NAD-RID Code of Professional Conduct
Registry of Interpreter for the Deaf. (2006). Code of Professional Conduct. Retrieved from Registry of Interpreters for the Deaf: http://www.rid.org/ethics/code/index.cfm.
Describes the philosophy of NAD, adoption of the current code, the guiding principles, and the seven tenets (i.e., confidentiality, professionalism, conduct, respect for consumers, respect for colleagues, business practices, and professional development.
This article would be good for future interpreters, working interpreters, and all clients.
Articles About: How we Discuss Our Work
From Theory to Schema: A Demand-Control Model for the Practice and Teaching of Interpreting
Dean, Robyn. K., & Pollard, Robert. Q. (2002). Theory to Schema: A Demand-Control Model for the Practice and Teaching of Interpreting.
Discusses how Dean and Pollard adapted the concept. Defines and gives examples of the categories of job demands as the following: environmental, interpersonal, paralinguistic, and intrapersonal. Briefly defines controls and where the controls may be employed. A bullet-point list is also included in the back as a cheat sheet.
This article would be beneficial to future interpreters, active interpreters and anyone interested in researching the interpreting field.
Piecing Together Interpreting
Class handout – adapted from Robyn K. Dean
This is Amanda Smith’s handout giving us a PowerPoint introduction to the DC-S in Ethics class. Slides include the following:
introductions to demands & controls,
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definitions of demands,
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Dean & Pollard’s demand categories,
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environmental demands,
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interpersonal demands,
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quote about thought worlds,
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paralinguistic demands,
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intrapersonal demands,
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definitions of controls,
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Dean & Pollard’s control categories,
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pre-assignment controls,
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assignment controls,
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post-assignment controls,
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theoretical construct of DC-S
- and an example of a situation taken through the DC-S
This article would be benefical for a short and sweet way to remember or discuss the Demand-Control Schema with other future and/or active interpreters.
Consumers and Service Effectiveness in Interpreting Work: A Practice Profession Perspective
Dean, Robyn K. & Pollard, Robert Q (2005). Consumers and service effectiveness in interpreting work: A practice profession perspective. In M. Marschark, R. Peterson, & E. Winston (Eds.), Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press
Article shows and explains the continuum of Ethical and Effective Decisions and Actions (Liberal vs. Conservative). It goes into some detail of the extremes of both ends.
From Best Practice to Best Practice Process: Shifting Ethical Thinking and Teaching
Dean, Robyn K. & Pollard, Robert Q (2006). From best practice to best practice process: Shifting ethical thinking and teaching. In E. M. Maroney (Ed.), A new chapter in interpreter education: Accreditation, research and technology. (Proceedings of the 16 th national convention of the Conference of Interpreter Trainers (CIT).) Monmouth, OR: CIT.
Article supports the change from a rule-based approach of interpreting to a goal-based approach. This means to make ones decisions based on the situation rather than what is purely outlined in the RID Code of Ethics. This article also explains ethics as responsibility but before that, “one must first be in a position to respond to something”. This article explains the purpose and importance of the constellation of demands and the DCCRD Sequence.
“Ethics should not be thought of as a “code” but, rather, as a process” p 123
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“We would argue that responding in this rule-based manner fails to encourage interpreters to take into consideration critical contextual elements prior to making a decisions to act in some way or to refrain from acting in some way” p 124
- “Interpreting is not a technical profession; it is a practice profession” p 125
Feedback: A Conversation About ‘The Work’ Between Learners and Colleagues
Witter-Merithew, Anna. (2001). Feedback: A Conversation About the Work Between Learnersand Colleagues. Unpublished course handout. DO IT Center.
Articles About: Models of Interpreting
Towards a Cognitive Model of Interpretation
Wilcox, S. & Shaffer, B. "Towards a Cognitive Model of Interpretation." University of New Mexico.
Role Metaphors in Sign Language Interpreting: A Summary
Smith, Amanda (2007). Class Handout. Role Metaphors in Sign Language Interpreting: A Summary.
This is a handout describes some of the names/metaphors that are tied with some of the models of interpreting. Handout includes helper, machine/conduit, communication facilitator, bilingual-bicultural, and ally.
Cokely’s Sociolinguistically-Sensitive Process Model
Colonomos’ Cognitive Model of Interpreting Process
Colonomos, B. M. (1987 (rev 1992)). The Interpreting Process. The Bicultural Center.
Article shows a diagram of the interpreting process that happens in the mind of an interpreter. This diagram includes the source message, analysis factors (i.e., ability to quickly and accurately derive meaning), the message, composition factors (i.e., ability to quickly and accurately construct language forms from the message), and finally the equivalent target message. Within each category is explained what else is to be thought about in each part of the process such as long-term memory, linguistic and cultural knowledge, lag time, etc. Article also discusses factors involved with preparation and the environment. Lastly, this article also says that an interpreter has their own different filters that can both help and hinder the situation.
Colonomos’ How do we Construct Meaning (the message)?
Colonomos, B. M. (1987 (rev 1992)). How do we Consturct Meaning (the message)?. The Bicultural Center.
Introducing Interpreting Studies
Pochhacker, Franz (2004). Models. In Introducing Interpreting Studies. New York: Routledge.
Articles About: Our Work and Different Types
Topics in Signed Language Interpreting: Consecutive and Simultaneous Interpreting
Russell, Debra (2005). Consecutive and Simultaneous Interpreting. In T. Janzen (Ed.), Topics in Signed Language Interpreting (pp. 135-163). Philadelphia, PA: John Benjamins Publishing Company.
This chapter discussed the following:
what is consecutive interpreting,
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history of consecutive interpreting in our field,
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myths in our field, new research in our field (and results),
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error patterns across trials,
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narrative structure errors,
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discourse events and decision making,
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what does the study mean to us,
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further research about teaching,
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clear need for training in consecutive interpreting,
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where to use consecutive interpreting,
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how to bring change in our field,
- what does this all mean for interpreters.
Interpretation as a Decision-Making Process
Cokely, Dennis (2002, 2004). Interpreting as a Decision-Making Process.
Article bring up questions and thing to consider for pre, during and post assignments. It consists most of the decisions that either need to be made or thought of.
Practitioner Perspectives: Preparation
Interpreters Interview. (2007). Practitioner Perspectives: "Preparation". (Amanda Smith, Interviewer)
This is an article put together by interview questions given to professional interpreters by Amanda Smith. She asked how the interpreters prepared for assignments and the answers given including some of the following: researching, what to ask, vocabulary, rituals, staying out of the black hole, what information about the job to get and more.
Getting and Attitude Adjustment Toward Fingerspelling
Owens, Timothy (2007). Getting an Attitued Adjustment Toward Fingerspelling. VIEWS , pp 9 & 16.
This article says that it is known that interpreters do have problems, frustrations, and fear that come with fingerspelling. It gives the following techniques to defer this frustration:
Look at the context of the conversation
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Deaf learn fingerspelling by memory, not sound
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Do drills to “reinforce shape based rather than letter by letter encoding and decoding”
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Prepare – don’t let the fear get to you
- Think how to improve one’s mistakes – confront them
Articles About: Processing
Teaching Beginners to Shut Up and Listen: A Conference Interpreter Espouses Silence
Viaggio, Sergio "Teaching Beginners to Shut Up and Listen. A Conference Interpreter Espouses Silence." First Language International Conference, 1991.
Sign Language Interpreting: The Relationship Between Metalinguistic Awareness and the Production of Interpreting Omissions
Napier, J. & Barker, R. "Sign Language Interpreting: The Relationship Between Metalinguistic Awareness and the Production of Interpreting Omissions." Sign Language Studies. 369-393.
This is the results of a research study done with ten experienced Australian Sign Language Interpreter which studies the types of omission made, their conscious knowledge of the commissions and why they made them. They made the point that omission are not necessarily errors, but can be strategies. They found that there were five key omissions:
Registers of Language
Handout - From The Bicultural Center
This is a brief description of different registers. Intimate, casual, formal, consultative, formal, and frozen.
The Interpreting Process: Introduction and Skills Practice
Boinis, Mickelson, G., Gordon, Krouse, & Swabey. (1996). The Interpreting Process: Introduction and Skills Practice.
This is a workbook including topics of Pre-interpreting and Interpreting Skill Development, intro to Colonomos’ Model and Interpreting Process Skills. We read the section called Enhancing Visualization Skills for Interpreters Between ASL and English on P-18.
Problem = internally “voicing” the signs
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Contains list of function of visualization
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Discusses types of imagery
- Contains the test “How Visual Are You?”
Depth of Processing
Betty M. Colonomos: The Bicultural Center
Synopsis: Lexical- “the unit of processing is a lexical item.” The interpretation is more literal, not meaning based.
Ex. word, idiom, phrasal verb
Phrasal- “the unit of processing is a phrase.” Moving from a more literal interpretation to a phrasal meaning based interpretation.
Ex. noun phrase, verb phrase, prepositional phrase
Sentential- “the unit of processing is a sentence or more than one sentence.” A more meaning based interpretation; a complete thought.
Discourse- “the unit of processing is the entire text.”
Ex. an interpretation which encompasses the genre, the goal or purpose, and follows the grammatical structure of the source language
Reactions/Questions: As of Spring Term 2008, I feel that I am beginning to processing at the phrasal level. I hope within a year from now to be starting to process at the sentential level.
Beneficial to Self
and Colleague: When viewing the work one can begin to speak more effectively about the process. Myself, as well as colleagues within the interpreting field can aim toward a discourse process.
Transcription Notes
Maroney, Elisa (2004, May 6). Transcription Notes. Appendix A.
This paper shows some notes when transcribing or using gloss that are commonly used. This was taken from a book unknown to me and given to us from Elisa Maroney.
Chapter 18: Propositions
Larson, M.L. “Propositions” Meaning Based Translation. Lanham: University Press of America, 1984. 207-217.
This article defines propositions as a “semantic unit consisting of concepts, one of which is central and the others directly related to the central concept” and includes that it is the “smallest unit of communication”.
To remember:
Order is not important, the relations are most important
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When there is an Event concept (e.g., destruction or planned), proposition are called Event Propositions
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When there is a Thing or Attribute (e.g., city or well) as the concept, the proposition is called a State Proposition.
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Each language “will express the proposition with different grammatical forms”
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When translating, keep in mind what the authors true intent is in his communication
- Propositions must have illocutionary force
Chapter 22: Skewing of Illocutionary Force and Grammatical Form
Larson, M.L. “Skewing of Illocutionary Force and Grammatical Form” Meaning Based Translation. Lanham: University Press of America, 1984. 257-269.
This chapter discusses situations where semantic questions are not plainly an interrogative sentence, a semantic question is not plainly a declarative sentence, a semantic statement is not plainly a declarative sentence and a command is not plainly an imperative sentence.
Discusses interpreting when skewing happens such as rhetorical questions and their man functions within the English language. Also discussed is the skewing of declarative sentences and imperative sentences and translating those. There is a chart on page 263 that shows statement, question and command on one side and declarative, interrogative and imperative on the other. This chart shows lines indicating where skewing is possible and where it is not. Lastly, the article includes some translation issues with affirmation/negation and irony sentences.
To remember:
Chapter 11: Figurative Senses of Lexical Items
Larson, M.L. “Figurative Senses of Lexical Items” Meaning Based Translation. Lanham: University Press of America, 1984. 121-130.
This article discusses that words can have many meanings: primary, secondary, and figurative. It mainly focuses on discussing the different types of figurative language we can use and how to go about translating them. The types are as follows: metonymy, synecdoche, idoms, euphemism, and hyperbole.
Chapter 23: Figurative Propositions/Metaphors and Similes
Larson, M.L. “Figurative Propositions/Metaphors and Similes” Meaning Based Translation. Lanham: University Press of America, 1984. 271-281.
This article discusses the definition, uses and how to go about translating metaphors and similes. Metaphors and similes have four parts: topic, image, point of similarity and nonfigurative equivalent. Also discusses live vs dead metaphors and the issues with translating both (e.g., keep the image or not). Article demonstrates the steps of how to translate metaphors and similes.
Chapter 31: Cohesion
Larson, M.L. “Cohesion” Meaning Based Translation. Lanham: University Press of America, 1984. 389-404.
Cohesion is what holds or weaves through discourse and this article discusses terms used such as spans, which is a continuation of a given participant, setting or event throughout the text. Types of spans includes an event line, participant spans, goal, topic, activity span, and others. The article explains what spans will be in a given discourse, for example: a narrative discourse will have a first or third person participant span. Besides spans, there are other cohesion devices within a discourse such as pronouns, verb affixes, proverbs, conjunctions, and so forth. Expectancy chains are also discussed in the article as cohesion devices that some cultures expect one thing to follow another in language. The article continues to discuss other forms of cohesion (e.g., synonyms, anonyms, repetition of a verb, sandwich structures, pronouns, etc.).
Things to remember:
- Each language is different and may have a different order of things
Chapter 33: The Communication Situation
Larson, M.L. “The Communication Situation” Meaning Based Translation. Lanham: University Press of America, 1984. 421-437.
This article discusses everything that goes on that one must think about in a situation. You must look at the text as a whole and how it must be understood and translated in light of the communication situation. This includes everything included in the Demand-Control Schema for the EIPI. The communication situation involves where it is taking place, information about the speaker (e.g., age, sex, social status, and purpose), cultural background of participants, affect, and educational level of audience. Some of this information may be left implicit as well that must be dealt with during a translation.
Chapter 34: Information Load
Larson, M.L. “Information Load” Meaning Based Translation. Lanham: University Press of America, 1984. 438-464.
This article explains the information load, which is the “rate at which information, especially new information, may be introduced into the text…[this] is also related to the speed at which new information is introduced…”. The information load relates to what I refer to as the channel.
Problems with information load:
Information in the source and culture which is unknown to the receptors
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Receptor language will have different ways of handling new vs old information
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Expectancy chains
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Redundancy forms may not match with both languages
- Implicit information may need to be made explicit
Articles About: Steps in the Work
The Meaning of Texts
Witter-Merithew, Anna (2001). “Understanding the Meaning of Texts and Reinforcing Foundation Skills Through Discourse Analysis”. In C. Nettles (Ed.), Tapestry of Our Worlds, Proceedings of the 17th National Conference of the Registry of Interpreters for the Deaf. 177-192.
Synopsis: Discourse Analysis Ten Step Process pg. 7-8
Details of each step pg. 8-14
Cognitive stages of the interpreting process
“The focus of this article is to define a system of discourse analysis that has been used in the Educational Interpreter Certificate Program (EICP) since 1996 as part of the interpreting skills course work.” (pg. 1)
Defining Discourse Analysis pg. 1
Influence of Context on Discourse and Meaning pg. 2
Context is comprised of participants, setting, and purpose and is the information that surrounds the meaning of a text.
The factors are the participants, setting, and purpose of interaction
Cognitive Process in Interpretation pg. 5:
Steps: Message Reception, Preliminary Processing, Short Term Message Retention, Semantic Intent Realized, Semantic Equivalence Determination, Syntactic Message Formulation, Message Production
Steps defined on pgs. 6-7
Why article is useful:
“The more often this discourse analysis system is repeated, allowing for each step to be rehearsed and practiced in isolation, with periodic integration of the steps during re-telling, the more effectively the students become prepared mentally to anticipate, comprehend, restructure, transfer, and formulate messages that are accurate and equivalent. Eventually, the student trains himself or herself to think and process information in a manner that integrates the steps automatically and simultaneously. When this happens, the students start to listen to information differently, begin to think about meaning at deeper levels, and to consider the component parts and context of the message before generating an interpretation. When an interpreter able to do this consistently, the reliability and accuracy of their work will be significantly enhanced.” (pg. 14)
Content Mapping: A Text Analysis and Mnemonic Tool for Interpreters
Witter-Merithew, Anna. Content Mapping: A Text Analysis and Mnemonic Tool for Interpreters. DO IT Center.
Mind Mapping: A Technique for Expanding Short-Term Memory in Interpreting
Ford, Louise (n.d.). Mind Mapping: A Technique for Expanding Short-Term Memory in Interpreting.
Unit 6: Testing the Translation
Patrie, C. J. Testing the Translation. In Effective Interpreting Series. 155-159.
Chapter 5: Steps in a Translation Project
Larson, Mildred L."Steps in a Translation Project" "Meaning-based Translation: A Guide to Cross-Language Equivalence". New York: University Press of America. (1984) pp. 46-51.
Chapter 35: Establishing the Project
Larson, Mildred L."Establishing the Project" "Meaning-based Translation: A Guide to Cross-Language Equivalence". New York: University Press of America. (1984) pp. 467-475.
Chapter 36: Translation Procedures
Larson, Mildred L."Translation Procedures" "Meaning-based Translation: A Guide to Cross-Language Equivalence". New York: University Press of America. (1984) pp. 476-484.
Chapter 37: Testing the Translation
Larson, Mildred L."Testing the Translation" "Meaning-based Translation: A Guide to Cross-Language Equivalence". New York: University Press of America. (1984) pp. 485-503.
A Sequential Model of translation
Gile, Daniel. "A sequential mode of translation." Basic concepts and Models for Interpreter and Translator Training. Philadelphia: John Benjamins Publishing Co. (1995) pp. 101-130.
This article describes the model of steps from source to target much like the 9 step process of Witter-Merithew. This article is mostly for translation work but does apply to interpreting work. There is testing in every stage of the process and your world knowledge is always in play.
Teaching Consecutive Note-Taking
Mikkelson, Holly (n.d.). Teaching Consecutive Note-Taking. Monterey Institute of International Studies.
This article introduces note-taking, explains why to take notes, when to introduce note-taking and finally some ideas for note-taking. Taking notes assists with consecutive interpreting even past just writing names and numbers down. This article recommends to write just enough to trigger the memory, to trust the memory, and take use of abbreviations that already exist.
Tips for note-taking:
Settings
Interpreting in Mental Health Settings
Professional Standards Committee. (2007). Interpreting in Mental Health Settings. Registry of Interpreters for the Deaf, Inc.
This is the Standard Practice Paper that provides the basic framework and respectable standards for professional work and conduct with consumers. It is broken into four sections: A includes the linguistic considerations, B includes contextual dimensions, C includes interpersonal dynamics and D includes the step than an interpreter can take to improve their success in this setting.
Section A discusses the importance of what you say/sign linguistically because form and content is depended on heavily in this setting for diagnosis and treatment. This setting also may have consumers that are more challenging, in reference to language, because of dysfluent means of expression/language. It is also appropriate to use multiple interpreting approaches (e.g., 3rd person, narrative, consecutive, etc.) and also to comment on any language, culture and interpreting process factors to the professional. Lastly, interpreters are expected to have knowledge of the current DSM of Mental Disorders and current literature for this setting.
Section B explains that mental health settings and services includes a wide variety from age, ethnicity and cultural identity to the variety of different settings within the field. The interpreter is expected to know the diversity of the situation and the goals involved of all people as well as their communication goals. This section also points out that interpreters should have some knowledge on psychopharmacology and medicines effects. Interpreters can also provide the professional about research and knowledge concerning the deaf population.
Section C issues may arise due to the interpreters presence and influence on the dynamics of the situation (e.g., confidentiality, trauma, transference, etc.). Interpreters need to posses certain strengths to handle this setting emotionally and physically.
Section D consists of a bullet list of steps/advice to take to improve a successful outcome in mental health interpreting.
Guest Speaker Reflections
Medical/Mental Health Interpreting (Speaker: Robyn Dean)
Dean, R. (2008, May 4). Medical/Mental Health Interpreting.
Robyn Dean discussed parts of her research about the Demand-Control Schema. From her presentation new demands aroused including the following: understanding some of the technical symptoms, different language issues within an appointment, more thought in translation decisions, pre and post work is important, and the possibility that you could be too close to the situation. Controls that I learned from the presentation included the following: the importance of being prepared, having psychology notes, talking with the profession, the importance of observations without any deaf individuals, implementing literal translation, asking about the diagnosis, careful expansions, educating the profession about deaf culture, and the importance of varying your work setting type. I have an interest in medical/mental health situations and have also taken courses in those settings. This adds to my tool bag of possible controls that I have some schema for this setting and its terms, ideas, methods, and systems they employ.
Robyn Dean was amazing to meet to learn about her research with the Demand-Control Schema. Her ideas helped me to clear up the confusion and less of the “it depends” answer when talking about her work.
Mental Health (Deaf Speaker: Brad Houck)
Houck, B. (2008, May 5). Mental Health.
Brad introduced what he does at his place of business and discussed his insights on the interpreting profession related to mental health. New demands that I became aware of include the following: importance of how you sign vocabulary (e.g., drugs, mental health, and recovery), being aware of the client’s needs in case a change of communication is needed, when to copy/not copy a clients mood/expressions, awareness of if the client even wants an interpreter, and being aware of everyone’s boundaries in and outside of this situation. New controls I identified included the following: have a discussion with the profession before the assignment to see what to expect, and take workshops /training on medical terms. I have an interest in medical/mental health situations and have also taken courses in those settings. This adds to my tool bag of possible controls that I have some schema for this setting and its terms, ideas, methods, and systems they employ.
It was interesting to hear Brad speak to see the other side of the mental health profession, that is, from a Deaf professionals point of view.
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