ASL 5 Final
Rank the stages of interpreters' processing in the order in which they occur.
-1st stage: Initial awareness of environment (context - prediction and preparation) -2nd stage: Taking in of source - concentrating and comprehending -3rd stage: Lexical & semantic units are 'chunked' and analyzed for implicit/explicit -4th stage: Dropping of form (discarding of source language lexical units and behaviors) -5th stage: Production of target language -6th stage: Monitor external and internal feedback and make needed corrections
The rationale for the invention of MCE's (Manual Codes for English) or SSS (Sign Supported Speech) was? (CHOOSE TWO):
-90% of deaf children are born to hearing parents = need to speak/use English -Provide early language stimulation to deaf children
Match the term on the right with its corresponding definition/explanation on the left. Term can only be used once, not all terms used.
-An interpreters target language when they are trying to retain English form/grammar/word choices: Transliteration -What an interpreter does when they are rendering their work into sign language from written/printed/typed document: Sight translation -Going from written text (frozen) to written text(frozen): Translation -Goal is to drop original form of language that is seen/heard and provide a linguistically and culturally appropriate utterance: Interpretation
According to Cokely, what are the most important things non-native signers can do to close the "social distance" between the hearing and D/deaf communities?
-Associate with the D/deaf community -Learn deaf cultural norms. -Become truly fluent in signed language.
In chapter 9, the authors discuss ASL's use of tense/time related signs and their placement in grammar. ASL time signs like YESTERDAY, LATER, TOMORROW, etc. are most often placed where in an ASL sentence?
-At the beginning of a sentence -During a transition point of the sentence to indicate a change in tense
MATCHING: Match the linguistic aspects of ASL on the left, with the sample ASL glossed sentence, or definition on the right.
-Classifier: Specific sets of ASL handshapes: represent classes of nouns (vehicles, upright person/object, animal legs) -Directional verb: BOOK SISTER GIVE-ME -SASS - as Adjective: NECKLACE - F HS, small with mouth morpheme OO: tracing path of beads on signers chest -Adverbial Information: Is embedded in inflection of verb sign to show relative intensity -Affect Markers: Lack of these = monotone delivery that lacks emotion/does not express goal of source -ASL pronouns: Gender neutral, but number specific
Match the type of required aspects in an interpreter's profile with the behavior on the right. Aspect can only be used once, not all aspects used.
-Cognitive Competence: Quickly process store, connect & retrieve information -Physical requirements: Brain and body endurance to interpret for sustained periods -Linguistic and Cultural: Competence Having a range of registers/language functions and displaying appropriate cultural behaviors -Social Competence: Ability to successfully mediate and finesse interactions
Match the ethical consideration on the left with the interpreter behavior on the right.
-Conflict/breach of confidentality: Discussing student issues/progress with staff, and others -Establishing professional boundaries: Be mindful of age, professional dress, avoiding outside of class contact -Role conflict/perception of role: Role conflict/perception of role
Some of the specialized settings the article discusses include...
-Deaf-Blind -medical -broadcast/television -CDI teaming (certified deaf interpreter) -legal -theatre/performance
Match the term on the left with the definition or example on the right. *Not all are used, can only be used once.
-Demand: A factor in the interpreter's work that rises to a level that requires a decision/action -Control: How the interpreter uses options that they have to respond -EIPI: Categories that encompass salient aspects of human interaction/communication -Debriefing/Mentoring: Post Assignment Control
Match the setting on the right to its corresponding scenario on the left.
-Education - graduation ceremony: large group/platform -Education - Parent Teacher Association meeting: small group -Medical - Physical therapy appointment: one-on-one - Religious/Social Service- Wedding: large group/platform -Emergency Broadcast on TV large: group/platform -Social Service - AA meeting/12 step: small group -Employment - Job interview: one-on-one -Theatrical - Performance: large group/platform -Register is high consultative to formal, minimal if any turntaking: large group/platform -This communication setting easily allows for consecutive: one-on-one -Allows for the most preparation, settings typically work from your A-language into your B-language: large group/platform -Due to nature of this setting, it is not recommended that new interpreters take these types of assignments: small group
Match the type of interpreted setting on the left with the matching example on the right.
-Employment: Union meeting -K-12: Assembly -Religious/Spiritual: Pre-marital counseling -Working with a DI: Dependent on need of deaf consumer (background) -Medical: May need to wear/use special clothing advocate for interpreters presence in phases of care -Legal: Interpreter and deaf consumer interactions under stressful situations -- may impact clarity of communication -Social Service: HOA Meeting or AA/NA -VRS: Federally mandated service/video phone calls -VRI: Paid for by individuals/video phone calls
Please match the following 'expansion techniques' found in ASL with the sample ASL sentences utilizing these features on the right.
-Faceting: THAT TEST EASY, NO-BIG-DEAL, REALLY SIMPLE -Contrasting: ME SKILLED HORSE-BACK RIDE (CA on horse) NOT, ME LOUSY -Reiterating: WOW LINE LONG, CL: 4 4 (long line) WOW -Couching/nesting: YOU-KNOW SWIPE-CARD DEDUCT MONEY, #EBT #CARD -Noun Listing/Example: STORE BUY MILK FRUIT POTATOES BUTTER
Choose all statements that are true in an ideal K-12/Educational Interpreting setting:
-Hiring practices in K-12 settings should require a Deaf person as part of the assessment team -K-12/Staff college interpreters are paid less than freelance interpreters but have job security -Interpreters in this setting should have a minimum of a BA and Certification
The current NAD-RID national Interpreter certification test assesses what skills/attributes?
-Judgment on ethics, professionalism and culture -Language skills -Knowledge of NAD's policies -Interpretation skills -Communication skills
Initially, interpretation was often provided on an informal basis by...
-Ministers and/or members of the clergy -Teachers of the deaf -CODAs
Match the demand category on the left with the example situation on the right. *Can only be used once.
-Paralinguistic: Accent, with fast pace - hard to understand -Environmental: In a small room with low light - uncomfortable and hard to see deaf participants -Intrapersonal: Interpreter's own frustration with group discussion ideas -Interpersonal: Person in setting jokes around by using interpreter as example
Language & Communication Varieties - Matching: View the variety on the left and choose the best example/descriptor from the right. Choose the best answer.
-SEE 1: "Carpet" signed CAR + PET. Signs based on syllables -SEE 2: "Two out of three rule" - "run" always signed the same regardless of semantics -Rochester Method: Representation of ideas using fingerspelling only -CASE: Interpreters target 'language' -Foreign Sign Language: Used by deaf people traveling or immigrating to North America -Home Signs: Idiosyncratic gestures/signs particular to a group/family -Cued Speech: 8 handshapes for consonants & 4 positions on the face for nouns -Minimal Language Skills: Semi-lingual Individuals 'MLC' -Contact Variety: PSE
When working with a DI: Select all that are true
-The DI and hearing interpreter should enter together -Introductions should be split evenly and allow for equality of the team
Based on what we have learned in class during discussions and your readings, Please mark the answers you feel are true about the protocol for medical interpreting. MARK ALL THAT APPLY
-The hospital/Dr. is required by law the ADA (Americans with Disabilities Act) to pay for and provide interpreting services -Interpreters are supervised effectively by Dr.'s and nurses -Interpreter may 'step out of role'' by explaining how to use interpreting services -There is not a certification for medical interpreting
Match the term on the right with its corresponding definition/explanation on the left.
-The language the interpreter is working from: Source Language -The language the interpreter is working into: Target Language -One's native language/mother tongue also called the "A language": L-1 -A secondary language learned after one's native language: L-2 -The time the interpreter uses to comprehend and determine meaning: Processing Time -When the interpreter has a slight delay (1-5 sec) before rendering the interpretation: Simultaneous -When the interpreter's chunks of source information are long and participants pause during rendering: Consecutive
What does it mean when an interpreter 'monitors' their work? (List and explain 5 examples listed in chapter 10).
-They have to be aware of the relationships between the individuals present in order to help properly convey a message, such as between a teacher and student or a manager and employee. -They have to constantly read the room for understanding of the interpretation and correct any mistakes or clarify to make sure the message is clearly received. -They have to ask themselves the purpose of the interaction. For example, if a deaf person is trying to get a job, the interpreter wants to take a more professional tone when voicing. -They have to look past the meaning on the surface and take any underlying cues to deliver any implied messages that weren't outright said/signed. -They have to recognize similarities and differences between the individuals present to help convey the message accurately and respectfully, for example to prevent it from sounding as though someone is talking down to another person.
When in interpreting in a religious setting, duties may include interpreting for: SELECT ALL THAT APPLY
-Weddings and funerals -Sermon, mass, prayers, hymns -Confessionals and premarital counseling -Bat/bar mitzvahs, christenings, baptizing
The book mentions several factors that are part of a Deaf person's Identity and how they identify socially. The author discusses that "developmental experiences" are key points discussed when Deaf people are trying to ascertain "sameness". Choose examples that are listed by the author as "developmental".
-Whether they went to a State School for the Deaf or Mainstreamed -Age of exposure to ASL/Sign -Age person became deaf -Familial connections to the Deaf community
Starting the interpretation immediately after the first few words/signs from the source are delivered can negatively impact the interpretation and result in... Select all that apply:
-incorrect lexical choices -grammatical errors in the target language
Due to the legislative and social change, the interpreting field has been introduced to new regulations (in some countries) that deal with...
-pay scale -codes of conduct/ethics -safety guidelines -teaming scenarios
Match the description of the different interpreting process stages to its corresponding ordinal number on the left.
1st stage: Receive the message in its source language 2nd stage: Comprehend the message 3rd stage: Process the source language message whilst trying to find target language equivalency 4th stage: Reformulate the message into its target language, ensuring message equivalency 5th stage: Render the message into the target language
What percentage of deaf individuals are born to hearing parents?
90%
In chapter 9, the author explains in detail the difference in modality & presentation -- between ASL and spoken language (English) is significant. In a short answer format, explain:
ASL Modality is visual and spacial versus English which is typically vocal/auditory. Both have rhythms portrayed through the language but are done differently. In English it's done by the intonation of the voice and pausing. In ASL, it's more with non-manual markers and pausing.
The author describes Bernard Bragg's term used to describe the influence of English on ASL Grammar. This term is? ___________
Anglicization
What are the two "types" of interpretation?
Consecutive and simultaneous
Which social and political movement helped change the view on the D/deaf community in March 1988?
Deaf President Now (DPN)
Create your own example of a demand* (from any of the 4 demand categories) and then describe an associated assignment control an interpreter could use AND a post assignment control that could be applied. * Be sure to explicitly describe/name what the demand is. You cannot use the same example below, of an acoustic/sound based demand.
Demand: Interpreter can't see all of the consumers present due to limited space. Assignment Controls: Ask the deaf consumer where the best place for the interpreter to sit or stand would be. Post assignment controls: Discuss potentially using a larger space for the future, if possible, to make communication easier among all participants.
Create your own example of a demand* (from any of the 4 demand categories) and then describe an associated pre-assignment control the interpreter can use. * Be sure to explicitly describe/name what the demand is. You cannot use the same example below, of an acoustic/sound based demand.
Demand: Interpreter needs to know medical terminology pertaining to breeding in dogs. Pre-assignment control: Do research on the topic including on the specific breed of dog as well as contacting the veterinary clinic and/or consumer to obtain extra information.
According to this Standard Practice Paper, if a deaf person wants to participate in a work related, educational or entertainment related function, it is the deaf person's responsibility to bring their own interpreter.
False
Consecutive interpreting is the most commonly used approach by ASL interpreters in all settings
False
In legal settings it is common for interpreters to want to work all aspects of a case for continuity of interpreter -- for example, it is standard practice for an interpreter who interprets for the attorney and deaf client meetings/police interrogation to then interpret courtroom proceedings due to their schema.
False
In religious settings it is preferred that the interpreter be of a different faith/belief system -- this helps them be unbiased.
False
Our book advocates for interpreters in K-12 settings to take on dual roles of assisting the classroom teacher, being an aide to the deaf student and serving as a tutor.
False
Our book never encourages confidential dialogue among interpreter colleagues because this directly violates our Code of Professional Conduct (ethics), and will decrease quality of services provided.
False
Our book states that employment practices for interpreters is fairly standard in terms of expectations, salary, and interpreter qualifications.
False
Sign language interpreters more frequently work consecutively than simultaneously.
False
T/F: An interpreter only has to look at the explicit meaning of things to provide a linguistically and culturally equivalent interpretation
False
T/F: Consecutive interpreting is typically less accurate than simultaneous interpreting.
False
T/F: Endurance of the individual interpreter (mental and physical) is not important since there is a team interpreter (20 minute intervals) and assignments have breaks.
False
T/F: Interpreters should never interrupt the source speaker as this disrupts the flow of communication.
False
T/F: The majority of an interpreter's work is from a spoken language into a signed language, meaning interpreters most commonly interpret into their "A" language.
False
The author says that when hearing people read from a prepared script or deaf people are signing text from a book or other paper, this is an easier task for the interpreter due to the natural prosody that happens when reading aloud.
False
The book discusses teaming practices and states that it is usually only one of the two interpreters who prepares for the assignment and serves as a lead.
False
When an interpreter encounters an English sentence that is in 'passive voice' the interpreter should not restructure into ASL - the agent/doer of the sentence is still clear. Ex: " The baby's diapers were changed."
False
The author states in chapter 9, that it is ___________ that allows the interpreter freedom to analyze context, textually process and provide a target language interpretation that meets the speakers goals.
Fluency
Pick the description that best matches a large group/platform setting
Group of 40-50 people (sometimes even more!) and typically has little interaction between the speaker and audience
What important skill is noted in terms of working in employment related settings (as an interpreter in a job interview, staff meetings, parties)?
Having enhanced awareness of the culture and sociolinguistic aspects of the office
The research article we read, "Interpreter Preparedness for Specialized Settings focused on the following specializations:
Healthcare, Legal, Deaf- Blind, K-12 Educational, Post-Secondary Educational, and Mental Health.
This type of sign language allows deaf individuals from different nations to effectively communicate.
International Sign
Deaf people in French speaking Canada and Quebec use:
LSQ: Language de Signes Quebecoise
The article also stated the most helpful tool to being successful in the specialized setting areas studied was:
Participating in workshops, mentorship & gaining experience
Give the full and exact name for each acronym below.
RID: Registry of Interpreters for the Deaf WASLI: World Association of Sign Language Interpreters CIT: Conference of Interpreter Trainers IS: International Sign VRS: Video Relay Service VRI: Video Remote Interpreting WFD: World Federation of the Deaf DPN: Deaf President Now
In a short answer format, list the TWO possible 'controls'/actions an interpreter can take if faced with an unclear pronoun referent?
The interpreter may refer to the referent as "my friend", "my neighbor", etc. or by name until it becomes crucial for the interpreter to interrupt and seek clarification.
Various researchers have tried to pinpoint what is happening in an interpreter's cognitive process -- the drawbacks to these models are: (name and explain 3 examples):
They describe needing to be very aware of the emotions of the consumers in response to the interpretation in order to help keep the flow of the conversation and deliver the message most accurately or even correct any errors they may have made. They must take in the source language and understand it while taking in the environment. Then drop all of the source language behaviors in order to translate it to the target language accurately. They say that the issue with these models is because it doesn't show how it's all done simultaneously by the interpreter while multitasking.
What is the term used by the authors to describe an even deeper look into a communicators' role in a given interpreted environment (their individual goal in the interaction, other characteristics --upbringing, education, etc?). Or said differently, understanding a person's _________________ helps the interpreter better know how to frame information/meaning in the target language.
Thought World
Entry level interpreters are often found in religious settings.
True
Hearing loss (whether it be mild, moderate, profound or severe) is measured in decibels (dB)
True
In mental health settings it is standard practice for an interpreter to use liberal controls of pre-briefing and de-briefing with the therapist to clarify communication.
True
Our book recommends that when interpreting psychiatric evaluations a DI or a deaf advocate be present.
True
T/F: Interpreters are prone to occupational overuse injury due to the repetitive strain on the wrists, neck, arms, and shoulders, whilst also being under pressure to process and represent information.
True
T/F: Sign(ed) Language Interpreting is the facilitation of communication between parties who do not share the same language.
True
The textbook says that the majority of ITP graduates will work in educational settings.
True
To prove continued competence, interpreters must complete Continuing Education Units (CEU's) to maintain certification.
True
When in interpreting in settings with a desk/table that separates the deaf and hearing consumer the interpreter should sit slightly behind and next to the hearing person to help facilitate sight lines
True
When team interpreting, the support interpreter should be monitoring the source and the target, providing corrections and engaged.
True
Pick the description that best matches a small group setting
Typically defines settings with three to twenty individuals.
Which of the settings mentioned in our book has the greatest risk for more RSI's?
VRS (reduced signing space)
In terms of technology and telecommunications:_____________ replaces old telecommunication devices so that deaf individuals can make phone calls in sign language via interpreters. Compared to ____________ is an interpreted interaction where both the deaf and hearing consumer(s) are at the same location and the interpreter is at a remote location.
VRS; VRI
Pick the description that best matches a one-on-one setting
When you have two consumers, hearing and deaf, who communicate with each other in clear turns.
Signed language interpreters often work _________, meaning they work between a signed language and a spoken language.
bimodally
According to Bontempo, "Interpreters' __________ line(s)" can often times be blurred due to the topic's sensitivity and the relationship of the interpreter and the consumer.
boundary/role
It is important that an interpreter has excellent ______________ skills so that in the case of momentary inability to hear/see the source, they are able to "fill in the blanks" by using clues from the overall context of the information.
close
According to our book, one of the biggest users of VRI is:
colleges & universities in rural areas
This model of interpreting can also be labeled as the mechanistic model; the interpreter would operate as if they were entirely removed from the setting and the people involved. There was no acknowledgment of the interpreters presence in the setting nor the impact they had on the dynamic of the communication.
conduit model
Shelley Lawrence's expansion features from 1994 include "Role Shifting" and "Describe then Do" when a person is using 3-D space to depict events and characters. What is the more current term used to describe this feature of ASL?
constructed action
Interpreter's personal characteristics, education, interpreting education, relevant schema and experience are all examples of: ________________ (one word)
controls
In chapter 9, in the section "Conveying Meaning", the author discusses several features of the two languages that we have already discussed in class. The example English superordinate that the authors use is "_________".
drug(s)
According to the text 90% of deaf people use the same language as their parents in the home.
false
In the section on conference interpreting, we learned it is standard practice for the interpreter to keep conference materials & handouts, and materials in their files to retain schema for future interpreting.
false
T/F: Deaf interpreters typically work in simultaneous settings.
false
T/F: Interpreting when someone is reading aloud or speaking from a memorized text is the easiest due to its slow pace and natural prosody.
false
The authors note that when referring to who uses our services, we only refer to deaf people, not hearing people in the environment as 'consumers'.
false
The best control an interpreter can bring to any assignment is professional RID interpreting certification.
false
The words or signs that people use to express themselves are sufficient for the interpreter's task of facilitating communication.
false
When interpreting, interpreters will usually speak in _________ person (i.e. use of "I") and only switch to another perspective/ point-of-view when needed in a specific interaction.
first
In a medical setting like physical therapy and the deaf patient is lying on their stomach, the interpreter will typically sit where [where]? use a one word answer
ground
Select the supraordinate example used in the chapter to explain specialized translation controls the interpreter must possess in medical settings.
medications
When an interpreter experiences something that they do not know how to interpret due to fluency, this is/a/an _________________________________?
not a demand, the interpreter is lacking a control
In the following two settings, preparation as a pre-assignment control is mandatory, not optional! use one word answer _______________ & ________________.
theater; religion
In chapter 9, the authors discuss ASL syntax types. It is noted that ASL and English share S V O (subject verb object) grammar, but ASL often creates sentences that use "______________" as a common grammar structure.
topicalized structure
What is the word used in the article to describe an interpreter's goal of signing more in English word order?
transliterate
There is always a lag between the source utterance and the target interpretation.
true
Research suggests that all participants in a given scenario are directly influenced by the presence of an interpreter, and vice versa, leaving an interpreter especially prone to ____________.
vicarious trauma
Historically speaking, this model of interpreting often led to a lack of trust from the deaf consumers because of the abundant omissions and constant additions of personal opinion from the interpreter.
welfare model