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| The study of how words are constructed out of smaller units. |
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| The study of speech sounds. |
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| The study of the sound systems of a language. |
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| How the meaning is conveyed by a word/sentence. Pragmatics uses context to understand meaning. |
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| The study of the way in which sentences are constructed. |
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| The smallest meaningful unit |
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| A morpheme that can stand alone, and carries meaning. Ex. Cat |
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| A morpheme that cannot stand alone, and creates a new word when added to a free morpheme. Ex. cats. |
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| can be replaced with a pronoun, is the subject of a verb, it is a person, place, thing, or idea. |
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| Characteristics of something (in ASL it's placed before a noun) |
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modifies a verb, adjective, another adverb, preposition, phrase, clause, or sentence.
It typically serves to connect and express some relation (words ending 'ly') |
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| words with identical meaning |
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| words with opposite meaning |
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| a word that has two or more meanings |
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| The smallest meaningful unit of sound |
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handshape
movement
location
orientation
non-manual behaviors |
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| they help us make sense of the language |
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| exists in each person (as in stress) |
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| deliberate use of words that can be misleading |
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socially acceptable terms in place of blunt ones.
Ex someone's passed on vs died |
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refers to degrees of vague terms.
Ex. drugs, camping, etc. |
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| we don't know who is performing the action, we only know the result of that action. |
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| they weaken the statement. |
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| fillers used in a sentence |
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| modifiers added that obscure a message |
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| words/phrases overly polite |
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| Questions added to the end of a sentence by using up talk. |
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| added phrase that weaken the validity. |
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| Frozen register of communicating |
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| same each time it is rendered (ex. national anthem) |
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| when speaker addresses a large group |
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| one person has expert status. |
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| used when each person has equal status. |
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| when people have a shared history, they can it seem talk in codes with meaningful glances. |
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1) Material (tangible things)
2) Behavioral (rules for behavior)
3) Cognitive (learned from child has deeper meaning) |
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| 'we' culture, 70% of worlds cultures |
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| "me"culture 30% of world's cultures |
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| cultural frame/construct it's based on experience, and cultural upbringings. |
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Denotative-literal interpretation
Connotative-conceptual, the deep interpretation |
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| refers to degree to which a person who subscribes to the cultural values and norms. |
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| contrived man-made thing, not natural. |
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| Sign Supported Speech formally known as Manually Coded English it's English based sign system. |
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| every thing is fingerspelled |
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| Seeing Essential English- 1966 syllabic breakdown of English. |
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| Signing Exact English- 2 out of 3 rule: sound, meaning, and spelling if 2/3 apply it's signed the same each time. |
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| 1980's to teach English created sign markers for prefixes, suffixes, etc. |
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| Conceptually Accurate Signed English- interp term use English word order and mouthing but incorporates aspects of features of ASL. |
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| Pidgin Signed English, blending of English and ASL to provide rudimentary communication. |
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| called Minimal Language Competency or MLS no language development. |
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| Oral Communication systems |
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| repeat what is being said in a lip readable fashion. |
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| placement of hands on the face to determine syllabes being said 8 handshapes for consonants and 4 for vowels |
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| results from witnessing another person's traumatic experience. |
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| The native, natural, mother tongue of a person. The language which was spoken in the house. |
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| acquired through formal teaching. |
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| Source Language-original language source utterance. |
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| Target Language the SL which is being interpreted to the TL. |
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| the time it takes to receive the SL utterance, search for meaning and deliver it into the TL. |
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| different form of the same language. |
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| English made visible on the mouth. |
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| frozen form of a language into another form (ie written to videotaped) |
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| A bi-lingual/cultural professional conveys equivalent messages between two languages/cultures. |
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| same as interpreter but in two forms of the same language. |
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| "in sequence" this is more accurate |
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| Interpreter's should be much stronger working from L2 into their L1 |
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| 1960's "helped" the Deaf, nicey nice |
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| 1970's Robot-like, refuse interact in any way with either client or hearing participants. |
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| Communication facilitator model |
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| 1980's they became aware of external effects on interpreting. |
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| a holistic view on roles, interpreter becomes an ally, lose interpretation of the rules but remains ethical. |
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| takes implicit information and make it overt (things contained via tone have to be made overt for Deaf) |
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| needed to explain to a person with a different schema (i.e. talk-radio for Deaf, NCOD for hearing people) |
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| The rhythm of speech or ASL complete with pauses, phraseology and either auditory intonation (English) or visual intonation (ASL) |
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| these supply substance and meaning (such as nouns and verbs) |
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| used to foster comprehension through cohesion/transitions. |
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Challenges going from English to ASL:
1) English frequently uses one word to convey many concepts (i.e. run), hence English is indirect.
2) English combines verbs and prepositions which makes new lexical items with different meanings (i.e. Something's up)
3) Generic terms in English represent a range of things (i.e. people say)
4) Pronouns can lack specific referents (i.e. they say...)
5) Use of compact lexical items (i.e. drugs) |
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Definition
Challenges going from ASL to English:
1) ASL maintains a strong association to immediate experience.
2) ASl is very specific
3) selects signs based on effectiveness and ability to maintain imagery
4) ASl is considered direct
5) firect language, explicit, and very descriptive. |
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| emphasize the point (ex. "ME FEEL GOOD, NOT, SICK ME") |
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| use of two, or more signed synonyms when conveying a particular concept (ex "ME HAPPY, SMILE-ON-FACE, SATISIFIED") |
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| when sign is repeated ( ex "CAN'T GO PARTY, CAN'T") |
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| Role-shifting/3-D information |
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| "set the scene" and action! |
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lists examples and clarifies the use of a term (ex English "Fruits" ASL signed: APPLES, BANANAS, ORANGES,ETC")
ETC must be signed if not it becomes an actual list of items not an expansion |
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| used in an introductory expansion (ex English "Allergy", ASL would sign variants of allergy either skin, nose, eyes, and more) |
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| two parts 1 say what your going to do, then 2 do it (describe it and then act it out) |
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random facts:
fluent English users rely on 3rd person address, if not it shows not a native user of English.
ASL uses 1st person to convey information.
English uses passive while ASL uses active voice.
ASL uses classifiers which work like prepositions.
English syntax: SVO
ASL uses SVO but Topicalized |
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| Size and Shape Specifiers to show things like a grizzled beard |
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| The five steps of interpreting process |
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1) take in SL
2) Analyze deep structure meaning
3) apply contextual (schema) screen
4) formulate/rehearse equivalent message (accessing our lexicon, range of registers, etc)
5) produce in target language interpretation |
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| Association of Visual Language Interpreters of Canada |
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| Ball State Teacher's conference |
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Definition
June 14-17, 1964 1st time interpreters were hired
1972 RID was established |
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first evaluations
CSC
IC/TC
RSC
OIC:C
OIC: S/V
OCI:V/S
SC:L
SC:PA
MCSC |
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Definition
Comprehensive Skills Certificate
Interpreting Certificate/Transliterating Certificate
Reverse Skills Certificate for Deaf
Oral Interpreting Certificate: Master's
" " " : Spoken-to-Visible
" " " : Visible-to-Spoken
Specialist Certificate: Legal
Specialist Certificate: Performing Arts
Masters Comprehensive Skills Certificate |
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The current certifications
Written Exam
CI/CT
CDI |
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Definition
150 questions must pass 98 to be considered for performance exam
CI/CT: 3 parts Sign to Voice, Voice to Sign, and interactive ethical segment
Certified Deaf Interpreters started evaluation process 2001. |
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| Rehabilitation Act: Section 504 |
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Definition
| if Company gets federal funding and has over 50 employees it has to accommodate Deaf |
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Important dates:
1960's
1965
1970's |
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Definition
1960's-laws mandating interpreters say 2-6 week courses with only memorizing vocab
1965-William Stokoe published first dictionary on ASL
1970's-U.S. gave federal funding for 6 IEP (Interpreter Education Programs) |
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Public Law 94-142
"Education for all handicapped Children Act" included the 'least restrictive environment act', mainstreaming
enacted 1975 |
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Americans with Disabilities Act
concept of "equal access" and no job discrimination
enacted 1991 |
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Code of Professional Conduct
1 confidential communication
2 posses skills/knowledge required for specific interpreting situation
3 act in a manner appropriate to that situation
4 respect for consumers
5 respect for colleagues, interns, and students of the profession
6 maintain ethical business practices
7 professional development |
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| National Counsel on Interpreting |
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| Conference of Interpreter Training |
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Education Interpreting Performance Assessment (another type of certification)
tests ASL, PSE, SEE |
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SEE foundation testing
ASL, PSE, SEE but at what education levels (K-6, 7-8...etc) |
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