so you want to be an interpreter [study guide]

CHAPTER ONE Study Guide: So You Want To Be An Interpreter? (4th Edition)

H & H Publishing Co. 2002 1

Review this chapter in your textbook

Look at video clip on CD

Write in your journal

CHAPTER ONE: The Importance of Communication

Chapter Summary

Interpreters need to understand the nature of communication as a whole and their role as a mediator of communication between two or more people specifically. This chapter takes a look at how messages are constructed, noting the importance of context, speaker/signer goals, the degree of directness in the message and the use of powerful or powerless forms of language.

To Focus Your Study As you study this chapter, pay particular attention to the following ideas and information.

1. What elements go into effective communication?

2. How can a listener identify the intended message/meaning of another person when involved in an interaction?

3. What does all of this have to do with being an interpreter?

Learning Activities

In Your Own Words

LEARNING ACTIVITY #1: Reflect on your learning in this chapter and record briefly the most significant points learned and why they are important to your journey of learning.

LEARNING ACTIVITY #2: Review the segment titled Comments on Communication in Chapter One of the companion CD. Then develop your own definition for good communication and/or characteristics of a good communicator. Set two goals for yourself that will help you become a more effective communicator.




OBSERVE

Communication in Action ACTIVITY #1: Check the Experts

Review the segments titled Register, Powerful/Powerless Language, Examples of Powerful/Powerless Language, Affect and English Euphemisms. Paraphrase each of these concepts before beginning Activity #2.

ACTIVITY #2: Observing Communication

Spend one weekend (or a couple of hours over 2-3 days) taking notes on the communication going on around you. Try to spend time in at least 3 different settings with different communication partners. Once your observation is complete, share your experiences with your learning partner. Note similarities and differences in the observations each of you made. Be sure to record your observations and include the following information:

1. CONTEXT For each observation, write down WHERE the interaction was happening? WHO was involved (gender, approximate age, role if any is evident)? What was the RELATIONSHIP among the participants? Your best guess as to WHY this communication is taking place.

2. LINGUISTIC REGISTER Identify the linguistic register being used by each participant. Do the registers match the setting? If not, any guesses as to why they dont? Are the participants all using the same register?

3. AFFECT What emotive overlay did you observe? Was it stated overtly or implied? If implied, how (gestures, tone of voice, etc.)? If overtly stated, were there other feelings in addition to those stated?

4. COMMUNICATION GOALS Identify at least 3 communication goals in each setting. How were you able to determine these goals? Were they stated outright? Or did you deduce them? If you just figured them out, how did you do that? From the setting? From the tone of voice or a gesture? By drawing on your own experience in this setting or type of interaction?

5. TURN TAKING In each interaction, note the style of turn taking used by each participant. Does one person tend to cut the other off to interject their own ideas or to ask a question? If so, how frequently? How do you think this style of turn taking affects the interaction?

6. LISTENING STYLE Does the person taking in information tend to ask clarifying or probing questions to draw out more information or to insure s/he is understanding what the speaker is saying clearly? Is the listener summarizing what s/he is hearing to verify accuracy before responding? If so, how do you think this style of listening affects the interaction?



7. DEGREE OF DIRECTNESS Youve already looked for this within affect but now look at the overall interaction. Did you notice any equivocal information? Abstract language? Euphemistic phrases or terms?

8. POWERFUL/POWERLESS FORMS OF LANGUAGE Make note of any powerless forms of language observed including: hedges, hesitations, intensifiers, polite forms, tag questions or up talk, or disclaimers. How did the use of these forms influence the interaction observed?

COMMUNICATION OBSERVATION FORM (Print off multiple copies and take with you for your observation weekend)

Where taking place

Who is involved

Content (summary of what was said) Linguistic Register Matches setting?

Affect overt or implied? Clues

PERSON A: Communication Goals 1.

2.

3.

PERSON B: Communication Goals 1.

2.

3.

Turn Taking Styles Listening Style

Degree of Directness Powerful/Powerless Forms




OBSERVE

Speaker Styles ACTIVITY #3: Comparing Speaker Styles

Watch/listen to the several video clips made by Sara, Al, Barb and Anne in various chapters throughout the set of companion CDs, then compare their styles of speech.

1. Is there an affective overlay? If so, how do you know through vocal

intonation? Word choice? Gestures? Other clues? 2. Do you hear powerful/powerless language forms? Please identify each.

3. What is your impression of each person based solely on the language

samples? Are they self-doubting or uncertain? Knowledgeable? Shy?

4. If you were interpreting for these individuals, would you have visual language strategies to convey these various speaker styles?

5. Identify three ways you can develop these skills.

Linguistic Registers

Observe your own communication over the next week. Notice where you use different linguistic registers. Based on your own communication style, complete the following chart.

REGISTER USED: Formal Consultative Informal Where: Where: Where:

SETTING

Who was involved? Who was involved? Who was involved?

Turn-taking

Sentence structure

Vocabulary

Volume/speed

Topics permitted



Study Questions

1. Identify five communication goals and explain how each goal might be reflected in speaker/signer behaviors.

GOAL Speaker/Signer Behavior

1.

2.

3.

4.

5.

2. Linguistic register refers to the way language is used to (circle all that

apply):

(a) Indicate whether two individuals are members of the same family

(b) Mark psychological distance between the participants in a communication event

(c) Cue observers to the type of setting in which the communication is taking place

(d) Mark the degree of formality inherent in the communication exchange

(e) Communicate in formal settings only

Study Questions



3. Paralinguistic features of communication carry the majority of meanings and include such things as (circle all that apply):

(a) Frozen register elements of all languages

(b) Affect markers

(c) Emergency medical terminology

(d) Vocal intonation/sign inflection

(e) Gestures and other non-verbal behaviors

4. Hedging refers to (circle all that apply):

(a) Fillers preceding or during an utterance

(b) Qualifiers that weaken the statement being made

(c) Such phrases as sort of, kind of, I guess

(d) A language form that makes the speaker sound confident and sure of her/himself

(e) Unnecessary modifiers added to an utterance that obscure the message.

5. Equivocal language refers to (circle all that apply);

(a) Vague or unclear terms or phrases

(b) Socially acceptable terms and phrases used in place of more direct or descriptive terms

(c) Terms or phrases that can be interpreted in more than one way; used in order to mislead someone

(d) A form of verbal shorthand allowing communication without going through a detailed list of items

(e) All of the above



6. Match the following forms of speech with E for euphemism and P for powerless form:

Her brother passed away last week.

Wheres the ladies room?

I uh I havent or I mean Could I please if you dont mind ask you a favor?

Oh! A new hair do!

Its so absolutely, very, amazingly wonderful!

7. Complete the following chart with information regarding the linguistic registers identified, noting the language used, turn-taking norms and acceptable or typical topics for each register.

REGISTER NORMS Informal

Language Used:

Turn-Taking Norms:

Typical Topics:

Formal

Language Used:

Turn-Taking Norms:

Typical Topics:

Consultative

Language Used:

Turn-Taking Norms:

Typical Topics:

CHAPTER TWO Study Guide: So You Want To Be An Interpreter? (4th Edition)




CHAPTER TWO: The Impact of Culture on Communication

Chapter Summary

This chapter provides several definitions of culture, as well as the concept of collective and individualist cultures which provides a framework for considering two primary world views. Cultural influences on interpersonal behaviors and communication are discussed, including such norms as attention-getting and attention-maintaining techniques, appropriate eye contact and volume of speech/physical distance when communicating.

To Focus Your Study

As you study this chapter, pay particular attention to the following ideas and information.

1. What is the meaning of culture?

2. How does culture influence behavior and communication?

3. What do interpreters need to know about cultures in order to be a competent practitioner?

Learning Activities In Your Own Words

Record key terms and concepts that are new to you, noting why they are important to your journey of learning.

Culture

LEARNING ACTIVITY #1: Defining Culture

Write our own definition of CULTURE using your own words. When finished, review the definitions in Chapter 2 to see if there

are any significant elements of the definition you forgot to include in your definition.

LEARNING ACTIVITY #2: Applying Cultural Characteristics to Your Experiences

Working with your learning partner, review Fig. 2-1in the textbook. Develop specific examples from your collective experience or studies for six of the sixteen areas described on this chart, noting which culture you are drawing from in your example. Work with your

learning partner







(EXAMPLE: Status drawing from Annes description of Kenyan culture (collectivist) status of her Deaf uncle comes from his ability to farm and raise a productive family; drawing from Lizs description of business culture (individualist) status comes from her personal accomplishments in the work place).

Culture in Your Life

LEARNING ACTIVITY #1: Cultural Identity

Review the segment titled Culture In My Life: Cultural Identity and Culturally-Linked Language Samples on the companion CD for Chapter 2. Note the kinds of influences and experiences that have led each expert to define their cultural identity in the way they do. In your journal, reflect on your own cultural identity who are you in terms of cultural identity and why?

LEARNING ACTIVITY #2: Communication Norms

Now look at the CD segment titled Culture in My Life: Communication Norms and Culture in My Life: Conflict Resolution. After viewing these comments, write in your journal about the communication rules and/or norms you have been exposed to in your own life or those that you have observed in people around you, including approaches to conflict resolution. Be sure to note the cultural influences that have resulted in these norms. Identify any of those rules or norms that you might want to change in order to be a more effective communicator.

Cultural Sojourners

As sign language interpreters, you will be journeying among new cultures, exposed to different norms, traditions and expectations. This can be an exciting, but sometimes frustrating experience. Listen to some other cultural sojourners describe their experiences of crossing cultural borders (CD: Chapter 2 Cultural Sojourners). Identify comments that surprised you and those that sound

similar to your own. In your journal, record four lessons you want to take with you on your journey into the world of professional cultural mediator as a sign language interpreter.



Study Questions

1. CULTURE includes ... (circle all that apply):

(a) Values and beliefs

(b) Art forms (poems, paintings, plays, etc.)

(c) Language

(d) Rules of behavior and social interaction

(e) Traditions and habits

2. Philip divides culture into three subsets. Beside each of the following examples and definitions, put an m for material, b for behavioral, and c for cognitive.

Actions that are considered rude or polite

Greetings, including shaking hands, hugging, bowing, etc.

Chopsticks, kimonos, sushi

The way one treats elders in the community/society

The role of men at work and home

Childrens games

3. Culture (circle all that apply):

(a) Is subjective and cannot really be taught

(b) Evolves over time

(c) Is universal

(d) Specifies gender roles, norms and expectations

(e) Includes values, rules of behavior and traditions

(f) Does not include religion or spirituality

(g) Provides a frame or schema for living within a specified group of people

Study Questions



4. Culture and _______ cannot be separated (circle all that apply):

(a) Communication (b) Roles

(c) Expectations (d) Language

(e) World view

5. Collectivist cultures (circle all that apply):

(a) Are centered on the individual rather than the group

(b) Make up approximately 70% of world cultures

(c) Tend to focus on process rather than product

(d) Place less value on clock time than individualist cultures

(e) Have identical norms and expectations world-wide

6. Individualist cultures (circle all that apply):

(a) Place greater value on individual accomplishment rather than the group accomplishment

(b) Make up approximately 50% of world cultures

(c) Tend to focus on process rather than product

(d) Place greater value on clock time than collectivist cultures

(e) Have identical norms and expectations world-wide

7. Cultural identity (circle all that apply):

(a) Usually includes more than just ones culture of origin

(b) Is based partially on individual choice

(c) May include things such as religion, gender, and recreational interests

(d) Influences ones communication

(e) Is assigned by ones family



8. Culture influences such things as (circle all that apply):

(a) The distance one sits/stands when communicating

(b) Norms for eye contact

(c) Ones physical wellness

(d) Expectations regarding conflict resolution

(e) What holidays will be celebrated

9. Give three reasons interpreters need to understand the impact of culture on communication.

CHAPTER THREE Study Guide: So You Want To Be An Interpreter? (4th Edition)




CHAPTER THREE Working in Multicultural Communities

Chapter Summary

As interpreters, we mediate communication between Deaf and hearing cultures. However, we work with increasingly diverse, multicultural Deaf and hearing clients. This chapter looks at some of the significant distinctives because meaning within communication is determined based on a persons frame of view, as well as the context within which the interaction is taking place.

To Focus Your Study


1. What cultural norms are at work among people you interact with on a regular basis? Were you aware of these differences?

2. Are there entitlements or privileges inherent with membership in a majority culture group?

3. What is the importance of the information and concepts in this chapter for sign language interpreters?

Learning Activities In Your Own Words

Reflect on your learning in this chapter and record briefly the most significant points learned and why they are important to your journey of learning.

Cultural Distinctives LEARNING ACTIVITY #1: Looking at Deaf Culture

In your own words, summarize five distinct characteristics of Deaf culture. Describe at least two experiences you have had where these values or norms were evident.




LEARNING ACTIVITY #2: Check With Our Experts

View the video clips on the CD for Chapter 3. Note how each individual describes him/herself. Do you identify with any of the experiences shared by the experts? What experiences are vastly different from your own? If you work with a person like this as a sign language interpreter, what will you need to know/be aware of in order to do your best work?

EXPERT WHO IS S/HE NOTES/REFLECTIONS

SUZIE French Canadian Woman

Anne Kenyan Woman/Preacher



Karen Interpreter of Color

Roger Deaf Canadian Chinese Husband/Father

Meena East Indian Deaf Woman



AJ Deaf Poet and Artist with Cerebral Palsy

Ruth Late-Deafened Adult

Boyd Bruce John

White Deaf Men





Aastrid Heather Jennifer

Deaf Women

Comparing Cultures

After reading chapter 3, review what you know about Deaf culture. Now listen to Anne describe the culture of her people in East Africa (CD: Chapter 3 Who Am I: Kenyan Woman/Preacher) What similarities do you see between Deaf culture and Annes culture? What differences do you see? Can you guess three reasons for these similarities and differences?

Personal Application

LEARNING ACTIVITY #1: Identify the various ethnic and cultural groups of which YOU are a part and list the things unique to each of those groups that influence your sense of time, learning style, family constellation, etc. Record your discoveries in your journal.

LEARNING ACTIVITY #2: identify six personal attributes that might affect your work as an interpreter (gender, age, physical build, ethnicity, etc.). What strategies will you use to deal with these attributes so they work for you rather than against you?



Study Questions

1. When considering the CONTEXT in which communication takes place, an interpreter must consider (circle all that apply):

(a) The physical location of the interaction

(b) The style and color of clothing worn by the participants

(c) The cultural norms, values and traditions of each participant

(d) The universality of cultural frames

(e) The language preferences of each client present

2. In cultures based on sight (circle all that apply):

(a) Members are irritated by visual noise

(b) Visual signals are used for attention-getting and turn-taking

(c) There are more similarities to hearing-based cultures than differences

(d) One will encounter visual poetry

(e) There is an inevitable consequence of strained or poor eyesight

3. Greeting/leave-taking norms (circle all that apply):

(a) Are the most obviously different behavioral norms across all cultures

(b) Include norms related to physical contact and eye gaze

(c) Are identical among 85% or all minority groups in the US and Canada

(d) Are reflected in the indigenous sign languages around the world

(e) Are generally connected to particular linguistic phrases, as well as physical behaviors

Study Questions



4. Which of the following physical characteristics and behaviors might be distracting in a visual communication environment? (circle all that apply)

(a) A tic or repetitive twitch of the head, face or eyes

(b) Extreme obesity

(c) Red hair

(d) Muddy clothes and shoes

(e) Swiping hair out of ones face

5. Reciprocal signals (circle all that apply):

(a) Refers to a tally system used in some collectivist cultures

(b) Are found only in spoken-language cultures

(c) Include a set of head nods and eye behaviors used by individuals communicating to each other in ASL

(d) Are required in some cultures in order for communication to take place

(e) Are used to indicate ones status in Indo-Canadian culture

6. Describe the similarities and/or differences between hearing and Deaf cultures in the following areas:

Communication:

Display of emotion:

Eye contact/physical touch:

7. Describe the similarities and/or differences between Hispanic and Deaf cultures in the following areas:

Time:

Decision-making:

Family/elders:

CHAPTER FOUR Study Guide: So You Want To Be An Interpreter? (4th Edition)


CHAPTER FOUR: Identity and Communication in the Deaf Community

Chapter Summary

This chapter introduces a number of terms used to define identity and communication in the Deaf community. Successful communication requires that we understand the meaning and implication of these terms from the perspective of those with whom we are communicating.

To Focus Your Study


1. Labels used to indicate ones hearing status and the meaning of each from a Deaf and hearing perspective.

2. Types of communication within the category of sign supported speech.

3. The difference between deaf and Deaf.

Learning Activities

In Your Own Words LEARNING ACTIVITY #1: Reflection on Learning

Reflect on and record the significance of new ideas and understandings you have gleaned from this chapter on your journey of learning.

LEARNING ACTIVITY #2: Changing Places

Write a descriptive paper on your perception of what the world would be like if Deaf people were the majority and the norms for interaction were Deaf, rather than hearing. What would schools, families, communities, and attitudes be like in such a world?





Cultural Labels

In the file titled Cultural Labels on the companion CD for Chapter 4, there are a number of sub-files dealing with cultural labels used to refer to deaf and hearing individuals. Review those video segments as well as Chapter 4 in the text book. Based on your study:

Describe at least five ways d/Deaf and hard of hearing individuals may communicate and identify commonalities and differences of each

Define code switching and explain why this phenomenon occurs

Discuss cultural labels given to hearing people by members of the Deaf community

Research the terms hearing impaired and early attitudes toward indigenous sign languages like ASL. Share your learning with your learning partner.

Communication Preferences/Experiences

LEARNING ACTIVITY #1: Review of Expert Preferences/Experiences

Review the video clips on the CD showing different Deaf individuals discussing their communication preferences and experiences. Using the form on page 4.6, identify the similarities and differences in the communication experiences of our experts who are deaf. Do you find any patterns? Share your observations with your learning partner.

LEARNING ACTIVITY #2: Verifying Expert Experiences with Local Community

Working with your learning partner, interview members of the local Deaf community to inquire about their experiences. Are they similar to those expressed by the experts on the CD? What are their feelings about early communication with family

members and various types of communication experienced in their school years? What is their preference today? Do they generally believe interpreters modify their way of interpreting information to meet the deaf persons communication needs/preferences?



Work with your learning partner



LEARNING ACTIVITY #3: Reflection and Journaling

In your journal, record how you will apply your understanding of these experiences and preferences in your work as an interpreter; as a member of the Deaf community.

Study Questions

1. When a deaf person interacting with hearing individuals changes her/his form of communication to a more English-like form, this is termed ... (circle all that apply):

(a) Simultaneous communication

(b) Code switching

(c) Total communication

(d) Cross cultural adaptation

(e) CASE

2. If a client refers to her/himself as Deaf, an interpreter might assume this individual ... (circle all that apply):

(a) Identifies with the majority language/culture and its norms of social interaction

(b) Uses and values American Sign Languages

(c) May or may not have enough residual hearing to talk on the telephone

(d) Socializes primarily within the Deaf community

(e) Has Deaf family members


Study Questions



3. Prior to the early 1960s, indigenous Sign Languages were ... (circle all that apply):

(a) Considered critical as an instructional language in Deaf education

(b) Studied formally by linguists throughout the world

(c) Viewed as an inferior visual form of the countrys dominant spoken language

(d) A required part of the curriculum for individuals seeking to become teachers working with Deaf children and youth

(e) Slowly becoming extinct like Latin because they failed to change with the life and times of those people who used them for communication

4. The term hearing impaired ... (circle all that apply):

(a) Is considered by the media as the politically correct term to refer to individuals who are deaf and hard of hearing

(b) Is accepted widely within the deaf and hard of hearing communities

(c) Was invented by members of the hearing majority community

(d) Is offensive and generally not accepted within the deaf and hard of hearing communities

(e) None of the above

5. In print, deaf (with a lower case d) refers to:

Whereas Deaf (with an upper case D) refers to:



6. Match the following English-based forms of signed communication with the description that best fits each.

(a) A combination of English-based grammar with ASL signs; used to facilitate communication between Deaf and hearing individuals

(b) A method of communicating with Deaf-Blind individuals who use sign language

(c) First developed by individuals working with developmentally delayed deaf individuals; later adapted as a communication system in schools

(d) Originated in New York; requires all terms to be fingerspelled except the word and.

______ ROCHESTER METHOD

______ SIGNING EXACT ENGLISH

______ TACTILE COMMUNICATION

______ CONTACT VARIETIES

______ CONCEPTUALLY ACCURATE SIGNED ENGLISH

(e) Uses non-audible English mouth movements and English grammatical structure; sign selection is based on the meaning of the word or phrase being communicated



Observing Communication Preferences/Experiences (Print off multiple copies and take with you for your video and in-person observations)

Expert Preferences/Experiences Notes/Observations

CHAPTER FIVE Study Guide: So You Want To Be An Interpreter? (4th Edition)


CHAPTER FIVE: Cultural Frames: Schemas, Beneficence and Audism

Chapter Summary

This chapter looks at current and historic oppression and stereotyping encountered by members of the Deaf community and typical behaviors and attitudes of the benefactors who often put the cycle of oppression in play. It also lays a framework of schema perceptual framework that is based upon ones personal experiences and cultural background.

To Focus Your Study

As your study this chapter, pay particular attention to the following ideas and information.

1. The role of schema and how it forms ones interpretation of the world.

2. The impact of oppression and stereotyping on members of the Deaf community, as well as members of the majority group.

3. Assumptions you make based on your own schemata.

Learning Activities

In Your Own Words

Reflect on your learning in this chapter and consider the reality of oppression in your own life oppression you experience personally, observe going on around you or oppression that you cause or support deliberately or inadvertently. Why is this awareness important to your journey of learning?





Understanding Oppression

Review the video clips in the companion CD and Chapter 5 of the textbook.

Develop a definition of oppression that reflects your study and the experiences shared by the experts on the CD

Working with your learning partner, develop a list of entitlements or privileges inherent in the life and experience of a middle class, hearing, white, English-speaking person born in Anglophone Canada or the US.

Would these entitlements or privileges be similar or different from those of someone born hearing, French-speaking person born in Francophone Canada or someone born hearing, Spanish-speaking born in a Spanish-dominated area of the US? How and why or why not?

Study Questions

1. Hearing individuals often assume Deaf people ... (circle all that apply):

(a) Miss music

(b) Wish they could hear

(c) All lip-read well

(d) Want hearing aids, cochlear implants and any other technology that can help them be normal




Study Questions



2. Prejudice, stereotypes and discrimination grow out of ethnocentrism which refers to ... (circle all that apply):

(a) Cross-cultural interactions

(b) The role the U.S. has played in world history

(c) The tendency to judge other cultural behaviors as wrong

(d) Bilingual education

(e) A belief that ones own culture, norms and traditions are inherently better than those of others

3. Deaf individuals often assume hearing people ... (circle all that apply):

(a) Have a perfect mastery of English

(b) View deaf individuals as members of a language/culture minority group

(c) Will never be able to master ASL

(d) Know everything about everything

(e) Understand the experience of being deaf

4. Characteristics of benefactors include ... (circle all that apply):

(a) Need for approval from members of the minority group

(b) A sense that members of the marginalized group are child-like and innocent

(c) A desire to learn the language of the marginalized group and to teach their culture in educational institutions

(d) An assumption that members of the minority group want to be like the majority group

(e) A parental-type sense of responsibility toward members of the minority group



5. Audism refers to ... (circle all that apply):

(a) Systematic and fairly invisible privilege based on ones ability to hear and speak

(b) Stereotyping people based on their ability or inability to hear and speak

(c) A desire to learn the language of marginalized groups and to teach their culture in educational institutions

(d) Preferential treatment given to hearing individuals

(e) A parental-type sense of responsibility toward members of the minority group

6. Members of oppressed minority groups often portray the following characteristics ... (circle all that apply):

(a) A sense of powerlessness

(b) Violence toward others in their minority group

(c) Belief that members of the majority group are child-like and innocent

(d) Need for approval from their peer group

(e) Both positive and negative feelings about themselves and the characteristic that sets them apart from members of the majority group

7. The type of oppression which is most pervasive and subtle, resulting in the denigration of the minority groups language, culture and personhood is ... (circle all that apply):

(a) Individual

(b) Inherent

(c) Group

(d) Institutionalized

(e) Marginalized



8. Oppression can be defined as ... (circle all that apply):

(a) Discrimination made on the basis of age, gender, ability to hear, etc.

(b) Equal opportunity to participate in mono-cultural or bicultural activities

(c) A phenomenon based on racial differences alone

(d) Rules for behavior as defined by a culture group

(e) Unjust or excessive exercise of power or position which results in the marginalization of a group of people

CHAPTER SIX Study Guide: So You Want To Be An Interpreter? (4th Edition)


CHAPTER SIX: Oppression, Power and Interpreters

Chapter Summary

In this chapter, we look at the liberation (civil rights) movement within the Deaf community, as well as the impact of oppression on interpreters, the myth of neutrality and the danger of vicarious trauma. We also consider the role of interpreters and hearing people in the Deaf community, as well as the role of humor in cross-cultural interactions.

To Focus Your Study

As you study this chapter, pay particular attention to the following ideas and information:

1. Describe the dynamics of power and oppression on those being oppressed and those doing the oppressing.

2. What is the impact of oppression on interpreters, if any?

3. How does humor function among oppressed groups?

Learning Activities

In Your Own Words

LEARNING ACTIVITY #1: Reflect on your learning in this chapter and record briefly the most significant points and why they are important to your journey of learning.

LEARNING ACTIVITY #2: Develop definitions for ally, advocate, disenfranchisement and empowerment. These should be written in you own words personalized in a way that makes the concepts real for you.

Impact of Oppression on Interpreters

PART ONE: Review the video clips in the file Impact of Oppression on Interpreters and Vicarious Trauma. Take notes so you can share a summary in the next step of this activity.






PART TWO: Now, set up an appointment with your learning partner to talk with a professional interpreter. Share a summary of the experiences from our experts on the CD and ask for their experiences and ideas.

PART THREE: Finally, reflect on your own personality, emotional/psychological health, and interpersonal skills. What kinds of situations can you predict that might be challenging for you to deal with as an interpreting student and as a professional practitioner. What strategies might you use to help you deal with these kinds of situations?

Role of Interpreters

View the video clips in the file The Myth of Neutrality and Advocate or Ally and develop a thought paper outlining these concepts and your position regarding the role of interpreters. Be sure to include a dictionary definition of the terms neutrality/neutral, ally and advocate in your paper. Justify your position by citing at least 4 additional resources.

Humor

LEARNING ACTIVITY #1: View the video clips in the Deaf Jokes file on the companion CD. Can you identify the socio-political purpose or goal of each of these jokes

LEARNING ACTIVITY #2: Have you seen similar uses of humor in relationship to other minority communities? If so, record those jokes and identify the socio-political purpose or goal of those jokes.

LEARNING ACTIVITY #3: Identify any patterns or similarities between the humor used by two or more minority groups.






Study Questions

1. The DPN revolution at Gallaudet in 1988 (circle all that apply):

(a) Was a protest led by RID because of intolerable working conditions

for interpreters at the University

(b) Marked a civil rights demonstration conducted largely by students in protest of the appointment of a Deaf president to Gallaudet University

(c) Was felt by Deaf communities around the world

(d) Resulted in the appointment of the first CODA President to the University

(e) Boosted Deaf pride and strides toward greater equality and inclusion for members of the Deaf community

2. Disenfranchisement (circle all that apply):

(a) Is the result of liberation movements led by members of oppressed minority groups

(b) Is a catch phrase common in the jokes and humor of majority groups

(c) Refers to the systematic exclusion of individuals from identified minority groups based on negative stigma held by members of the privileged majority group

(d) Is marked by power over rather than power with minority groups on the part of individuals in the majority group

(e) Results in chronic unemployment and under-employment, lack of access to quality education and other forms of discrimination

Study Questions



3. Humor (circle all that apply):

(a) Is sometimes used by minority groups to deal with the stresses inherent in being marginalized

(b) Is a cruel and an unnecessary reverse discrimination

(c) Should be expected by sojourners in minority language/culture groups

(d) Often incorporates images of turning the tables on the majority group, proving the intelligence, resilience, perseverance and ultimate empowerment of the minority group

(e) Is a tool interpreters can use to help them deal with their status in the Deaf community

4. An interpreter can oppress d/Deaf individuals by ... (circle all that apply):

(a) Always accommodating a d/deaf clients preferred mode of communication

(b) Imposing her/his personal beliefs and values on a client

(c) Mastering ASL and developing sensitivity toward the cultural norms of the Deaf community

(d) Always deferring to a hearing client during an interpreted event

(e) Assuming the Deaf cultural experience is the same as the hearing cultural experience

5. Interpreters are frequently exposed to (circle all that apply):

(a) The challenge of having oppressive and insulting comments conveyed through their own voice/hands

(b) Overt and subtle behaviors of exclusion and oppression directed toward Deaf clients

(c) Encounters of the privileged and the disenfranchised, as well as conflict of cultures, norms and expectations

(d) Accusations from some Deaf clients that we are motivated by greed and are engaged in activities that will lead to the destruction of the Deaf community

(e) Comments about ignorant and insensitive hearing people



6. Interpreters are challenged by (circle all that apply):

(a) The need to be as fair-minded as possible while facilitating communication between individuals with different cultural schemata and experiential backgrounds

(b) The reality that some interpreting jobs will trigger emotional buttons for them

(c) The fact that working with PEOPLE is boring and predictable

(d) The need to be fully human while being as professional as possible

(e) The ethical use of the power inherent in their position as language-culture mediator

7. Vicarious trauma (circle all that apply):

(a) Can result from interpreting stories of brutalization experienced by Deaf clients while living in certain third world countries

(b) Results from overuse trauma to the wrist and elbow due to extensive journaling

(c) Sometimes results from witnessing another persons traumatic experience

(d) Can result in compassion fatigue

(e) May result in a numbing of the emotions and an inability to interact with others with appropriate empathy

CHAPTER SEVEN Study Guide: So You Want To Be An Interpreter? (4th Edition)


CHAPTER SEVEN: The Work of Interpreters

Chapter Summary

This chapter begins by defining some critical terms used in discussing the work of interpreters. Next, it considers the task of interpretation and the various forms that work can take including simultaneous and consecutive form, as well as interpretation, transliteration and translation. Finally, the chapter considers the clients with whom interpreters work and some generic settings where interpreting takes place (one-on-one, large and small group, etc.)

To Focus Your Study


1. Key terms and their definitions.

2. Distinctions between consecutive and simultaneous forms of interpretation.

3. Distinctions between translation, transliteration, and interpretation.

4. Differences in generic settings where interpretation takes place.

Learning Activities

In Your Own Words

This chapter introduces a number of key terms and concepts. Record these terms with definitions in your own words. Reflect on your reading and document the most significant points and why they are important to your journey of learning.

Uninitiated Assumptions

LEARNING ACTIVITY #1: Watch the video clips in the companion CD for this chapter titled Uninitiated Client Assumptions. Do you think these assumptions are common among people who have little or no experience with deaf, deaf-blind or hard of hearing individuals? Why or why not? Where do you think such assumptions come from?






LEARNING ACTIVITY #2: Now, lets check out your assumptions. Working with your learning partner, interview 5-10 people who have no connection to deafness so far as you know (students in the cafeteria, people at the bus stop, etc.). Ask them the following questions to verify your thinking.

1. Do you know anybody who is deaf? If yes, please explain.

2. What assumptions do you make about deaf people regarding education, work, marriage, etc.?

3. Do you think of deafness as a disability?

4. Do you assume deaf people would have their hearing restored if there was any possible way?

5. Any idea where your ideas and opinions come from? When your interviews are complete, discuss the results with your learning partner. How similar or different were the opinions you uncovered to those of our experts? Did anything said surprise you? How will these insights help you as an interpreting student? As a professional interpreter?

Deaf Interpreters

Deaf interpreters perform important work in a variety of settings. They perform several types of work: relay interpreting; deaf-blind interpreting; and working as a member of the interpreting team when a clients needs demand more than what a hearing interpreter alone is able to provide. Look at the video clip in the Deaf Interpreters file on the companion CD for this chapter in order to better

understand the work of a DI.

1. If at all possible, observe a DI at work. You are more likely to be able to observe the first two types of work because the third type of work normally happens in very private settings such as legal, mental health or medical.

2. Invite a DI to your study group or classroom. Set up role plays so you can see how they work as a member of an interpreting team when a clients needs demand more than what a hearing interpreter alone is able to provide.





3. Write up a contract for yourself, identifying the types of situations in which you will commit to using a DI in your professional practice. Now write up a plan so you can develop the skills and resources to have a working relationship with a DI when the need arises.

Interpreting Experiences

First, review the video clips on the companion CD of our experts describing their experiences with an interpreter (Experiences With Interpreters).

Identify three things that make these experiences positive or negative.

What steps can you take to ensure that you provide more positive than negative experiences with your clients?

Now look at the video clips in which interpreters describe some of their interpreting experiences (Interpreting Experiences and Deaf Interpreters). Do your responses to # 1 and #2 above fit with the experiences of these interpreters? What did you learn about the work of interpreters from viewing these comments?

Using ASL or Contact Variety

LEARNING ACTIVITY #1: Interpreters are constantly making decisions, one of which is whether to use ASL or a contact variety (CV) when formulating the target language interpretation. Before looking at the video clip with interpreters discussing how they make that decsion, lets review your understanding of the differences between ASL and CV.

1. In your own words, describe the features of ASL and contact varieties (you may need to refer to Chapter 4 of the textbook and the companion CD).

2. Now, look at several random language samples. Review the video clips of John, Roger, Kirsten and Boyd at various locations on the companion CD set. Identify what linguistic form each of these individuals is using ASL or CV? Give 3-5 observable features to support your decision.





LEARNING ACTIVITY #2: As you can see, the delineation between ASL and CV is sometimes challenging. Lets look at the video clip on the companion CD for this chapter titled ASL or Contact Variety.

1. Why do these interpreters use ASL or contact variety (CV) when

interpreting?

2. How do they decide when to use each form?

3. Working with your learning partner, interview 2-3 professional interpreters in your area. Ask them to identify when they use ASL and when they use CV. Can they give you any tips when making that decision?

Using Consecutive or Simultaneous Mode

LEARNING ACTIVITY #1: Another decision made by interpreters is whether to work consecutively or simultaneously. In your journal, define the terms consecutive and simultaneous interpretation and speculate on the reasons interpreters select each mode.

LEARNING ACTIVITY#2: Now watch the video clip titled Consecutive or Simultaneous Mode in the companion CD for this chapter in which interpreters share their approach to making this decision.

1. Do these experts use similar criteria to determine when to use

consecutive or simultaneous interpreting mode? What are they?

2. What are the benefits to using each mode of interpretation?

3. When will YOU use consecutive interpreting as an interpreting student? As a professional practitioner?

4. When will YOU use simultaneous interpreting as an interpreting student? As a professional practitioner?







Sight Translation

Review the video clips in the file Sight Translation on the companion CD for this chapter.

Generate a list of situations in which our experts provide sign translation and identify five other situations in which an interpreter might be asked to do this kind of work.

Are there any ethical considerations interpreters should consider when making the decision about providing sight translation or not?

Study Questions

1. Uninitiated hearing clients may assume ... (circle all that apply):

(a) Interpreters convey 100% of everything being said or

signed

(b) The interpreter is a friend or family member of the Deaf individual

(c) All Deaf people lip-read well

(d) People who are Deaf are as educated and equally qualified as anyone else in an interaction

(e) Deaf people are disabled

2. When interpreting, an individual takes a message expressed in ______ and produces an equivalent message in ________ (select one):

(a) The source language/the target language

(b) Ones A language/ones C language

(c) A majority language/a minority language

(d) Sign supported speech/English

(e) Braille/Morse Code


Study Questions



3. When describing ones native language, the term _____ can be used (circle all that apply):

(a) B-language

(b) Mother tongue

(c) English

(d) A-language

(e) ASL

4. The difference between ones B-language and ones C-language is (circle all that apply):

(a) One is spoken and one is signed

(b) One can express her/himself fairly fluently in their C-language but has difficulty understanding her/his B-language

(c) One formally studies only a C-language

(d) A B-language is ones native language

(e) One comprehends both but only expresses her/himself fairly fluently in the B-language

5. INTERPRETING requires one to work between two ________ whereas transliteration requires one to work between two _________ (select one).

(a) People/settings

(b) Forms of the same language/visual codes

(c) Languages/forms of the same language

(d) Monolingual clients/bilingual clients

(e) Hearing clients/Deaf clients



6. Before being able to interpret, one must have (circle all that apply):

(a) Physical stamina as interpreting is physically demanding

(b) Emotional stability

(c) Bilingual and bicultural knowledge and skills

(d) Non-distractive physical characteristics and behaviors

(e) Professional and personal integrity

7. Process time (circle all that apply):

(a) Refers to the time between learning ASL and becoming a paid professional interpreter

(b) Is influenced by the linguistic register being used by the speaker/signer

(c) The time used by an 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

(d) Fluctuates depending on the level of audience involvement and overall dynamic equivalence

(e) The time used by an interpreter to complete analysis of her/his C-language for equivalents in her/his B-language before producing an interpreted message

8. Dynamic equivalence (circle all that apply):

(a) Refers to maintaining the speakers intended interaction with and impact on the audience

(b) Is only of concern in one-on-one situations

(c) Is not possible when providing sight translation

(d) When accomplished, the speakers goals and level of audience involvement is the same for both the audience who received the message in its original form and the audience who received the message through the interpreter

(e) Results when the source language form is maintained in the interpreted delivery of the information



9. MODALITY refers to (circle all that apply):

(a) The physical channel through which a message is expressed

(b) in the field of sign language interpretation refers specifically to the aural/oral channel or the visual/gestural channel

(c) Oral transliteration, as compared with English-based signed transliteration

(d) Another term for mother tongue, native or first language


10. An individual must have bilingual-bicultural skills in order to interpret. This means they must (circle all that apply):

(a) Speak and sign at the same time

(b) Be facile enough in both languages to recognize a range of semantic meanings

(c) Use ASL and English effectively for technical topics, as well as general topics

(d) Know how each language accomplishes various speech acts

(e) Be familiar with the ways each culture accomplishes certain tasks such as attention-getting, turn-taking etc.

11. Simultaneous interpretation means (circle all that apply):

(a) Signing in an English-like form, complete with the mouthing of English words

(b) Signing and speaking at the same time

(c) Providing an interpretation of the text while the speaker/signer is presenting the source language message

(d) A greater likelihood of errors and miscues in the interpretation

(e) It is impossible to produce an equivalent message from English into ASL



12. In consecutive interpretation (circle all that apply):

(a) The interpreter waits for a meaningful chunk before beginning the interpretation

(b) The interpreter changes codes from English-like signing to spoken English

(c) The interpretation is provided after each segment of the source language presentation

(d) There is a greater likelihood of errors and miscues in the interpretation

(e) The interpretation is always based on the majority language

13. Generally speaking, consecutive interpretation is more accurate than simultaneous interpreting. This is because (circle all that apply):

(a) There is no time limit the interpreter can take time to research the topic, define critical lexical items, etc.

(b) Processing time is sufficient to make a full language and culture transition, supporting an equivalent message

(c) The interpreter can make clarifications prior to beginning the interpretation into the target language

(d) Only highly experienced interpreters use this approach to interpreting

(e) You dont need a team interpreter when using consecutive mode

14. Identify whether consecutive or simultaneous interpretation would

most likely be used in the following settings and explain why:

(a) Platform settings

(b) One-on-one settings

(c) When the client prefers English-based signs

(d) When the client prefer ASL

(e) Greetings and leave-takings in one-on-one settings



15. In platform settings, what physical factors should be considered and why? (circle and explain all that apply)

(a) Lighting

(b) Background

(c) Interpreter business cards

(d) Client language preferences

(e) Arrangements for payment

16. What turn-taking behaviors can be expected in one-on-one informal to consultative settings? (circle all that apply):

(a) There are none the speaker in this setting will not allow questions or interruptions

(b) They will be rapid, even allowing the cutting off or interrupting of one person by the other

(c) They will occur as needed by the parties involved, generally following a pause in the exchange which signals questions or changing speaker/signer is appropriate at that time

(d) It is generally a free-for-all whoever can get the floor will talk/sign


CHAPTER EIGHT Study Guide: So You Want To Be An Interpreter? (4th Edition)




CHAPTER EIGHT: How We Approach Our Work

Chapter Summary

This chapter looks at four historical philosophical frames that influence the way interpreters approach their work including how s/he interprets her/his role as an interpreter and the tenets of the professional Code of Ethics. The concept of linguistic and cultural mediation is discussed at length including the strategy of using expansions and reductions to maintain dynamic equivalence.

To Focus Your Study


1. Trace the history of sign language interpreting from the point of view of different philosophical approaches.

2. Describe each philosophical approach in practical terms.

3. Explain the significance of maintaining speaker goals and dynamic equivalence.

4. Define cultural and linguistic expansions/reductions and explain why they are used in an interpretation.

Learning Activities

In Your Own Words

Reflect on your learning in this chapter and record briefly the most significant points and why they are important to your journey of learning.

Philosophical Orientation

The textbook seems to draw pronounced lines between the various philosophical approaches to interpretation. Look at the video clips in the companion CD for this chapter (Philosophical Approach to Interpreting). Look at video

clip on CD



Do the experts make a clear distinction between the various philosophical approaches outlined in the textbook when working with various clients and situations? If not, what might account for their choices and responses?

Record your perceptions and discuss them with at least two other interpreting students or professional interpreters.

GOOD Interpreters

Have you wondered how interpreters and clients describe a good interpreter? Review the file titled Descriptions of a GOOD Interpreter on the companion CD for this chapter. Develop a list or paraphrase of their perceptions then discuss them with your learning partner, identifying any patterns or commonalities. How will these insights influence you on your journey toward professional practice as an interpreter?

What Clients Want

Individual clients have specific needs and expectations of an interpreter. In the file titled What I NEED In An Interpreter, some of our experts have expressed their individual needs from an interpreter. Watch the video clips in this file then discuss these expressed needs with your learning partner. Would you be able to meet each of these needs? If so, how do you know that is true? If not, what goals can you set in order to become qualified to work for each of these clients?

Separating your SELF from your WORK

Our interpreting experts have described the need to depersonalize the feedback they receive on their work from their sense of their inherent value as individuals. After viewing video clips in the file on the companion CD for this chapter, write in your journal about the concept of separating ones self from ones work.

What are the pros of taking this approach? What are the danger of NOT taking this approach?

When is it most likely you may personalize feedback?






What steps can you take to insure a greater likelihood that you are able to separate your sense of your work from your sense of your self? (Be specific)

When giving feedback to others, how can you best insure that the person to whom you are speaking does not personalize your comments?

Some Words for New Interpreters

The last video file in the companion CD for this chapter has some tips or words of wisdom from seasoned interpreters and some Deaf clients for new interpreters (Tips for New Interpreters). Discuss these tips and the other lessons learned in this

chapter with your learning partner. Use this discussion to set specific learning goals for your personal and professional development over the next six-months.

Study Questions

1. Identify one strength and one weakness of each philosophical frame:

(a) Helper

(b) Machine

(c) Bilingual-bicultural

2. An interpreter working from the ______ philosophical frame is most likely to incorporate linguistic and cultural expansions/reductions.

(a) Helper

(b) Language facilitation

(c) Machine

(d) Bilingual-bicultural


Study Questions




3. A linguistic expansion or reduction is made because (circle all that apply):

(a) The concept being conveyed requires greater or lesser explicit transmittal as compared to the source language

(b) Consecutive interpretation is being used

(c) The client prefers English-based signs

(d) The client prefers ASL

(e) The concept being conveyed is not found in the target culture but is found in the source culture

4. A cultural expansion or reduction is made because (circle all that apply):

(a) The concept being conveyed requires greater or lesser explicit transmittal as compared to the source language

(b) Consecutive interpretation is being used

(c) The client prefers English-based signs

(d) The client prefers ASL

(e) The concept being conveyed is not found in the target culture but is found in the source culture

CHAPTER NINE Study Guide: So You Want To Be An Interpreter? (4th Edition)




CHAPTER NINE: The Challenge of Mediating ASL and English

Chapter Summary

This chapter deals in some depth with specific linguistic features of ASL and English that challenge interpreters when trying to convey information between languages. Figure 9-27 in the textbook provides a quick reference summary to this discussion. We will discuss modalities and prosody, as well as how each language conveys meaning. In the discussion of ASL, there is a fairly in-depth explanation of ASL techniques termed expansions.

To Focus Your Study


1. English and ASL are quite different. Identify those differences which result in significant challenges to interpreters.

2. Define classifiers and explain how they function. What is the difference between real world and abstract classifiers and how do they function?

3. Describe each of the seven expansion techniques and provide at least one ASL sample incorporating each.

Learning Activities

In Your Own Words

Reflect on your learning in this chapter and record briefly the most significant points learned and why they are important to your journey of learning.

Prosody

Review the discussion of prosody in the textbook, then watch the video clip The Role of Prosody In Making Sense on the companion CD. Write a definition of prosody in your own words.

Form and Meaning

Review the sections of the textbook in Chapter 9 discussing dropping form and conveying meaning. Then view the

video clips in the companion CD file Form and Meaning and Challenging English Utterances.




Expansions and Reductions

LEARNING ACTIVITY #1: Watch Nigel as he teaches each of the expansion techniques on the companion CD for this chapter (Expansions & Classifiers: An Explanation in ASL). Develop two additional examples for each type of expansion. Video tape your samples and show them to your ASL instructor or mentor for feedback.

LEARNING ACTIVITY #2: Watch the samples of ASL expansions on the companion CD for this chapter (Language Samples: Expansions). What types of expansions can you identify? Why are they being used?

LEARNING ACTIVITY #3: Watch the video clip of interpreters talking about their use of expansions and reductions on the companion CD (Expansions and Interpreters). Identify when it is appropriate to use an expansion/reduction and when it is NOT an appropriate choice. Think of the various factors that go into such a decsion.

Other ASL Features

LEARNING ACTIVITY #1: Watch the remaining video clips in the Language Samples: ASL file on the companion CD for this chapter. This includes:

1. Classifiers Used by Children

2. Use of Space

3. Multiple Features

4. Sentence Types

5. Time Sequencing

6. Negating/Affirming

Because ASL is a visual and kinesthetic language, it is important that you SEE these features and FEEL or SENSE them when you are incorporating the features into your own signed utterances. Are you able to SEE the features being highlighted in each sample? Replay the sample and shadow or copy the signer as s/he executes the ASL utterance. Do this a few times then try it on your own. Do you FEEL the ASL feature as you incorporate it into your signed utterance?

LEARNING ACTIVITY #2: Watch other videotapes with longer samples of ASL signers (e.g. Birds of Another Feather). Identify real world and abstract classifiers. Also look for ASL expansions and other ASL features. Recognize them shadow them then try to repeat the ASL utterances on your own.






English Features

LEARNING ACTIVITY #1: Watch the video clips in the Language Samples: English file on the companion CD for this chapter. This includes:

1. English descriptions

2. Redundancy

3. Discourse form

Identify any features in these samples that might be challenging when making a language transition into ASL. What ASL features would you use to accomplish equivalent meaning?

Application to Interpretation

LEARNING ACTIVITY #1: Observe the work of professional interpreters, focusing specifically on their use of expansions/reductions and other ASL features highlighted in this chapter of the textbook. It is important for you to recognize the difference, so keep looking until you observe

interpreters who ARE using these linguistic techniques and those who ARE NOT using these techniques. (Remember, this is NOT about judging the work of another person; it is about honing your observation and critical thinking skills so you can become an effective practitioner).

In your observation journal, note contextual information to the best of your ability (who is present, the type of setting, participant goals).

Can you identify the reason the interpreter is or is not using expansions/reductions?

In a polite and respectful way, ask the interpreter why s/he made the choice to use these techniques or not to use these techniques there may be things influencing their decision you are unaware of.


OBSERVE



LEARNING ACTIVITY #2: If you are already interpreting (whether as a professional practitioner or as a student), video tape your English-to-Sign work and look at it.

1. Are you typically able to identify appropriate concepts that require expansion or reduction to make visual sense?

2. If yes, why do you think this is happening in your work? If not, why not?

3. Set up five goals for yourself in this area, each with a time line. Share your goals with a learning partner.

Study Questions

1. ASL prefers to use specific terminology wherever possible. Complete the following chart indicating more and less specific terms.

General Specific More specific

He The tall man

Burger Grilled turkey burger with BBQ sauce

Pet

Kitchen utensils

2. Numbers often pose a problem for ASL/English interpreters. This is

because (circle all that apply):

(a) English has only two numbering systems where ASL has numerous such systems

(b) ASL has no way to represent numbers above 1,000,000,000

(c) ASL numbers incorporate additional information (such as age, time, etc.)

(d) English uses different numbering systems according to the degree of register formality whereas ASL has no register distinctions


Study Questions



3. Classifiers serve several linguistic functions in ASL, including (circle all that apply):

(a) Indicating the relationship of one noun to another

(b) Replacing articles (e.g. a, the, an)

(c) Describing the size, shape and other details of something

(d) Describing how something or someone moves

(e) Indicating pronoun information

4. Pronouns challenge ASL/English interpreters because (circle all that apply):

(a) ASL pronouns are gender specific and English pronouns are gender neutral

(b) English pronouns are gender specific and ASL pronouns are number specific

(c) ASL pronouns are visual and English pronouns are spoken

(d) ASL verbs can incorporate pronoun information

(e) Pronouns are identical in both languages and pose no challenges

5. English marks tense by (circle all that apply):

(a) Using passive voice

(b) Changing the pronoun

(c) Changing verb forms

(d) Using time-specific markers before each verb

(e) Structuring the sentence according to real-time sequencing



6. ASL (circle all that apply):

(a) Uses movement as the medium of communication

(b) Relies on auditory articulators to produce linguistic elements

(c) Is a spatial, time-oriented language

(d) Takes roughly the same time to produce a single sign as the time required to utter a single English word

(e) Is the only language thus far identified to use classifiers

7. Prosody (circle all that apply):

(a) Refers to the rhythm of speech or signs

(b) Another term for pausing and phrasing in a language

(c) Is required for a listener to make sense or determine the meaning of an incoming message

(d) Helps a listener predict what the speaker will say next

(e) Is a feature of all languages

8. Observers sometimes comment about the facial expressions they see when people use ASL to communicate. What they are actually seeing is (circle all that apply):

(a) Classifiers

(b) Affective information

(c) The person struggling to express her/himself in their second language

(d) Visual grammatical markers

(e) Real-time sequencing



9. Change the following PASSIVE VOICE statements to ACTIVE VOICE and change the ACTIVE VOICE statements to PASSIVE VOICE.

(a) The car hit and killed the dog.

(b) It was announced that she won the contest.

(c) He was elected to office.

(d) Tom hit the door.

(e) The change was made.

10. A contrasting expansion in ASL (circle all that apply):

(a) Make the information delivered more indirect

(b) To conform with one of several ASL numbering systems

(c) Is a type of ASL redundancy

(d) To save time in the delivery of information

(e) Presents the negative and positive of an idea or bit of information

11. Faceting refers to (circle all that apply).

(a) An ASL reduction

(b) An ASL expansion

(c) A technique of using two or more signed synonyms when conveying a concept in ASL

(d) An English expansion

(e) A technique of using two or more spoken synonyms when conveying a concept in English



12. When an interpreter includes information in an interpretation that was implied in the source language, s/he (circle all that apply):

(a) Must be certain that the source language speakers goal is not compromised

(b) Would do so regardless of the norms of the target language/culture

(c) Would do so in order to compose an interpretation that maintains message and dynamic equivalence

(d) Must consider the cultural and schematic background of the TL client

(e) Would be violating the Code of Ethics by adding information

13. When someone using ASL repeats a sign or sign phrase in a short utterance for clarity or emphasis, s/he (circle all that apply):

(a) Is being unnecessarily repetitive

(b) Is using an ASL technique referred to as reiterating

(c) Marks her/himself as a beginning signer

(d) Is using an ASL feature known as faceting

(e) Is incorporating an ASL expansion

14. Some techniques ASL uses to take advantage of 3-D space include (circle all that apply):

(a) Directional verbs

(b) Locatives

(c) Eye-indexing

(d) Body-agreement

(e) Role-shifting



15. ASL discourse structure tends to _______ where English discourse ________ (circle all that apply):

(a) Use physical space/use auditory/vocal modality

(b) Has difficulty conveying abstract concepts/has difficulty conveying concrete physical descriptions

(c) Use visual prosody techniques/uses auditory prosody techniques

(d) State the point at the beginning and end of the discourse/often only states the point at the end of the discourse

(e) Use subject-verb-object structure/is topic prone

CHAPTER TEN Study Guide: So You Want To Be An Interpreter? (4th Edition)




CHAPTER TEN: The Process of Interpreting

Chapter Summary

Readers are introduced to several interpreting models in an effort to understand the invisible mental steps in the process of interpretation. Prerequisite knowledge/skills are outlined and each phase of the interpreting process is discussed in depth.

To Focus Your Study


1. Identify early proponents of interpreting models and outline the steps common to all of these models.

2. Define cohort groups and explain how this concept impacts on the interpreting process

3. Explain analytical thinking and cognitive competence.

4. What is involved in the overall monitoring process used by an interpreter?

Learning Activities

In Your Own Words

The information in this chapter build part of the foundation of understanding in your work as a sign language interpreter. Record the most significant points learned in this chapter and why they are important to your journey of learning.

Interpreting Process

LEARNING ACTIVITY #1: Describe the interpreting process in your own words. Now look at how our experts describe the process in the file The Process of Interpreting on the

companion CD for this chapter. Make any additions or changes to your description of the process after listening to the experts.





LEARNING ACTIVITY #2: Research two of the models listed on page 234 in chapter ten of the textbook. Present a summary of each model, along with a visual representation of the steps or phases of the interpreting process to your classmates or to your study group. Identify similarities or differences between the models, and between the models and the steps outlined

in Chapter Ten of the textbook.

LEARNING ACTIVITY #3: In the video clips on the companion CD for this chapter titled Finding Deep-Structure Meaning and Re-formulating the Message Into the Target Language our experts describe going for meaning, dropping form, looking for deep structure meaning, and going beneath the words. In your own words, describe what you believe they are talking about.

1. NOW, observe the work of other interpreters, focusing specifically on the depth of processing. It is important for you to recognize the difference so keep looking until you observe interpreters who ARE dropping form and those who ARE NOT dropping form. (Remember, this is NOT about judging the work of another person; it is about honing your observation and critical thinking skills so you can become an effective practitioner).

In your observation journal, note contextual information to the best of our ability (who is present, the type of setting, participant goals).

Can you identify the reason the interpreter is or is not dropping form?

In a polite and respectful way, ask the interpreter why s/he made the choice to drop form or not to drop form there may be things influencing their decision you are unaware of.

2. If you are already interpreting (whether as a professional practitioner or as a student), video tape your English-to-Sign work and look at it. Are you typically following the grammatical structure of English? Conveying the words without going to the implied or deeper meaning?

3. If yes, why do you think this is happening in your work? If not (in other words, you ARE dropping form and going for meaning), what strategies are you using that allows you to do that? (Review information in the textbook if you need help with this question).

OBSERVE

Research other sources



Reciprocal Signals

Review the textbook discussion of reciprocal signals then look at the file Reciprocal Signals in Action where you will see excerpts of our experts using reciprocal signals in real-life interactions. Now look at how our experts describe how reciprocal signals affect their work as interpreters in the file Reciprocal Signals: An Interpreters View.

Multi-Tasking

View the video clips in the file titled Multi-Tasking on the companion CD for this chapter. Reflect on your own ability to juggle multiple mental and physical tasks and set goals for yourself in this area in your journal.

Study Questions

1. Interpreting process models have been proposed by (circle all that apply):

(a) Seleskovitch

(b) Joos

(c) Ingram

(d) Cokely

(e) Colonomos

2. Common components found in all interpreting models include (circle all that apply):

(a) Identify meaning apart from source language form

(b) Require simultaneous interpretation

(c) Maintain grammatical and lexical form

(d) Switch from source to target language

(e) Note the importance of paralinguistic elements of meaning


Study Questions



3. _______ is the process which allows an interpreter to identify essential elements of meaning in a text, including overt and implied information. (circle all that apply):

(a) Consecutive interpretation

(b) Bilingual-bicultural philosophical model

(c) Simultaneous communication

(d) Discourse formulation

(e) Message analysis

4. Taking in the source language (circle all that apply):

(a) Is an inconsequential first step in the interpreting process

(b) Requires the interpreter to attend to the incoming message until s/he is able to make sense of what is being said/signed

(c) Is a step in the interpreting process that is sometimes under-valued

(d) Includes the interpreters ability to physically perceive the incoming message

(e) Assumes linguistic and cultural competence

5. Reciprocal signals (circle all that apply):

(a) Include non-verbal indicators that one is attending and comprehending (or not comprehending) the messages being received

(b) Are found in both English and ASL

(c) Are present in messages but are not critical in the work of an interpreter

(d) Are identical in all languages and cultures

(e) Can be divided into real-world and abstract signals



6. Deep structure meaning (circle all that apply):

(a) Can be found by discovering within both the linguistic and the paralinguistic elements of an utterance the meaning intended by the speaker/signer

(b) Is found primarily in scientific and technical texts

(c) Is found only in formal registers

(d) Refers to the prep work required of an interpreter prior to beginning an interpretation

(e) Is best represented by maintaining form between source language input and target language output

7. Deep structure analysis answers such questions as (circle all that apply):

(a) Who is here?

(b) What is the agreed upon length of turns between the members of the interpreting team?

(c) Why in the world did I accept this assignment?

(d) What overt and implied affective information is being conveyed and how does it influence or change the meaning of the speaker/signer and the relationship between participants?

(e) What is the goal or purpose that is causing the speaker/signer to use this particular grammatical and discourse structure, humor, metaphors, etc.?

8. Linguistic competence required of interpreters includes having (circle all that apply):

(a) English and ASL as B and C-l

so you want to be an interpreter [study guide]

Documents

communication goals

effective communication

nature of communication

mediator of communication

learning activity

journal chapter

learning activities

journey of learning