CDI Study Group

Role of Interpreting

Images of the Interpreter
    *Like a machine
    *Like a window
    *Like a bridge
    *Like a telephone line

First Things First
    *Basic Terms
    *Pre-requisite Knowledge and Skills
        -Physically, mentally, and emotionally able
        -Non-distractive physical characteristics
        -Professional and personal integrity
        -Linguistically capable to do the task
        -General cultural and interpersonal skills
        -Cultural and interpersonal knowledge and skills related to interpreting
        -Awareness of and strategies for dealing with the constraints of the above

----------------------------------------------------------------------------------------------------------------------

Looking At What We Do
    *The output
        -Interpretation - The process of changing a message from one language to another, conveying all essential elements of meaning and maintaining dynamic equivalence
        -Transliteration (word for word) - The process of changing a message expressed in one language and into a code of the same language
            e.g.
            ASL ---> ASL
            English ---> Cued Speech, Morse Code, Braille, Rochester Method, Signed English, CASE, SEE1, SEE2

(Briden-Brinks)

             *Please note:  Transliteration - you do not sign "translate" because translation means changing a message from the frozen form of one language into the frozen form of another language; this is an emerging field for Deaf individuals (e.g. videotaped translations of textbooks, plays and poems) (SYWTBAI, p. 444) e.g. written English --->translate ---> written French

    *The form of the output

(Roni's note here.....No info found yet)

    *The part of the process being performed
        -Sign to Voice
        -Voice to Sign
        -English to ASL
        -ASL to English
        -Settings vs. Text (Roni's note here...what does this means???)
        -International Sign

(Briden-Brinks)

    *Please note: The first two parts above are in hearing interpreters' domain, however deaf interpreters     is not mandated to perform in these domains as part of CDI's certification.

    *Recipients of the service being provided
        -Consumers or Clients
    *Location where the work is provided
        -Settings and number of clients
            *Area of work
           *One-on-one
            *Small group
            *Large group

(Briden-Brinks)

Register: Intimate

Communication exchanges that take place between individuals who have shared a history of experiential base which influences the communication dynamics without complete sentence
    *Mom and daughter/son
    *Two close friends

(Briden-Brinks)

Register: Informal

Exchange where the participants tend to have equal status (more turn-taking)
    *Neighbors
    *Co-workers
    *Students
    *Peers
    *Colleagues

(Briden-Brinks)

Register: Consultative

Interaction with the listener of audience to confirm that they have communicated in formal linguistic behaviors:
    *Lawyer with client
    *Professor with student
    *Counselor with client

(Briden-Brinks)

When consultative register is used, one of the individuals involved in the interchange has "expert" status of an enhanced command of the topic at hand.

(SYWTBAI, p. 433)

Register: Formal

Refers to a situation in which there is one speaker (at a time) and a group of listeners, with virtually no turn-taking interaction between the speaker and the audience:
    *Minster giving a sermon
    *University President giving the address at graduation
    *Keynote presenter at conference

(Briden-Brinks)

Register: Frozen

One that is the same each time it is read:
    *Pledge of Allegiance
    *Lord's prayer
    *National Anthem

(Briden-Brinks)

Frozen form - information or texts that are "fixed" -- written, videotaped or audio taped.

Frozen linguistic register - "fixed" texts that are repeated verbatim every time used (e.g. The Lord's Prayer, the national anthem); meaning is found more in the actions accompanying the text than in the words themselves.

(SYWTBAI, p. 437)

Settings where This Register is Used:

Frozen texts are typically used in:   

    *Weddings

    *Funerals

    *Swearing-in ceremonies

    *Sports Events

    *Religious ceremonies

Frozen register is most commonly used in formal settings where large groups of people are fathered to engage in an activity together like:

    *Wedding

    *Graduation Ceremony

Frozen form can also be found in the entertainment setting in the form of songs, poetry or established comedy routines.

(SYWTBAI, p.17-18)

There is more reading on Vocabulary and Sentence Structure, Turn-Taking Rules, Rate and Volume, and Common Speaker Goals in SYWTBAI, p.18-20.

Registers

*Frozen
*Formal
*Consultative
*Informal
*Intimate

Identifiable variations within all languages which mark the formality of informality of an interaction; Joos identifies five registers, including frozen, formal, consultative, informal and intimate; each register has specific characteristics and unwritten rules determining; (a) turn-taking and interaction between the speaker and listener; (b) complexity/completeness of sentence structure; and (c) choice of vocabulary.

(SYWTBAI, p. 442)

All languages have registers that allow speakers to modify the language in order to convey levels of famility or degree of familiarity between participants.

Register determines:
    *Turn taking and interaction between the sender and receiver of the message
    *Complexity and completeness of sentence structure
    *Choice of Vocabulary
    *Use of contractions (i.e., she's, I'd)
    *Volume of speech or size of signs
    *Rate (i.e., speed) of speech and signs
    *Clarity (i.e., diction, enunciation, etc.) of signs or speech ("wassup")
    *Speaker goals
    *Use of filters and hesitations (i.e., "Er", "ummm", "uhhh")
    *Allowable topics of discussions

(SYWTBAI, p. 16 & Briden-Brinks)

The registers have certain ranges with definable properties but lack discrete boundaries.  For that reason, we typically describe relative degrees of formality, saying a text is "high consultative" or "low formal," rather than saying "this is clearly formal." 

(SYWTBAI, p. 17)

CPC Tenet #7: Professional Development

"Interpreters engage in professional development".

Principles:
    *Foster and maintain competence and stature of professional through Continuing Education Units (CEU)

Behaviors:
    *Increase knowledge and skills
    *Stay abreast of laws, policies, rules, and regulations

(Briden-Brinks)

CPC Tenet #6: Business Practices

"Interpreters maintain ethical business practices".

Principles:
    *Professionally conduct business
    *Entitled to earn wage on qualification and expertise
    *Entitled to working conditions

Behaviors:
    *Show qualifications
    *Honor commitments and terminate jobs
    *Promote conditions
    *Inform if late or absent
    *Reserve option to accept or decline job
    *Refrain from harassment
    *Render pro bono services
    *Charge reasonable fees

(Briden-Brinks)

CPC Tenet #5: Respect for Colleagues

"Interpreters demonstrate respect for colleagues, interns and students of the profession".

Principles:
    *Collaborate with others to foster effective interpreting services

Behaviors:
    *Be civil
    *Work cooperatively
    *Approach colleagues privately
    *Share information when appropriate
    *Obtain consent of colleagues before intern comes to the job

(Briden-Brinks)