
Steps in Critical Thinking and Decision Making
1: Write down every possible option available
2: Identify all possible consequences of each option
3: Collect and review he fact
4: Review the consequences in light of these facts
5: Review the options
6: Rank options, act, review action, and log what you learned
115
Support Groups
A small group of professional peers committed to confidentiality, growth, and honesty
116
Mentoring
An arrangement in which a more experienced interpreter "adopts" a less experience interpreter.
117
If you want to be an interpreter...
It is time to deal honesty with who you are and how you got to be that person.
118
Ethics
A set of principles that defines what is judged appropriate or inappropriate, right or wrong.
119
Empowerment of the Client
Individual ethics involve behaving in a way that demonstrates genuine concern for the well-being of others and empower others.
120
Critical thinking
This requires that you look at a question or issue from a variety of view points- with an open mind to as many feasible options or perspectives to a given situation as possible.
121
Religious Settings
Generally involves four types of events; religious services, funerals, weddings, and special events.
122
Educational Settings
Includes preschool, elementary, secondary and post-secondary environments.
123
Working with a Deaf Interpreter
Should work when deaf customer's communication is affected by special circumstances, including physical and mental development issues, being unfamiliar with standard ASL, or non standard ASL.
124
Interpreting in Medical Settings
Can be divided into medical appointments and laboratory/hospital procedures.
125
Legal Settings
Includes attorney-client appointments, police interactions, and court room proceedings.
126
Mental Health and Psychiatric Settings
Can be divided into psychiatry testing and evaluation, outpatient group or individual therapy sessions, in-patient group or individual therapy sessions.
127
Interpreting for Conferences
A specialized type of platform interpreting; usually takes place over several days with a unifying theme; papers and speakers are usually available in advance; specialized terminology is used.
128
Theatrical/Performing Arts
Interpreter often becomes "a part of the show, " dressing in costume, moving in a large, dramatic signing space, physically portraying a variety of characters or personifying the rhythm of music.
129
Employment Related Settings
Involves job interviews; new employee orientation; on the job training; union or staff meetings; employer-employee interactions and office events.
130
Interpreting in an Interpreting Team
Involves a team of two or more interpreters working together to interpret a single text or presentation.
131
Staff Interpreter
Full-time working for a business, school or agency; likely to receive benefits.
132
Contract Interpreter
Working hourly for a school or an interpreting agency; no benefits as a rule.
133
Self-Employed Practitioners
Part-to-full-time work, depending on demand; benefits must be paid by the individual interpreters.
134
Threats to staying in the field
Repetitive Strain Injury (RSI) aka over-use syndrome along with emotional burnout.
135
Bookkeeping
Techniques for tracking the work you've done, developing invoices and collecting the money owed to you.
136
Private Practice
For high-leveled interpreters that develops clientele, and interact with the deaf community more to build a trust relationship.
137
New enties into the field should include
more men, non-white individuals, and people with no Deaf family members.
138
The demand for interpreters is driven primarily by
Legislative initiatives and court decisions mandating greater access for Deaf and HOH individuals to education, employment and a wide range of community services.
139
For freelance interpreting must develop
Skills to the level that you can handle the variety of clients and situations encountered by freelance intepreters with the limited prep common to this area of work.
140
To determine your rate of pay when freelancing must calculate
Transportation, office expenses, taxes, retirement fund, disability insurance, billing/booking time, business clothing, insurance and public relations.
141
Distantism
Refers to the privileging of the distance senses of hearing and vision.
142
Deafblind people are left to face
Even more hardship sue to their nature in communicative methods and touch.
143
Deafblind often requires an
inperson interpreter, CDI (Certified Deaf Interpreter) and/or SSP (Support Service Provider) to facilitate.
144
Tactile/Pro-Tactile
Having the slightest touch of interpreters hands while signing for communicating.
145
Deafblind people rely on
fixed physical proximity to communicate with the world around them.
146
Braille
Was adopted in 1918 as the official language of blind people.
147
ProTactile Philosophy
Not just accessing communication, it affects all areas of life including DeafBlind culture, politics, empowerment, and language.
148
ProTactile is not
a set list of symbols with associated meanings like "touch signals".
149
Backchanneling
Receiving feedback while a person is signing, by showing signs and hand movements on the persons leg to show agreement, negation, or understanding.
150
Haptics
Anything that has to do with the "sense of touch" and using touch as a way of showing emotion.
DEAF 420- Knowledge Exam Prep
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