Task 2
Prepare for assignment by determining logistics and purpose of interaction for all parties involved.
Knowledge and Skill Statements
Knowledge of:
1. Need for deaf interpreters
2. Need for team interpreters
3. Need for consecutive or simultaneous interpreting
4. Physical distractions in environment and appropriate solutions within the setting
5. Assignment goals, philosophies, and/or expected outcomes
6. Strategies to make the setting comfortable
Skill in:
1. Analyzing when and how to work with team interpreters (hearing and/or deaf)
2. Preparing by consulting or meeting with parties involved, reading literature, books, websites, and any other notes, etc.
3. Assessing consumer’s communication needs prior to assignment
4. Assessing the room layout and working with the consumers to determine best seating/lighting arrangement prior to the assignment
5. Working with deaf and/or team interpreters
6. Educating consumers (both deaf and hearing) on how to use the interpreter when appropiate
5 comments:
Identify the resource and how it applies to this task.
NAD-RID Code of Professional Conduct
There are a couple of illustrative behaviors that directly apply to this task.
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)
3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively.
6.3 Promote conditions that are conducive to effective communication, inform the parties involved if such conditions do not exist, and seek appropriate remedies.
Interpreting: An Introduction
Frishberg covers a couple of areas included in Task 2. Frishberg discusses situations in which simultaneous may be more effective than consecutive interpreting as well as the situation in which consecutive interpreting may be preferable over simultaneous interpreting.
Frishberg also discusses teams of interpreters and which considerations may be cause for a team such as the length of the assignment, physical and logistical considerations, communication skills or in the case of conferences.
Lastly, Frishberg discusses considerations of the interpreting environment to ensure the consumers have equal access to the message. Some of these considerations include: sight lines, lighting, background noise or visual distractions, etc.
Reading Between the Signs -
She mentions several times the need for Deaf interpreter/hearing interpreter teams and the many situations when this would be most advantageous for all consumers and interpreters involved. She emphasize the need for more DIs in settings that are very sensitive, when a deaf consumer has limited ASL skills and anytime when the hearing interpreter and the deaf consumer are having difficulty understanding each other.
I thought the SPP paper on "Use of a Certified Deaf Interpreter" could relate to this task.
It lists when a CDI may be used when a consumer:
- uses idiosyncratic non-standard signs or gestures such as those commonly referred to as “home signs” which are unique to a family
- use a foreign sign language
- have minimal or limited communication skills
- are deaf-blind or deaf with limited vision
- use signs particular to a given region, ethnic or age group
- have characteristics reflective of Deaf Culture not familiar to hearing interpreters.
As well as the benefits of using a CDI:
- optimal understanding by all parties
- efficient use of time and resources
- clarification of linguistic and/or cultural confusion and misunderstanding(s)
- arrival at a clear conclusion in the interpreting situation.
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