Task 1
Assess each interpreting situation to determine if qualified for the assignment.
Knowledge and Skill Statements
Knowledge of:
1. Roles and responsibilities
2. Appropriate questions to ensure a good match between the interpreter and the parties
involved
3. Requirements and expectations of the consumers for each setting
4. Language continuum and variations in signing
5. Assignment content
Skill in:
1. Recognizing the impact of personal values and professional conduct
2. Recognizing personal and professional strengths and weaknesses
3. Meeting consumer communication needs
4. Recognizing strengths and weaknesses
5. Recognizing the importance of personal characteristics (e.g., ethnicity, cultural diversity,
gender, age) and the impact they have on the assignment
6. Meeting consumer’s needs
7. Maintaining neutrality in all situations
8. Being diplomatic
9. Assessment of the ability to interpret fluently
9 comments:
Post the name of your source and how it applies to this task.
NAD-RID Code of Professional Conduct
2.4 Request support (e.g., certified deaf interpreters, team members, language facilitators) when needed to fully convey the message or to address exceptional communication challenges (e.g. cognitive disabilities, foreign sign language, emerging language ability, or lack of formal instruction or language)
3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental health teams) or other settings.
Best Practices in Educational Interpreting by Seal
Really, this whole book is about the educational interpreters role in different situations that come up in the educational setting.
An interpreter's role will depend on their job title (transliterator, ASL Interpreter, Signed English Transliterator, Interpreter Aide, etc)
Interpreters can have multiple roles in an educational setting, but these roles should be well defined and the student should be able to distinguish which role the interpreter is functioning in at all times.
The interpreter should share information with the other members of the educational team as well as work with other professionals in the school system when interpreting between those professionals and the Deaf student are required. (Ex: testing with the school psychologist) Interpreters should not share opinions with other members of the team.
Interpreters should encourage social communication of Deaf students by offering to interpret conversations during free play time or recess.
Elementary and Middle School:
Interpreters should be sensitive and knowledgeable of developing relationships at these ages. Interpreter should allow social communication that successfully takes place without the interpreter as much as possible. If the interpreter is required for social interactions to take place, the interpreter should try to follow the slang and other social cues used by Hearing students as much as possible.
When interpreting tests the interpreter should coordinate with the classroom teacher to determine what parts of the test will be interpreted. It should also be determined if the test format will be accessible for the Deaf student.
As the student gets older, the student takes on more responsibility for their education.
Interpreting: An Introduction by Frishberg
Frishberg discussed variations in sign language by citing multiple different sign languages. She goes on to discuss coding for spoken languages using visual symbols. She cites fingerspelling as a way of coding for English. Also, most codes for spoken languages follow the same word order as the spoken language. In most societies where Deaf individuals attend a formal educational program codes for the spoken language have been developed. For example: Sign Supported English or Signed English in Great Britain, Signed Italian in Italy and Manually Coded English in the U.S.
Reading Between the Signs - by Anna Mindess, et al.
I read the chapter on "Interpreter Roles and Responsilbities". The chapter covers several topics: mediator, cultural adjustments, models of interpreting, spoken langauge interpreters
She discuss the many models of interpreting conduit, bi/bi, ally, etc. She suggests that an interpret should have knowledge about all of these models and chose which model to work from for each interpreting situation. Ultimately an interpreter should be able to change models and roles as the job requires.
She also discusses when it is and is not appropriate to make cultural adjustments in our interpretation and how our work differs from our spoken language colleagues.
The SPP on "multiple roles":
"RID believes that through multiple role positions, interpreters can be placed in many settings in which
the hiring of a full-time interpreter would not otherwise be feasible or justifiable. By developing a multiple
role position, the hiring entity benefits by having an employee with dual skills. RID believes that
knowing the potential issues regarding multiple roles and having a plan in place to resolve conflicts is crucial to the success of such positions.Planning for possible challenges avoids compromising accessibility for all involved parties."
I'm not sure where this should go, but we should definitely know the interpreting models:
From the notes:
Helper
Conduit
Ally
Bilingual-Bicultural Mediator
Cultural-Linguistic mediator/facilitator
Notes:
Current Model: Interpreting as Cultural-Linguistic Mediator =
- Accurate meaning transfer from source lanaguage to target language
- Recognition of sub-cultures
- Understanding cultural and linguistic variation
- "matching the consumer" - what language choices would be most effective
- Match the setting
- facilitating communication not teaching language
Linguistics of American Sign Language: An Introduction
This book has a ton of stuff that relates to Language continuum and variations in signing.
Unit 1: Variation and Historical Change p. 161
Variation means that people have different ways of saying the same thing. The earliest studies on variation focused on regional variation. Some examples in English are:
couch vs. sofa vs. davenport
soda vs. pop vs. coke vs. soft drink
bag vs. sack vs. poke
supper vs. dinner
Accents are also involved in regional variation: southern vs. New England accents.
Other Variations:
social, ethnic, gender, age
Variation in signed language happens at all levels: phonological, morphological and lexical variation.
Lexical variation: different signs for birthday, picnic, halloween, early and soon.
Reason? Deaf students attended residential schools where they did not have exposure to other signers outside of the area AND ASL was not formally taught in schools.
Although, ASL has a good amount of variation, it has less than other signed languages. This is because Deaf and Hearing individuals came from all over the country to the American School for the Deaf in Hartford, Connecticut to learn Clerc's teaching method.
Ethnic variation in ASL.
Research shows that Black and White signers use different signs for school, boss and flirt. This is likely due to the fact that black and white Deaf communities were segregated in the educational system. There are also research on variations in how Navajo Indians in AZ use ASL and how Tactile ASL is used by Deaf-blind individuals.
There is also variation in the way men and women use ASL and how different generations of Deaf people use ASL. These areas need to be researched more.
Language Contact Between Signed Languages p. 179
Lexical Borrowing:when one language borrows a word/sign from another language & incorporates it into its system.
English Examples:
pizza, spaghetti and boquet.
ASL Examples:
Australia, Italy, Japan, China
Code Switching: when a bilingual person is using one language and then switches to another language. Can be one word, clause, sentence or whole paragraph.
Foreigner Talk:When a native language user simplifies their language use to communicate with someone learning their language and doesn't use signs from other languages.
Interference: when a bilingual person unconsciously uses parts of one language in another language.
Pidgins, Creoles and Mixed Systems:
There is disagreement on what pidgins and creoles are, but it is agreed that a pidgin is usually a result of language contact between the adult users of mutually unintelligible languages. The language contact occurs for very specific purposes like trade. Often pidgins have simplified morphology and syntax.
Researchers have found that when children are in these kinds of situations where they learn a pidgin as their native language
the children change it and make it more complex. This is called a creole. This kind of situation has not been observed in a signed language.
Two signers of different signed languages are in contact and are trying to learn ASL, but basically only have access to ASL through each other; they are also removed from their native signed languages. The outcome of their interaction might look like what linguist have called pidgins. A final possibility is what linguists call a mixed system, a language resulting from language contact that combines elements of both languages.
Language Contact Between Signed and Spoken Languages
Code switching- will stop signing and start speaking English.
Borrowing:
- Boyfriend
- girlfriend
-homework
- homesick
- black board
Mouthing of English Words:
Full or reduced mouthing
lexicalized mouthing- use of NMS with the signs FINISH or HAVE which come from the English pronunciation, but have become part of the ASL sign.
Contact Signing: Contact between English and ASL containing features of both languages.
Used Deaf w/ Deaf or Deaf w/ hearing.
Coda Talk: a combination of ASL and spoken English . Research shows that CODAs have influence of ASL grammar in the way that they write English, including dropping determiners and the verb to be, using English descriptions of signs rather than equivalent English words (Ex: writing "fork-in-throat" instead of stuck)
There is much more on variety in this book, but it is more than I can explain in this post. The page numbers of where to find them are below:
File 10.1 Introduction to Language Variation pg. 440
File 10.2 Variation at Different Levels of Linguistic Structure pg. 444
Variation: Basic Concepts by Lucas, Bayley, & Valli pg. 486
Language Contact in the American Deaf Community by Lucas & Valli pg. 516
These sections have much greater detail on language variation. If you want to be able to read about them, I can copy them for you or let you borrow my book.
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