IPP 205 Chapter 5-8

Sight Translation

Changing a message from the Frozen form of one language into another signed or spoken language; deaf individuals hold a fairly common expectation that interpreters will be able to provide this service to them.

Translation

Changing a message from the frozen form of one language to the frozen form of another language; this is an emerging field for deaf individuals (e.g. video tape translations of textbooks, plays, and poems)

Schema

A perceptual framework that is based upon their personal experiences and cultural background.

Terms to discuss a persons language fluency

A-Language or L1 (native, first language, or mother tongue) B-Language or L2 C-Language

Audism

An attitude based on pathological thinking resulting in a negative stigma toward anyone who does not hear

DPN

Deaf President Now which occurred in 1988 at Gallaudet. The students protested when a hearing woman who could not sign was appointed as president of Gallaudet University. They shut down the school for a week until their demands were met. Marked the beginning of significant political activism.

Cultural view of Deaf People

Deaf individuals are normal, capable human beings encountering life in a different-yet acceptable- way, conforming with norms and behaviors based on visual/non-hearing norms

Pathological View of Deaf People

Deaf individuals are viewed as disabled and imperfect needing to be "fixed"

Can interpret effectively from which language to which language?

From L1 to L2

Small Group Settings

Generally involves 3 to 20 individuals Speech goals may include informing, advising, explaining, or planning Turn taking is usually rapid; interpreter must indicate who is speaking, convey the emotional overlay of utterances, shift back and forth between sign to voice and voice to sign interpretation

Oppression experienced by deaf people

Has a lifelong effect on them Impacts those who work as interpreters- can be the target of some backlash from deaf people toward hearing people

Large Group Setting

In excess of 20 to 30 clients- can range up to tens of thousands; the speaker typically stands, may use microphone Usually follows the rules for formal interactions-little or no interaction between the speaker and the audience; the language used has complex syntactic structures and vocabulary Speaker goal may include entertaining, informing, inspiring, teaching, or convincing Preparation is possible for many large group events- printed program or agenda which allows the interpreter to identify speakers well in advance or even to secure a copy of the speech, sermon, textbook, or presentation in advance

Types of Oppression

Individual Group Institutionalized

How Audism Affects Deaf People

Institutionalized oppression- Subtle, long-term conditioning of the public to view the minority group and it's members as less than; continues over an extended period of time until the marginalization is normalized and accepted. Ambivalence- mixed negative and positive feelings about oneself based on societies view of being "deficit" Fatalism or Passivity- Passively taking whatever happens, sensing that you can do nothing to change things Horizontal violence- Frustration at the disenfranchisement resulting in violence and hostility that members of an oppressed group take out on one another. "Benefactors are perfect"- Mistaking privilege for perfection Emotional dependence on the oppressor- Feeling powerless and believing only members of the majority group can change things Fear of freedom- Wanting but simultaneously fearing equality and empowerment

Conduit/Machine Philosophy

Interpreters assume no responsibility for interaction or communication dynamics taking place between clients; assume almost a robot-like role in the communication process 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 the fact that ASL is a language Views English as the only acceptable form of communication Confuses quantity with quality

Consecutive Form

Interpreting into the target language after the speaker completes one or more ideas in a source language, pausing while the interpreter transmits that information. This is the most accurate form of interpreting. Normally used for one on one or small group settings.

Tips for interpreters

Keep your sense of humor Recognize that comments about ignorant hearing people don't include interpreters Come to grips with the influence you will have on an interaction as an interpreter and the impact that event will have on you Rocognize and develop strategies to deal with the power inherent in the position of interpreter Learn the role of and develop skills as an ally

Reasons for expansion/reduction

Linguistic need Cultural need Differences in experiential frame

One-on-One Setting

Linguistic register ranges, including informal or consultative Discourse style may vary from general vocabulary to technical jargon Goals range from exchanging and/or clarifying information, teaching, explaining, confronting, scolding, or disciplining; maybe highly emotional resulting in rapid turn taking, interruptions, and emotionally laden language Turn taking generally supports shifting back and forth between the two participants; lends itself to consecutive interpreting

Dynamic Equivalence

Maintaining speaker's intended interaction and impact on the audience. Both hearing and Deaf audiences have the speaker's goals and involvement the same.

Linguistic and cultural expansions/reductions

Minipulating the target language output so it contains all of the essential elements of meaning expressed in the source language as to fit the target language of communication norms; decisions regarding expansions and reductions are based on one of three reasons.

Is interpreter neutrality a fact or a myth?

Myth

Interpreter

One who supports communication between individuals who have different languages; One is often referred to as an interpreter regardless of whether they are providing interpretation or transliteration services.

5 characteristics of schema

Physical- Classifying individuals based upon their appearance, gender, physique, age, etc Roles- Have certain expectations of others based on social position (neighbor, doctor, student, etc.) Interactions- The way people behave in social situations (aloof, friendly, judgemental, etc.) influences our sense of who they are and what we might expect of them. Psychological- We group individuals based on our personal psychological assessments of them (curious, nervous, insecure, etc.) Membership- Also categorize other according to their group affiliation (refugee, baptist, memeber of school board, female, etc.)

Characteristics of "benefactors" or oppressors

Prejorative view of the minority group- feel that being different that the "ideal" (fat, poor, blind, etc) is bad Reciprocity of perspective- the result of seeing the world from your own frame, thus assuming that members of different groups want to be like your own (results in a fix it mentality) Members of a group are innocent/child-like- they are incapable of knowing what is best for them and need others to help make decisions and take care of them. Paternalism- Desire to take members of the minority group "under their wing", assuming a know it all or take charge stance. Need for approval- Expectation that minority group members should make regular expressions of appreciation and gratitude for all of the help given. Free freedom movements- Angry reaction when minority group members try to change the power balance.

Stereotyping

Prejudging others based on assumptions that do not reflect reality or truth.

Bilingual-Bicultural Philosphy

Recognizes deaf people as members of an oppressed minority; accepts ASL as a language and Deaf culture as that which encompasses the norms, values, and traditions of this community of people Views the role of an interpreter as equalizing communication and empowering the Deaf and hearing persons involved Continues to be sensitive to physical communication parameters (backgrounds, lighting, placement) but is also sensitive to communication dynamics, including the inherent differences in the languages, cultures, norms for social interaction within each culture and the impact of these on understanding the message being communicated. Defines interpretation broadly, includes the provision of linguistic and cultural equivalence, interptreting implicit information, as well as that overtly stated, and providing the schema to foster comprehension

Work Settings

Refers to external factors as a way of describing one's work; includes the number of clients present, the type of interaction taking place, the use of language, the purpose of speakers; dictates appropriate turn-taking, volume of speech/size of signs, etc.

Source Language (SL)

The language in which the original message is conveyed

Target Language (TL)

The language into which the original message is expressed by the interpreter

Simultaneous Form

The process of interpreting/ transliterating into the target language/code at the same time the source language message is being delivered; requires shorter processing time; although commonly observed, only mandatory in formal or platform settings.

Transliteration

The result of taking a source language message, identify meaning and speaker intent by analyzing the linguistic and paralinguistic elements of the message and expressing that in a different form of the same language (SEE to Spoken English)

interpretation

The result of taking a source language message, identifying meaning and speaker intent by analyzing the linguistic and paralinguistic elements of the message, then making a cultural and linguistic transition and producing the message in the target language.

Marginalization

The systematic exclusion of minority group members from quality social services, economic opportunities, healthcare, and meaningful education; absence of power or "voice"

Processing time

The time used by the interpreter to complete the analysis of the source language utterance and to search for cultural and linguistic equivalents before producing an equivalent message in the target language.

Oppression

The unjust or excessive exercise of power or position that hurts, maligns, or disempowers others.

Vicarious Trauma

Trauma resulting from observing another's traumatic experience. Interpreter's may experience this.

Communication Facilitation Philosophy

Views deaf individuals as part of the larger handicapped population seeking inclusion in the mainstream Views ASL as a users communication mode for less educated or less intelligent individuals; sees English as a superior to ASL More aware of the importance of appropriate placement within proximity of the speaker, fascilitating visual intake for deaf clients; aware of the importance of lighting, background, indicating who is speaking, and the absence of visual noise Emphasis placed on the interpreters appearance- beards and mustaches "outlawed" along with fingernail polish, patterned clothing, and distracting jewelry

Helper Philosophical Frame

Views deaf people as handicapped, limited, unable to fully manage their personal and financial needs, believes that deaf people are mentally, emotionally, or experimentally incapable of fully undestanding the world around them Views the interpreter as a care taker whose purpose is to help Tends to be overly involved with deaf and hearing clients, often moving out of the role of interpreter to advise, direct, teach, or cajole Sees Deaf cultural behaviors as aberrant or immature and views ASL as poor English, reflective of limited education or mental abilities

Voice-to-Sign

Working from spoken target language into a signed source language.

Modality

refers to the channel through which a message is expressed, specifically aural/oral or visual/gestural

Clients or Consumers

the people who use an interpreter's services. Interpreters work for both Deaf and hearing consumers/clients

Sign-to-Voice

working from signed source language into a spoken target language