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ASLSNICW
The stack is to help our team members practice topics
| Term | Definition |
|---|---|
| LOVE | This term is the acronym for a system used to represent English. Stands for : Linguistic Of Visual English |
| Simultaneous Interpreting | This is the Interpreting process for producing a message at a regular rate while takin in new messages continuously. This is also best done for text that has been read in advance. |
| Gestuno | Is the system of signs often used in international conferences. IT IS NOT A LANGUAGE |
| Residential School | Is a common source where Deaf acquire and develop their ASL Skills. This is a school approach that is different from Mainstreaming. |
| Translation | The term refers to changing a WRITTEN TEXT into another language |
| Transliteration | is the process of changing a message into a different form of the same language. EX. from spoken English to a visual English.) The source grammar and style are kept. |
| Target Language | The term that represents the language that the original message is converted into and finally delivered in. |
| SPP | The acronym for the RID Standard Practice Papers |
| Interpreting | The process of changing a message from one source language and delivering it into a different language... the target language |
| A good approach for interpreting a speech when the text was read in advance | Simultaneous Interpreting |
| Source language | The term that represents the language that the original message is presented in |
| Standard Practice Paper | the series of publications from RID that offer specific guidelines for Interpreter behaviors in specific settings |
| ADA | Americans with Disabilities Act originally passed in 1990 and amended in 2010 |
| Section 504 | The section of the Rehabilitation Act that banned discrimination of people with a disability and applied to anyone who received Federal Funds. |
| Rehabilitation Act | passed in 1973 had Section 504 which is the first Civil Rights law protecting people with a disability. |
| 1990 | The year the Original ADA was adopted |
| PL-94-142 | legislation known as the IDEA and guarantees a free and public education to Everyone regardless of Disability. |
| HIPPAA | The legislation that controls the confidentiality of patient and medical information. Interpreters are bound to this regulation and it affects how we store and share information. The acronym stands for Health Insurance Portability and Accountability Act |
| The Goal of the Interpreter is to_________________ | Equalize Communication |
| Regulations of Interpreters | Regional, State and Federal laws supersede RID best practices |
| Structure of the CPC | Label, Tenet, Guiding Principle, Illustrative behavior |
| CPC Labels | The short name of each tenet that helps people recall which one is being discussed. (Ex. Confidentiality or Business Practices) |
| Guiding Principle | A series of statements explaining the tenet providing reasons for the tenet or beliefs about it. |
| strategy to breaking down the CPC | The Labels are like abbreviations.. short hand The Tenet - is like a word in the dictionary The Guiding Principle - is the definition for the tenet The illustrative behaviors are examples |
| Illustrative Behavior | A series of examples of situations and behaviors that Interpreters should follow which fall under the stated tenet. The list of examples is a small samples of expected behaviors it IS NOT a complete list. |
| Tenet | The Sentences or statements in the CPC that create the Ethical framework for the CPC (They all start out with "Interpreters..." they Adhere to a concept, Possess, conduct, or demonstrate items in the statement |
| colleagues | refers to other Hearing and Deaf Interpreters |
| Conflict of Interest | A conflict between the private interests (personal, financial, or professional) and the official or professional responsibilities of an interpreter in a position of trust, whether actual or perceived, deriving from a specific interpreting situation. |
| consumers | All individuals in an interpreting situation. This refers to the Hearing, HoH, Deaf, DB, and other parties involved in the communication. |
| HoH | an acronyme for Hard of Hearing |
| Deaf vs. deaf | The Large D is referencing the Cultural identity as a Deaf person and the lowercase is mentioning the audiological determination. |
| Code of Ethics (COE) | RID has a former ethical published standard and the Code of Ethics was the FORMER RID standard. |
| Pantomime (gesturing) | The only Universal Language |
| MLS | Minimal Language Skills abbreviation- this is referencing a person who has a limited mastery of language and therefore is limited in their expression of themselves or in understanding complex statements from others. |
| Legal Settings are often found in VRS | True |
| Speech reading | Refers to the preference of some people to rely on lipreading. The interpreter would need to mouth the message being relayed. |
| Minimal Competency Certification | RID offers this type of certification where there is a minimum ability required. This certification does not show any difference for people who perform above the minimum. |
| 1964 | The "phone for the deaf" was invented |
| 1975 | PL-94-142 was passed with was the foundation for Educational access for people with a disability. Established the Concept of the IEP. Accommodations in the Classroom are mandated to equalize the mainstream education. Also IDEA law passed |
| 1972 | The First Captioned Broadcast in the US happened "The French Chef" televised on PBS with Captions |
| RID | The acronym for the Registry of Interpreters for the Deaf |
| NAD | the Acronym for the National Association of Deaf |
| FRAT | Was the first Deaf Publication and came from the Masonic deaf group. |
| Tactile Interpreting | the family of communication styles that incorporate physical touch to communicate with DeafBlind consumers. There are multiple types of tactical Interpreting like Pro-tactile. PTASL... |
| WFD | World Federation of the Deaf |
| WASLI | The acronym for World Association of Sign Language Interpreters |
| NBDA | the acronym for National Black Deaf Advocates |
| Accurate Interpretation | includes the transmission of meaning and concepts |
| Mainstream Education | the system of a Deaf student mixed in Hearing classrooms and often given supports to try to adapt the standard education approach to the student Mainstreaming is thought to BE A THREAT TO the DEAF COMMUNITY |
| ALD | the acronym for Assistive Listening Device |
| Character of the Setting | is the title that discusses the audience placement and the proximity to the interpreter. |
| Thomas Hopkins Gallaudet | The Reverend Thomas Gallaudet cofounded what is now known as the American School for the Deaf (ASD) and his son Edward Miner Gallaudet helped establish Gallaudet University |
| Edward Miner Gallaudet | helped establish Gallaudet University. he is the Son of Thomas Hopkins Gallaudet who he named the school in honor of. Edward was an international figure for Manualism (Sign Language used for Deaf Education) |
| LRE | an Acronym for the Least Restrictive Environment. this is the mandate to the school districts that say the Student is ENTITLED to whatever is needed to remove the largest amount of barriers to education. |
| IEP | the acronym for an Individual Education plan. this is an educational term. |
| Foot Stomping or Light Flickering | this is a Deaf cultural practice to get another person's attention |
| Is it true that Interpreters can be Legally liable for misinterpretations | Yes it is True |
| CPC- Confidentiality Tenet | Interpreters adhere to standards of confidential communication. |
| Interpreters are expected to stay abreast of evolving language use and trends inthe profession of interpreting as well as in the American Deaf community. | Guiding Principle for the Professionalism Tenet in the CPC |
| CPC- Professional Development Tenet | Interpreters engage in professional development. |
| Interpreters accept assignments using discretion with regard to skill, communication mode, setting, and consumer needs. Interpreters possess knowledge of American Deaf culture and deafness-related resources. | Guiding Principle for the Professionalism Tenet in the CPC |
| How Many Tenets are there in the CPC | There are 7 |
| Name the 7 sections of the CPC | Confidentiality, Professionalism, Conduct, Respect for Consumer, Respect for Colleagues, Business practices, Professional Development |
| Interpreters hold a position of trust in their role as linguistic and cultural facili- tators of communication. | Guiding Principle for the Confidentiality Tenet in the CPC |
| CPC- Conduct Tenet | Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. |
| Interpreters are expected to honor consumer preferences in selection of interpreters and interpreting dynamics, while recognizing the realities of qualifications, availability, and situation. | Guiding Principle for the Respect for Consumers Tenet in the CPC |
| CPC- Professionalism Tenet | Interpreters possess the professional skills and knowledge required for the specific interpreting situation. |
| Interpreters are expected to collaborate with colleagues to foster the delivery of effective interpreting services. They also understand that the manner in which they relate to colleagues reflects upon the profession in general. | Guiding Principle for the Respect for Colleagues Tenet in the CPC |
| "Refrain from Giving counsel, advice, or personal opinions" | from Professionalism tenet in the CPC |
| CPC - Business Practices Tenet | Interpreters maintain ethical business practices. |
| Interpreters are expected to foster and maintain interpreting competence and the stature of the profession through ongoing development of knowledge and skills. | Guiding Principle for the Professional Development Tenet in the CPC |
| Refrain from the use of Mind-altering substances before or during and assignment | from the Conduct tenet in the CPC |
| Interpreters are expected to present themselves appropriately in demeanor and appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of interest. | Guiding Principle for the Conduct Tenet in the CPC |
| CPC- Respect for Colleagues Tenet | Interpreters demonstrate respect for colleagues, interns and students of the profession. |
| Disclose all actual and or perceived conflicts of interest to all parties involved. | From the Conduct Tenet in the CPC |
| Professional interpreters are entitled to a living wage based on their qualifications and expertise. Interpreters are also entitled to working conditions conducive to effective service delivery. | Guiding Principle for the Business Practices Tenet in the CPC |
| CPC- Respect for Consumer Tenet | Interpreters demonstrate respect for consumers. |
| Oralism | The approach to teaching Deaf and Hard of Hearing individuals without the use of Signs and focusing on Speech Reading and Speech production |
| Manualism | Is the value of Sign Language in Deaf education and is often seen as the opposite of the Oralism approach. |
| Alexander Grahm Bell | Was a prominent figure for Speech and Oral education. in some practices Bell was believed to ban any use of Signs and reprimand any students who tried to sign. |
| Kendall school for the Deaf | Is the Elementary/ Primary education institute as a leader in research and practices. The school is on the Gallaudet campus in Washington DC |
| MSSD | The acronym for the Model Secondary School for the Deaf. The middle and High school portion of the National school housed on Gallaudet's Campus in Washington DC |
| The Oldest Permanent School for the Deaf | American School for the Deaf (ASD) |
| ASD | the acronym for the American School for the Deaf which is the oldest Residential school. The School is in Hartford Connecticut |
| Alice Cogswell | The Deaf Girl who Thomas Gallaudet was hired to educate and this led to Gallaudet's trip to Europe looking for a Sign Master to help him teach her. This led to the creation of American School for the Deaf. |
| Laurent Clerc | Cofounded the first American School for the Deaf in Connecticut with Thomas Gallaudet. Was a French Signing Master to came to the US to help Educate the American Deaf Children. |
| Bi-Bi Model | is the education approach of Bilingual and BiCultural tactics that value two languages and cultures and believe the best education is when both are valued and simultaneously supported for growth. |
| The Education model that values Deafness as a Cultural item not a medical challenge. | Bilingual- Bicultural model. education is in Sign for information and Other language is used for reading and writing. |
| Rehab Act 1973 | Section 504 of the Rehabilitation act is THE FIRST DISABILITY Civil Rights Law. This prohibits anyone who receives federal funds from discriminating against people with a disability. |
| 1973 | the passage of the Rehabilitation Act .. more often referencing "SECTION 504" banned discrimination of people with a disability |
| 1988 | DPN or Deaf President Now marches take place |
| IDEA | Individuals with Disabilities Education Act- is created to ensure the Deaf Children get a free education and the States get additional support for needed programs PASSED IN 1975 |
| NTID | National Technological Institute for the Deaf is one College in the family of Colleges at the University of RIT (Rochester Institute of Technology ) |
| MCE | Manually Coded English |
| CI | the acronym for the RID certification.. Certificate of Interpretation |
| Certificate of Transliteration | CT (the abbreviated name) a former RID Certification |
| TC | The Acronym for Total Communication |
| Total Communication | Total Communication (TC) is philosophy of educating children with hearing loss that incorporates all means of communication; formal signs, natural gestures, fingerspelling, body language, listening, lipreading and speech. |
| ITP | Interpreting training Program |
| CASE | Conceptually Accurate Signed English also called PSE |
| Pidgin | The blending of two languages. it is not its own language just parts of others mixed. PSE Pidgin Signed English is using signs and some ASL structures but following English Grammar and order. it also includes some initialized signs. |
| Difference between Transliteration and Translation | One changes words from one language to another. One does it for each word and in the same form and the other would it per sentence also checking for cultural references. |
| Transliteration | The process from transferring a word from one language into another. The order and form is kept the same as the source. |
| Processing Time | The time the interpreter uses between receiving a message in the source language and the time the interpreter produces the message in the Target Language. |
| Clozure Skills | The skill used to fill in the missing words to complete a sentence or thought. |
| Glossing | The practice of using a writing system to record Signed messages. |
| Chunking | The process of breaking the message up into units of meaning. |
| SimCom | Simultaneous Communication- the process of speaking and signing at the same time. |
| Classifier | A designated handshake to pantomime and represent a noun and /or verb. |
| Register | the level of formality with which a speaker uses |
| Mouth Morphemes | The movement of the mouth to show non-manual grammar in Sign Language |
| Contact Signs | A sign used in a specific setting that is created for a set purpose. |
| Morphology | The study of the different forms of a word. |
| Syntax | The arrangement of words and phrases to create sentences |
| Code Switching | The Practice of alternating between 2 or more languages in one message. |
| SVO | The topic comment Structure it stands for Subject-Verb Object |
| ASL Grammar Typically Follows | Topic Comment Structure - Subject Verb Object |
| Rochester Method | The approach of fingerspelling out every word and following the English order |
| Discourse Mapping | A wordless map that represent the key concept of the source language and representing that in the target language. |
| High Context Culture | communication is highly dependent on implied meanings and referents. ASL has more features of High Context than US English |
| Low context Culture | Things are stated at value and seldomly have imbedded meanings. |
| I King Jordan | in 1988 was the First Deaf President of Gallaudet University |
| Charles-Michel de l'Épée | Considered to be the "father of deaf Education," he established the first Deaf school and standardized French Sign which later spread to the USA |
| William Elsworth "Dummy" Hoy | The first Deaf Major League baseball player |
| Cued Speech | this is a unique form of MCE. It does not use signs to convey English. It uses 8 handshakes to represent consonant phonemes and 4 placements around the face to represent vowel phonemes. it is used with mouthing English |
| SEE1 | Seeing Essential English. uses signs borrowed form ASL to teach English Grammar and Morphemes. "ButterFly" will be signed BUTTER , FLY. The meaning of the word does not effect the Signs chosen only the sound of the word. |
| SEE2 | Signing Exact English. uses many of the same codes as the other SEE system like initializing and grammar markers. The DIFFERENCE is compound words that have their own ASL sign will keep the ASL sign. "butterfly" will use the ASL sign BUTTERFLY |
| SSS | Sign Supported Speech |
| Audism | a term used to describe a negative attitude toward deaf or hard of hearing people. It is typically thought of as a form of discrimination, prejudice, or a general lack of willingness to accommodate those who cannot hear. |
| Vicarious Trauma | The emotional residue of trauma from hearing or seeing trauma stories. a type of 2nd hand trauma. |
| Helper Model | Interpreting model form before Interpreting was a profession. Interpreters would summarize and edit information removing whatever they though was too hard for the deaf consumer or decided the information wasn't of value. |
| Machine/Conduit Model | The approach that strives to have the interpreter be invisible and unengaged form the message. No filtering or accuracy checks are done for meaning. More of a Translation than Interpretation |
| Linguistic expansion | The process of taking in a message in the SL and having to unpack the meaning and use more words/signs in the target Language to convey the meaning |
| Cultural Expansion | The process of manipulating the target language output so it contains all of the essential meanings expressed in the Source Language in a way that fits in the Language norms of the target. |
| Linguistic reduction | The process when the Source Language uses many words/signs and the target language is able to convey the same meaning with 1 or a few words/signs |
| Faceting | the process of using two or more signed symbols synonyms to convey a concept. |
| When was RID established | 1964 Organization established and 1972 Incorporated |
| Ball State, Muncie, Indiana | The place where RID was established |
| Active Voice | Follows the SVO structure where the Subject performs the action |
| Passive Voice | The subject is acted upon and the focus of the sentence is on the action not on the doer of the action. |
| L1 | This refers to a person's Native Language. the first Language they learned |
| L2 | is a person's secondary language of acquisition. |
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