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ASL Interpreter Exam
Registry for Interpreters Written Exam - Novice Level - Utah, USA
| Term | Definition |
|---|---|
| Demand-Control Schema | A model for effective interpretation that studies the demands and controls that interpreters need to account for. |
| Demands (Demand-Control Schema) | Demands are what is needed: knowledge, capability, characteristics, traits, working conditions. |
| Controls (Demand-Control Schema) | Controls are interpersonal related and will change (options, not controlling the situation) |
| Environmental Demands (Demand-Control Schema) | Physical surroundings, clientele, specific terms, unique situations. The distance from interpreter to client, noise pollution, etc. |
| Interpersonal Demands (Demand-Control Schema) | Considering the thought-world of each person involved (Deaf, hearing and interpreters') |
| Paralinguistics (Demand-Control Schema) | Studying the in-between-the-lines in speech or HOW something is said (pitch, volume, intent) |
| Intrapersonal Demands (Demand-Control Schema) | The language of ones self. Before effectively interpreting, one must be able to be efficient in receptive and expressive communication. |
| Manually Coded English (MCE) | A myriad of artificial visual communication methods which attempt to represent the English language in sign. |
| Signed English | Like MCE, it follows the grammatical structure of English (but often users borrow from natural signed languages) |
| Sign-to-Voice Interpreting (S-V) | Interpreting from a signed language into a spoken language. |
| Sign Supported Speech (SSS) | SSS involves using an MCE method while speaking in English. This is all in the English grammatical structure. Sometimes, simultaneous interpretation is considered SSS. |
| Cued Speech | A form of signing that only uses 8 handshapes to represent phonemes. |
| SEE1 | Seeing Essential English. Uses ASL but in English grammatical structure. However, it uses literal words. Ex: Butterfly becomes signs "butter" and "fly" |
| SEE2 or SEE | Signing Exact English (1970s) is similiar to SEE1 but compound words are allowed to use invented or modified signs. Developed in an effort to improve Deaf students' English language skills. |
| LOVE | Linguistics of Visual English is like SEE1 but uses Stokoe's written system. |
| Interpreter's Four Philosophical Frames | Helper, Conduit, Bi-Bi, Communication Facilitator |
| Code Switching | The conscious or unconscious movement from ASL to a more English-like method. |
| What are the penalties for interpreting without certification? | Being fined up to almost $2,000, jail up to 6 months and a permanent criminal record |
| Americans with Disabilities Act | The Federal Americans with Disabilities Act (ADA)is to limit “barriers to employment, transportation, public accommodations, public services, and telecommunications” (1990) based on the mental or physical disability of a person. |
| IDEA | Individuals with Disabilities Act is a law ensuring services to children with disabilities throughout the nation. It "governs how states and public agencies provide early intervention, special education to children and youth with disabilities." |
| Which of the sign systems uses a conceptually based reason for choosing a sign? | CASE |
| CASE | Conceptually accurate signed English. A recently developed form of MCE. It combines the grammatical structure used in Signed English with the use of concepts rather than words, similar to ASL. |
| EIPA | Educational Interpreter Performance Assessment. A test for those who want to interpret in the educational setting. |
| Register Styles (Joo) | Frozen, formal, consultative, casual and intimate |
| A person using Cued Language to communicate with a deaf person is using which process? | Transliteration |
| What is meant by the pathological view taken by many professionals? | They view the Deaf as a physical problem only, not as a minority |
| What percentage of Deaf people have non-deaf parents? | 90% |
| Which form of interpreting is most effective: simultaneous, consecutive, conduit, translation | Consecutive |
| What form of sign is used with a deaf-blind person? | Tactile |
| If you are asked to interpret for an individual in a situation you normally don't for them, and it conflicts with your emotions, you should...? | Remember the Code of Professional Conduct (Section 3.0) and find a better interpreter |
| RID stands for what? | The Registry of Interpreters for the Deaf. Founded in 1964 at Ball State Teacher's College. Created standardized testing for interpreters. |
| Code of Professional Conduct Tenent No. 1 says: "Interpreters adhere to standards of ___ communication" | Confidential |
| Code of Professional Conduct Tenent No. 2 says: "Interpreters possess the professional ____ and ____ required for the specific interpreting situation." | Skills and Knowledge |
| Code of Professional Conduct Tenent No. 3 says: "Interpreters conduct themselves in a manner appropriate to the specific interpreting ___." | Situation |
| Code of Professional Conduct Tenent No. 4 says: "Interpreters demonstrate _____ for consumers." | Respect |
| Code of Professional Conduct Tenent No. 5 says: "Interpreters demonstrate respect for ____, ____ and ____ of the profession." | Colleagues, interns and students |
| Code of Professional Conduct Tenent No. 6 says: "Interpreters maintain an ____ business practice." | Ethical |
| Code of Professional Conduct Tenent No. 7 says: "Interpreters engage in ____ development." | Professional |
| The Code of Professional Conduct applies to whom? | Members of the Rregistry of Interpreters for the Deaf, National Association of the Deaf, interns and students of the profession. |
| What is the main reason for team interpreting? | To provide support |
| The fact that non-deaf people tend to think that Deaf people would like to be "hearing" is an example of | Reciprocity of Perspective |
| Hearing Impaired | A term used by some people who are not deaf to refer to individuals with a hearing loss. Most deaf people do not use this label for themselves because of the negative connotation of the word "impaired." |
| Pidgin Signed English (PSE) | A term often used to refer to signing that occurs when deaf people and people who are not deaf interact; PSE uses ASL vocab in English word order. AKA: contact signing. |
| Repetitive Motion Disorders, Repetitive Strain Injury | Physical issues that arise when an interpreter does not protect their joints, hands, etc. |
| Source Language | The language in which the original message is conveyed. |
| Target Language | The language in which the interpreted message is conveyed. |
| HVO | High Visual Orientation. A term used to describe someone who has no signing or English skills. Often, a Certified Deaf Interpreter is used as a go-between for these individuals. |
| COI | Certificate of Interpretation. Awarded after both skills and knowledge assessment. |
| Oral Deaf People | Deaf people who do not sign, but use speech reading as a primary communication method. |
| Linguistic Expansion | Stating implied or "understood" information or ideas present in the source language overtly to the target language. |
| Cultural Expansion | Providing contextual information required to make sense out of something that is signed or said to someone without the requisite schema. |
| LRE | Least Restricted Environment in education. According to law: mainstreaming into regular schools. This is a controversial topic. |
| Reciprocal Signals | The use of utterances, signs or head nods to convey that a person is, or isn't, understanding what is being said. |
| Conference of Interpreter Trainers (CIT) | An American organization dedicated to teaching interpretation. Membership is international. |
| Professional Competence | Having the knowledge, skills and ethics to perform a task professionally. |
| Pragmatic use of language | The way a language is actually used rather than language function; helps us make sense of the language we encounter in our interactions with others and determine the meaning of utterance within the given context. |
| Ethnocentric | The idea or attitude that one's race or culture is superior to others'. |
| Bi-Bi | Bilingual, bicultural. The idea of immersion into ASL and Deaf studies first, and then competency in the English speaking world. |
| Abstract Language | Generic and lacking in specificity. |
| Affect | Linguistically, it refers to emotions or feelings |
| Passive Voice | When a sentence does not clearly identify who is using the verb. This is to be avoided in signing. |
| Adventitious deafness | To become deaf some point AFTER birth |
| Consultative | One or more of the formal participants is an expert on the situation at hand. (Ex: interpreting at a doctor's office.) |
| Oral Transliteration | Makes spoken English more understandable for an oral Deaf person. Can include choosing easier to read words or accompanying with simple hand gestures. |
| Cultural Reduction | Reducing the volume and sometimes the detail of information within an interpretation without affecting the meaning intended; done to meet communication and cultural norms of the target language. |
| Prosody | The rhythm of a language including stress, inflection, intonation, pausing and phrasing that help listeners determine meaning and predict what the speaker will say next. |
| Communication Facilitation Philosophy | A set of beliefs that influence the way a person views her/his role and work as an interpreter; includes a belief of Deaf people as handicapped, ASL as a means of communicating only with less educated. |
| Institutionalized Oppression | When a group (often minority) is not acknowledged by the whole group and not accurately represented (ads, TV, social norms, etc.) |
| Congenital deafness | To be born deaf or hard of hearing |
| Helper Philosophical Frame | Views Deaf people as handicapped, limited, unable to fully manage their personal and business affairs; believes that Deaf people are mentally, emotionally able to fully understand. Interpreter feels like an older sibling. |
| Translation | Changing a message from one frozen form of a language to another |
| Ambivalence | Having both negative and positive feelings about something; common reaction of members of the oppressed group who have both postive and negative feelings about themselves and the minority group they are affiliated with. |
| Rehabilitation Act of 1973, Section 504 | If receiving gov funding (i.e. state schools, etc.) the entity must provide accessibility and accomodations for all disabilities; this covers students, parents, and school personnel. |
| Processing Time | The time it takes to process the source language and create a good interpretation for the target language. |
| Modality | The channel through which a message is expressed, specifically spoken or signed. |
| Multi-leveled Grammar | The ability of a language to produce more than one lexical item or more than one part of speech simultaneously. |
| Dynamic Equivalence | In an interpreted event, maintaining the "chemistry" between a speaker and her/his audience that allows a connection to be made and the speaker's goals to be accomplished. |
| Sight Translation | Changing a message from the frozen form of one language into another signed or spoken language done on first sight, without the time normally required to prepare a formal translation. |
| Cultural and Linguistic Mediation | Interpreting in such a way that information has equivalent meaning and impact for individuals with different languages and cultural schema; requires an interpreter to make cultural and liguistic expansions and reductions. |
| Linguistic Reduction | Lost sound in words. Cannot became "can't" over time. Going to became "gonna." |
| PL9.142 | Education for all Handicapped Children Act of 1975; schools must accept all kids, all worthy of an education, all disabilities accepted despite of severity; started mainstreaming frenzy. |
| IEP | Individual Education Plan; the IEP team creates goals and ideas for facilitating a child's learning; mandated by law. |
| TC | Total Communication. An approach to Deaf ed that uses a number of modes of communication such as signed, oral, auditory, written and visual aids, varying child to child. |
| Paralinguistic Elements | Elements that accompany and add meaning to the expression of language; includes such things as gestures, tone of voice/size of signs, visual/vocal affect, etc. |
| What is the NAD and what sparked its founding? | National Association of the Deaf. The Milan Conference of 1880. |
| In which decade did Sign Language Interpreters begin to organize? | The 1960s. Happened during the Civil Rights movement. |
| WFD | World Federation of the Deaf |
| What is a "high context" culture? | Typically a high-context culture will be collective and place a high value on interpersonal relationships and group members are a very close knit community. In language, it is assumed everyone involved can draw inferences. |
| The 5 parameters of ASL Phonology | Handshape, movement, palm orientation and location |
| In what order does a subject in ASL grammar work? | English is usually Subject Verb Object. ASL is Time Subject Verb Object or Time Subject Object Verb. |
| When is it acceptable, or required, to violate the Code of Professional Conduct? | When a judge orders you to reveal something from an interpreting session. |
| When interpreting in a team, with a Deaf-Blind consumer or platform interpreting, what kind of interpreter is good to have on your team? | A Certified Deaf Interpreter |
| Worked with Dr. Stokoe. In 1985 he served as Director for a project funded by the Canadian government to develop a model curriculum for Interpreter Education programs. | Dr. Dennis Cokely |
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LeRoseNoire
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