CASLI Flashcards
(149 cards)
1
Q
when/where RID established
A
June 1964 Ball State Teacher’s College Indiana
2
Q
Vocational Rehab. Act 1965 (PL 89-333)
A
- identified SL as service for VR clients
- marked beginning of paid services for terps
3
Q
Vocational Rehab. Act 1973 (PL 93-112)
A
- Section 501 = employment practices of the fed government
- Section 503 = fed contractors
- Section 504 = recipents of federal assitance; defined services as “auxiliary aids, i.e. interpreters”
- defines “handicapped individuals” and their rights
- any agency/institutions receiving federal funds must provide access to persons with DAs
- post-secondary, business, law, medical, etc settings must provide terp, etc.
4
Q
504 plan gives less school funding than IEP’s, typically why schools want IEP’s not 504s
A
push for Deaf/HOH students to have IEPs even if not Deaf+ for more funding
5
Q
IDEA (Individuals with Disabilities Education Act) (1) old name? (2) do-do
A
(1) Education for All Handicapped Children Act of 1975 (PL 94-142)
(2) defined FAPE (free and appropriate public education), LRE (least restrictive learning environment)
* * also led to big influx in mainstreaming
6
Q
American’s with Disabilities Act 1990 (PL 101-36) Title I, II, and III do do?
A
Title 1 (employment) : 15+ employees must hire/provide access
Title II : public entities and public transportation
Title III : public accommodations and commercial entities
7
Q
during an interpretation for a large audience, the lighting should come from where?
A
multiple angles
8
Q
when an interpreter is subpoenaed as an expert witness in court, the interpreter’s area of expertise is
A
communication issues and cross-cultural mediation
9
Q
the focus of the cultural/humanistic view of deaf people is on the
A
person rather than the deafness
10
Q
which of the following is a community-based, non-profit organization that works specifically with african american deaf persons to advocate for their rights?
A
BDA Black Deaf Advocates
11
Q
the intimate register of discourse is characterized by:
A
reliance on information that is left implicit
12
Q
a certified interpreter can lose certification for all of the following reasons EXCEPT:
A
failing to join an affiliate chapter
13
Q
ASD (American School for the Deaf) founded?
A
April 1817 by Laurent Clerc and Thomas H. Gallaudet
14
Q
DPN (Deaf President Now) happen when
A
March 1988
15
Q
Gallaudet Uni founded by whom
A
Edward Gallaudet
16
Q
who is Alice Cogswell
A
Thomas Gallaudet’s neighbor; inspired to start ASD
17
Q
what was the Milan conference of 1880?
A
164 Deaf educators decided oralism is better than manual sign. 1 deaf person at conference James Denison
18
Q
consultative register
A
restricted turntaking, technical jargon, conversational talking speed/signing space, professional topics
- ex. doctors appointment, classroom
19
Q
intimate register
A
a lot of turntaking/interruptions, incomplete sentences, varied lexical items, personal topics
- language between a therapist and consumer when terp is new
- implicit language, terp has heard time understanding
20
Q
casual register
A
fluid turn taking/interruptions, fragmented sentences/run ons, informal vocabulary, relaxed signing space/tone, personal topics
- two friends talking, phone call
21
Q
formal register
A
limited/controlled turn-taking, complex sentence structure, formal vocabulary, large signing space/ slower pace, impersonal topics
- TedTalk,
22
Q
frozen register
A
no turn-taking, complex/archaic vocabulary and sentence structures, large signing space/slow, limited topics
- songs (national anthem, pledge of allegiance, etc)
23
Q
morpheme
A
smallest meaningFUL unit of language; makes lexical items
24
Q
noun-verb pairs
A
ex. CHAIR vs SIT
noun ++
verb 1x
25
L1/A-language
person's native language
26
L2/B-language
person's second language
27
source language (SL)
the language the original message is conveyed in
28
target language (TL)
the language you are interpreting into
29
processing time/ lag time
the time it takes to interpret the SL into the TL
30
Tenet 1
confidentiality:
- share info on "as-needed" basis
- inform consumer if must share info
31
Tenet 2
professionalism:
- no racial/gender/age bias
- assess consumer needs before/during/after
- render message faithfully
- ask for support if needed
- no personal opinon/counsel
32
Tenet 3
conduct:
- make sure good placement
- no inapropro attire/drugs/alcy
- refrain from dual roles/ conflict of interests
33
Tenet 4
respect consumers:
- mindful of language preferences
- ask to bring interns
- support independent action
34
Tenet 5
respect colleagues:
| - remain civil and work cooperatively
35
Tenet 6
business practices:
- accurate qualifications
- honor commitments/ let know if late
- promote environments conducive to interpreting
36
Tenet 7
professional development:
- pursue high education
- keep abreast laws/policies
37
who passed the ADA?
George H. W. Bush
38
WFD
World Federation of the Deaf
39
WASLI
World Association of Sign Language Interpreters
40
examples of professional development:
- case conferencing
- CEUs
- mentorship
41
Betty Colonomos' terp model
```
CRP model:
C = comprehension
R1 = representing (source lang)
R2 = representing (target switch)
P = planning (render interpretation)
```
42
Gish Model
goal --> theme --> objective --> unit --> detail
43
DOR Department of Rehabilitation do-do?
pay for school/education, help w/ employment, etc.
44
5 parameters of ASL
handshape, location, movement, palm orientation, non-manual markers
45
NDH rule?
50BAS1C
46
CEU expand
continuing education units
47
equivocal language
ambiguous language than can elicit several different meaning/responses
48
cultural mediation is required in interpretation
true
49
contextual environment? (includes 2 things)
physical location & history behind each participant
50
types of noise (3)
external: environmental
physiological: deals w biological factors; i.e. illness, exhaustion, hunger
psychological: internal stress, personal judgements, random thoughts
51
passive voice
person or thing performing action is not overtly stated
ex. The president was shot.
ex. My friend has been lied to.
ex. A phone call was made.
52
hedges
qualifiers that weaken the statement being made
ex. I'm sort of hungry
ex. I guess I could do it
53
hesitations
fillers preceding and during an utterance
| ex. like, you know... I was wondering... uh... if you could like uh... help me.
54
intensifiers
unnecessary modifiers added to an utterance which obscure the message
55
collectivist culture (more aligned w/ Deaf culture)
identity: define themselves by their group membership; awareness of group needs, feelings, etc. over individual
shared knowledge: a lot of shared knowledge/ common history
time: gut sense of readiness, take one's time to ruminate and fully consider something
trust & credibility: based on connection with group
sports: team-based
business: social interactions before business meeting
56
pathological view of deaf people
```
disabled and need to be fixed
inability to hear
viewed as deficit or impairment
connected to a specific decibel loss
uses terms (e.g. mild, moderate, severe, or profound)
```
57
Signed Supported Speech
based on english lexicon and grammar
e.g. Rochester Method, SEE1 (each syllable has separate manual movement), SEE2 (includes SEE1, initialized signs, and ASL; 2/3 rule), SE (english grammar with ASL and initialized signs), and Conceptually Accurate Signed English CASE (english grammar with ASL)
58
Contact Varieties
mixture of structures from ASL and English because of language contact between member of two different communities
59
MLS
Minimal Language Skills
60
MLC
Minimal Language Competency
61
HVO
High Visual Orientation
62
schema
things we learn in life that help predict how to act/how others will act; controls
63
cultural view of deaf people
deaf individuals are normal, capable, humans encountering the world differently
64
transliteration
transcription of words from one written language into a phonetic form of another language
65
translation
transition of a message from the frozen form of one language into the frozen form of another language
66
consecutive form
the process fo interpreting into the target language after the speaker completes one or more ideas in the source language, pausing while the interpreter transmits that information
67
simultaneous form
the process of interpreting/transliterating into the target language/code at the same time the source language message is being delivered
68
one-on-one settings
- register ranges
- general vocabulary to technical jargon
- lends itself to consecutive interpreting
69
small group settings
- 3 to 20 participants
- goals may include informing, advising, explaining, or planning
- turn-taking is usually rapid
70
large group settings
- 20+ participants
| - typically follows rules of formal interactions
71
helper model
- views deaf individuals as HC, limited, and unable to live life without aid from hearing people
- interpreter = caretaker
- overly involved with consumer(s); leave role to advise, direct, teach, or cajole
72
conduit model
- terps assume no responsibility for interaction/communication dynamics taking place between consumers
- robot- like
- viewed by consumers as rigid and inflexible
- does not recognize ASL as language and deaf culture as something unique
- English is superior
73
communication facilitator model
- Deaf individuals part fo HC community
- ASL "convenient" for less educated/intelligent individuals
- acknowledges placement, proximity to speaker, aware of lighting, background, indicating who is speaking, and absence of visual noise.
74
bilingual-bicultural model
- deaf people are apart of minoritized and oppressed group
- role = equalizing communication and empowering deaf and hearing persons involved
- sensitive to placement and dynamics
- sensitive to communication dynamics (e.g. differences in language, cultures, norms, etc.)
75
eng vs ASL modality
```
eng = auditory/vocal
ASL = visual/spatial
```
76
eng vs ASL grammar structure
```
eng = SVO; linear
ASL = topicalization
```
77
RID member types
certified, associate, supporting, student, and organizational
78
AVLIC
Association of Visual Langauge Interpreters of Canada
79
RID
Registry of Interpreters for the Deaf
80
CASLI
Center for Assessment of Sign Language Interpreters
81
NTID
National Technical Institute for the Deaf
82
RIT
Rochester Institute of Technology
83
CIT
Conference of Interpreter Trainers
84
when did RID begin evaluating terps?
1972
85
CSC
comprehensive skills certificate
86
IC
Interpreting Certificate
87
TC
Transliterating Certificate
88
RSC
Reverse Skills Certificate (CDI)
89
OIC:C + years
Oral Interpreter Certificate: Comprehensive 1979-1983
90
OIC: S/V + years
Oral Interpreter Certificate: Spoken-to-Visible 1979-1983
91
OIC: V/S + years
Oral Interpreter Certificate: Visible-to-Spoken 1979-1983
92
SC:L
Specialist Certificate: Legal
93
SC:PA
Specialist Certificate: Performing Arts
94
MCSC
Masters Comprehensive Skills Certificate
95
3 levels of NAD-RID certification
NIC
NIC- Advanced
NIC - Masters
96
RID certification for ________ jobs (general type)
entry-level
97
OTC
Oral Transliteration
98
Court Interpreters Act of 1978 (PL 95-539)
-mandates use of certified interpreter in federal court
99
Rehab. Amendments of 1978 (PL 95-602)
- Sec. 101 mandates use of personnel trained in the use of client's native language/mode of communication
- Sec. 304 provides money that currently funds 12 federal interpreter education centers
100
NTS
National Testing System
101
CMP
Certification Maintenance Program
102
EPS
Ethical Practices System
103
AVLIC established?
Nov. 1979 Winnipeg, Manitoba
104
staff interpreter
full-time working for a business, school, or agency; likely to receive benefits
105
contract interpreter
working hourly for a school or an interpreting agency; no benefits
106
self-employed practitioners
part-to-full-time work depending on demand; benefits must be paid by the individual interpreter
107
RSI
repetitive strain injury (popular among terps)
108
polite forms
words and phrases used for more than simple politeness
| ex. Excuse me I was wondering... if you don't mind...I mean, I don't want to impose but... could you help me?
109
tag questions/ "up talk"
questions tacked onto end of a statement; "up talk" = going up in tone at end of sentence
ex. She did a good job, didn't she?
110
disclaimers
qualifying phrases which weaken the validity of the statement being made
ex. It's only my opinion but I think this is okay.
ex. I'm not sure, but I think we can move on.
111
inflection
a morpheme that adds grammatical information to a word or sign
112
temporal aspect/inflection
shows specific activity is “never-ending”, “frequent”, “tense”, etc.
113
conditional statements
typically includes #IF or SUPPOSE, but it is not required
114
ASL pronouns
only first person and non-first person (possessive)
115
yes/no questions : eng vs ASL
```
english= voice typically rises at end
ASL= non-manual signs (e.g. raised eyebrows, eyes widened, lean forward, etc.
```
116
wh-questions : eng vs ASL
```
english= voice typically lowers at end
ASL= non-manual signs (e.g. furrowed brows, eyes squinting, etc.)
```
117
rhetorical questions
uses a cohesive device to link related comments
118
negation
turn an affirmative statement to a negation
| ex. NMMs such as shaking head side to side, frowning, squinting, etc.
119
plain verbs
stay in one location without changing meaning
120
indicating verbs
change meaning based on direction/movement
121
depicting verbs
conveys information related to action or state of being as well as represents aspects of their meaning
122
lexicalized words
item becomes its own individual word/sign
123
free morpheme
independent units, can stand alone
(eng.) cat, sit
(ASL) CAT, LOUSY
124
bound morpheme
must occur with other units
(eng.) -s, cats
(ASL) 3-, 3-WEEKS
125
when two words come together to form a compound… (2)
- first word is typically stressed, second word loses/reduced stress
- new meaning created
126
NAOBI
National Alliance of Black Interpreters
127
CLIP
Conditional Legal Interpreting Permit
128
EIPA
Educational Interpreter Performance Assessment
129
ACET
Associate Continuing Education Tracking
| -Participation in ACET allows RID to track your completion of CEUs for you.
130
CEU requirements?
1.0 = 10hrs of PD
6.0 Professional Studies
+ 2.0 General Studies
_______________________
8.0 CEUs per 4 yr. cycle
131
trilingual terps organization?
Mano a Mano
132
CART
Communication Access Realtime Translation
133
IDC
Intertribal Deaf Council
134
NADC
National Asian Deaf Congress
135
ASLTA
American Sign Language Teachers Association
136
high context cultures
high dependence on context and if you do not have the information you may not understand conversations
137
low context cultures
low dependence on context therefore less sub-textual information needs to be explained to be understood
138
proxemics
study of social and personal space
139
kinesics
study of body motions such as gestures, eye gaze, facial expression
140
metathesis
happens when parts of the segments change places
| ex. DEAF
141
assimilation
a segment takes on the characteristics of another segment near it, typically the sign just before/after it.
142
abstract language
less specific language
143
relay interpreting
when a terp uses a CDI or multi-lingual teams
144
educators make RID?
Ralph Hoag & Edgar Lowell
145
modality
a channel through which a message is expressed, specifically spoken or signed
146
Telecommunications Reforms Act 1996
- all TV (weather, news, etc ) must have CC
147
phonetics
sound prod./transmission; how sound is perceived
148
RID became inc.
1972
149
Gallaudet founded when?
1864
