Discourse Analysis

Question 1

5 Entry–to–Practice

Competencies

Answer 1

Domain 1: Theory and Knowledge Competencies
Domain 2: Human Relations Competencies
Domain 3: Language Skills Competencies
Domain 4: Interpreting Skills Competencies
Domain 5: Professionalism Competencies

Question 2

Discourse

Answer 2

• is the way we talk
about what we choose to talk about.
• it is the study of
how communication is structured so that
it is socially appropriate as well as grammatically accurate and meaningful.
• an expression of
our social and cultural identity because we acquire our use of it through the
environments in which we are socialized—home, school, work, and community.

Question 3

Discourse analysis

Answer 3

• is the act of distinguishing and considering the component parts of a message in order to understand the whole of the message
• is a systematic process of looking at the different parts of what we say and how we say it to discover
some of the influences and beliefs that frame our perspectives and influence the meaning of our messages. For interpreters, it is analysis that enables accurate content

Question 4

The Influence of Context on Discourse and Meaning

Answer 4

Context is the information that surrounds the message and comprehending the full intent of a
message can only occur by considering the context in which the message was framed
and expressed.
Context is comprised of the:
Participants
Setting
Purpose.

Question 5

Participants

Answer 5

When considering participants, it is important to consider the individual participants
and the relationship of participants

Question 6

Individual participants

Answer 6

are characterized by a variety of temporary and stable states and attitudes—physical states, psychological states, emotional states, individual belief systems and values. All these characteristics contribute to the way an individual communicates their ideas.

Question 7

Relationship of participants

Answer 7

he relationships that exist between participants
—both those that are perceived and those that are real—influence the context. These relationships have impact on the assumptions held by the participants, the level of comfort and openness that will be shared between participants, and the manner in which messages will be constructed between participants.

Question 8

General knowledge

Answer 8

refers to a reflection of the breadth and depth of one’s knowledge of people and events in one’s own world and the world at large (both past and present.)

Question 9

Episodic expectations

Answer 9

refer to a person’s conscious and intuitive sense of what will or what should happen in a given situation or setting (Cokely, 1992). Some authors
refer to episodic expectations as scripts or schemas.

Question 10

Associated relations

Answer 10

are the assumptions individuals make about the level of shared knowledge, shared experience, shared recollection of a given experience, shared
affect toward a particular person or topic that exists between themselves and those with whom they communicate.

Question 11

Cultural awareness

Answer 11

refers to a person’s conscious and intuitive understanding of the norms of expected and restricted behaviors, topics, lexical items, etc. within a given group or a given sub-group.

Question 12

Worldview

Answer 12

is influenced by one’s individual experiences within the broader culture/society in which they live
and the degree of self-awareness they possess.

Question 13

7 Expansion and Compression techniques

Answer 13

1) Contrast Feature
2) Faceting
3) Reiteration
4) Explaining by Examples
5) Using 3D space
6) Scaffolding
7) Describe, The Do

Question 14

Registers

Answer 14

1) Intimate
2) Casual
3) Consultative
4) Formal
5) Frozen

Question 15

Models of Interpreting

Answer 15

1) Helper Philosophy
2) Conduit or Machine Model Philosophy
3) Language Facilitator Philosophy
4) Bilingual-bicultural Philosophy

Question 16

1) Helper Philosophy

Answer 16

• Views Deaf people as handicapped, limited, unable to fully manage their personal and business affairs…
• Views interpreters as a caretaker whose purpose is to help.
• Tends to be overly involved with Deaf and hearing clients, often moving out of the role of interpreter to advise, direct, teach or cajole.
• Sees Deaf cultural behaviors as aberrant or immature and views ASL as poor English, reflective of limited education or mental abilities.

Question 17

2) Conduit or Machine Model Philosophy

Answer 17

• Interpreters assume no responsibility for the interpretation or communication dynamics taking place between clients; assume a robot-like role in the communication process.
• Viewed by Deaf and hearing clients as rigid and inflexible.
• Views Deaf people as needing to learn to take care of themselves; does not recognize a unique Deaf culture or the fact that ASL is a language.
• Views English as the only acceptable form of communication.
• Confuses quantity (# of words/signs) with quality (linguistic equivalents)

Question 18

3) Language Facilitator Philosophy

Answer 18

• Views Deaf individuals as part of the larger handicapped population. Seeking inclusion in the mainstream.
• Views ASL as a useful communication mode for less educated or less intelligent individuals; sees English as superior to ASL.
• More aware of the importance of appropriate placement within proximity to the speaker, facilitating visual intake for deaf clients; aware of the importance of lighting, background, indicating who is speaking, and the absence of visual noise.
• Emphasis placed on the interpreters appearance-beards and mustaches “out lawed,” along with fingernail polish, patterned clothing and distracting jewelry.

Question 19

4) Bilingual-bicultural Philosophy

Answer 19

• Recognizes Deaf people as members of a oppressed minority; accepts ASL as a language and Deaf culture as that which encompasses the norms, values, and traditions of this community of people.
• Views the role of the interpreter as equalizing communication and empowering the deaf and hearing persons involved.
• Continues to be sensitive to physical communication parameters (background, lighting, placement) but is also sensitive to communication dynamics, including the inherent differences in the languages, cultures, norms for social interaction within each culture and the impact of these are understanding the message being communicated.
• Defines interpretation broadly, includes the provision of linguistic and cultural equivalence, interpreting implicit information, as well as that overtly stated, and providing the schema to foster comprehension.

Question 20

Linguistic and Cultural Expansions/Reductions

Answer 20

• Manipulating target language output so it contains all of the essential elements of meaning expressed in the source language in such a way as to fit the target language communication norms; decisions regarding expansions and reductions are based on one of three reasons (A) linguistic need, (B) Cultural need or (C) Difference in experiential frame.

Question 21

Schema

Answer 21

• Ability to deduce similarities and differences in participant background and experiences that may be influencing the communication and interpersonal dynamic.

Question 22

Linguistic Competence

Answer 22

• Bilingual finesse, including mastery of wide range of lexicon, registers and discourse formation.

Question 23

Cultural Competence

Answer 23

• Bicultural expertise - able to appropriately express a variety of goals and engage in turn-taking, turn-maintaining, incorporation of emotional overlays, etc.

Question 24

High-Context Culture

Answer 24

has a high dependence on context; in other words, if you don’t share the same cultural experiences as everyone else, you might not understand what is going on in any given conversation.
ASL is High-Context.

Question 25

Low-Context Culture

Answer 25

have a low dependence on context, so it is not assumed that you have as much shared background and experience; therefore, things will be explained more.
American Culture

Question 26

Monochronic Cultures

Answer 26

people tend to focus on one thing or person at a time.

Question 27

Polychronic Cultures

Answer 27

people and relationships take precedence over agendas and schedules.

Question 28

Sign Systems

Answer 28

They are English-based signing systems, which were developed to change English into a manual/visual mode.
SEE I
SEE II
SE
CASE

Question 29

SEE I

Answer 29

Seeing Essential English

Question 30

SEE II

Answer 30

Signing Exact English

Question 31

SE

Answer 31

Signed English

Question 32

CASE

Answer 32

Conceptually Accurate Signed English

Question 33

Diglossia

Answer 33

Code-switching

Question 34

Dynamic equivalence

Answer 34

in an interpreted event, maintaining the “chemistry” between the speaker and her/his audience that allows a connection to be made and the speaker’s goal to be accomplished.