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36 Cards in this Set
- Front
- Back
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List the Seven tenants of the Code of Professional Conduct |
1) Interpreters adhere to standards of confidential communication. (Confidentiality) 2) Interpreters possess the professional skills and knowledge required for the specific interpreting situation. (Professionalism) 3) Interpreters conduct themselves in a manner appropriate to the specific interpreting situation (Conduct) 4) Interpreters demonstrate respect for consumers (Respect for consumers) 5) Interpreters demonstrate respect for colleagues, interns and students profession. (Respect for Colleagues) 6)Interpreters maintain ethical business practices (Business Practices) 7) Interpreters engage in professional development. (Professional Development) |
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Discuss the Models of interpreting. |
- Helper Model - Machine (Conduit) Model - Communication facilitator Model - Bilingual-Bicultural Model |
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Helper Model (1st) |
-Client: Handicapped, limited, unable. -Role: Caretaker or volunteer -Ethics: None. Interpreter is overly involved. Interpreter advises, directs, offers personal opinion. This model started the communication process. |
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Machine (Conduit) Model (2nd) |
-Clients: Separate (Never mixed) -Role: Involved in the communication but separate from the participants -Ethics: THE LAW! Rigid set of rules "Myth of Neutrality" It was so detatched communication broke down. Wasn't used by concept only by words. |
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Communication Facilitator Model (3rd) |
-Clients: Separate -Role: Involved in the Communication and responsible for the environment. Ethics: Strict set of rules. Started conceptual interpreting. |
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Bilingual-Bicultural Model (Bibi) (4th) |
-Clients: Individuals -Role: Cultural and Linguistic mediation -Ethics: A guide for interpreter behavior. (Today) |
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Define Linguistic and Cultural adaptations |
Linguistic Expansion: Interpreting implicit information or ideas, as well as the explicit information and ideas, if it is need to guarantee full communication. Cultural Expansion: Involves providing the contextual information needed to make sense out of something signed/said to someone with a different schema. Cultural/Linguistic Reduction: Involves reducing the volume, and sometimes the detail, of information without affecting the meaning intended. |
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Prosody |
The rhythm of speach with pauses and phraseology, as well as certain auditory intonation patterns- to help listeners determine meaning and predict what the speak will say next |
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Functional Elements |
include things such as articles (a, an, the), prepositions, (on, for, with, to), and conjunctions (and, but, however) |
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Content Elements |
Made up of nouns and verbs. Content words supply substance and meaning while functional words serve as a type of "Auditory lubrication" fostering comprehension by means of cohesion and transition. |
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Implicit vs. Explicit Language |
Implicit: Vague Explicit: Clear explanation |
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The 7 Expansion Techniques |
- Contrasting/Negation - Faceting - Reiterating - Role-shifting - Noun-listing - Couching/Nesting - Describe Then Do |
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Contrasting/Negation (Expansion Techniques) |
Stating what we are trying to say by saying the opposite. Stating a positive and negative of the idea. |
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Faceting (Specifics entailed) (Expansion Techniques) |
Two or more signed synonyms when conveying a concept. Ex: that was awesome! (with 4 synonyms) |
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Reiterating (Repeating) (Expansion Techniques) |
Saying the exact thing before and after. Ex: I can't go to the mall, I can't. |
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Role-Shifting/Incorporating 3-D information (Expansion Techniques) |
To convey interactions between two or more people and to "set the scene" while talking about an event that took place. Uses body agreement, locatives, and directional verbs. ex: 2 characters |
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Noun-Listing/ Examples (Topicalization) (Expansion Techniques) |
Establishing category Ex: car company (toyota, chevy, ford) |
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Couching/Nesting (Schema activation) (Expansion Techniques) |
Expansion, set up context by describing. Ex: Sewer |
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Describe Then Do (Say then Show) (Expansion Techniques) |
Act, expansion is made up of two parts: first, signer states what he/she will do/say from narrator position; and second, role shift, he signer does/says what was described from the position of the person/thing doing the action ex: acting |
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When was RID established? |
June 14, 1964 |
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When was TSID established? |
November 16, 1963 |
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Compare the two interpreter processes? (Input, Decode, Recode, Produce) and the five step model outlined in your book. |
5 Step Process: 1) Take in Source Language (Input) 2) Identify deep structure meaning (Decode) 3) Apply contextual/schema screen (Recode) 4) Formulate/rehearse Target Language utterances (Recode, not included in Aaron's process) 5) Produce Interpretation (Produce |
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What is meant by metaethical principles? |
Access and develop your ability to think critically and review the codes of conduct set out by other professionals. |
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What are ethics? |
A set of principles that defines what is judged appropriate or inappropriate, right or wrong. |
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What does the professional code of behavior do? |
It protects the 1) Clients 2) Interpreters 3) Profession 4) Sets expectations |
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The CPC includes six core concepts, what are they? |
1) Educates members of the profession regarding what is appropriate and inappropriate behavior. 2) Fostering the development of professional goals and norms 3) Deterring inappropriate and immoral norms; 4) Disciplining offenders; 5) Providing information to the market regarding what is acceptable practice by members of the said profession; and 6) Protecting the public from unethical practitioners. |
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Competence includes four key areas, what are they? |
Defined by the AVLIC Code of Ethics |
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1st key point of Competence |
1) Linguistically capable to determine the intent and spirit of a speaker and being able to express that intent and spirit in an equivalent manner in the target language and |
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2nd key point of Competence |
2) Flexible enough to adjust communication methods so that services can be provided in the clients preferred language or mode |
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3rd key point of Competence |
3) Cognizant of the task and of my own capabilities so I can determine if I am able to function professionally and competently, given the specific assignment (client, setting, topic of interaction, type of sills required, etc.) |
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4th key point of Competence |
4) Committed to continuing my professional development to expand my competence and to be better able to serve my clientele. |
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Compare the critical thinking strategy with the strategy your book defines. |
With the critical thinking skills in the book, it's now using your Code of Ethics, and it may conflict with your own values and beliefs. |
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What does PEPSI Mean? |
P- State the Problem? E- What Ethics are involved? P- Perspective of Participants? S- Support your course of action I- What is the impact of your decision? |
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What is Teaming? |
The utilization of two or more interpreters functioning as equal members of a team, rotating responsibilities at prearranged intervals, and providing support and feedback for eachother. |
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When should you have a team? |
- Length of assignment - Complexity of materials - Pacing of speaker - Multiple speakers - Working with Deaf-Blind consumers (extra weight) - A need to copy sign questions from the audience - More dynamics in a large group setting |
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What are the roles/responsibilities of the members of the interpreting team? |
Primary Positions: Directed to consumers, voicing, signing Support Positions: Monitoring settings, assuring appropriate timely transitions, prompting "feeding" the primary interpreter. |
