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Standard 5

Interpreting

QuestionAnswer
PROCESS AND MESSAGE Q: What is the goal of interpreting? A: Message equivalency is the goal of interpreting or transliterating.
PROCESS AND MESSAGE Q: What factors influence message equivalency? A: Factors include the interpreter’s language ability, content knowledge, speaker’s delivery rate, discourse organization, communicative intent, and register.
PROCESS AND MESSAGE Q: Why is preparation before class important for interpreters? A: Preparation helps improve message equivalency by allowing the interpreter to understand the lesson goals, expectations, and new vocabulary.
PROCESS AND MESSAGE Q: What is the importance of transition and relational words in language? A: Transition and relational words in both English and ASL contribute to message coherence and have important meaning.
PROCESS AND MESSAGE Q: What does it mean if an interpretation lacks message equivalency? A: The student may not learn the intended concept or content.
EDUCATIONAL TEAM AND THE INDIVIDUAL EDUCATION PLAN (IEP) Q: What must an interpreter understand to provide effective interpretation for a student? A: The interpreter must know the student’s language skills, cognitive potential, and the educational goals outlined in the IEP.
EDUCATIONAL TEAM AND THE INDIVIDUAL EDUCATION PLAN (IEP) Q: What is the role of the educational team in modifying interpretations? A: The educational team may modify interpreting to support student learning, instead of providing a word-for-word transliteration.
EDUCATIONAL TEAM AND THE INDIVIDUAL EDUCATION PLAN (IEP) Q: How should educational interpreters make judgments about language use? A: Educational interpreters should base their judgments on the student’s educational plan, language expression, and communication with the educational team.
CLASSROOM LEARNING Q: What are the potential issues with interpreters inventing signs? A: Inventing signs can make the student’s linguistic system unique from peers, offend the Deaf community, and alienate the student.
CLASSROOM LEARNING Q: Why is dual processing challenging for deaf or hard of hearing students? . A: Attending to both classroom visual stimuli and the interpretation requires dual processing, which can be problematic for these students
CLASSROOM LEARNING Q: What is the difference between interpreting for younger and older students? A: Younger students may require more skilled interpreters because they are still developing language skills and are less able to repair interpretation errors.
CLASSROOM LEARNING Q: What decisions need to be made when interpreting for more than one student? A: The educational team must determine the most appropriate interpreting product, sometimes with the help of experienced interpreters.
ASSESSMENT Q: What is the role of systematic assessment in interpreting? A: Systematic assessment helps identify where interpreting errors occur and provides guidance for skill development.
ASSESSMENT Q: How does annual assessment benefit interpreting work? A: Annual assessments verify skills and help professionals understand the qualifications needed for interpreting.
ASSESSMENT Q: Does evaluation with one assessment tool mean an interpreter is qualified for all situations? A: No, an evaluation with one tool does not mean an interpreter is qualified to interpret in all situations.
MODELS OF INTERPRETING Q: What are some models of interpreting? A: Helper Model, Conduit/Machine Model, Bilingual-Bicultural Model, and Ally Model.
MODELS OF INTERPRETING Q: What is the Helper model of interpreting? A: It involves concepts of pity and dependency, which can inhibit student independence and development.
MODELS OF INTERPRETING Q: What does the Conduit or Machine model of interpreting involve? A: Conveying information from one language to another without personal or cultural context.
MODELS OF INTERPRETING Q: Why is cognitive processing important in interpreting? A: Cognitive processing between English and ASL is necessary for semantic equivalency.
RESOURCES & REQUIREMENTS Q: What resources can interpreters use to improve their skills? A: Class materials, peer mentors, RID chapters, workshops, and conferences.
RESOURCES & REQUIREMENTS Q: Why do interpreters need access to class materials? A: Access to class materials helps interpreters understand content, organize information cognitively, and learn new vocabulary.
RESOURCES & REQUIREMENTS Q: What should interpreters be aware of regarding state certification? A: Interpreters should know their state’s certification requirements and standards for educational interpreting.
PREPARATION AND PROFESSIONAL DEVELOPMENT Q: Why is preparation time important for interpreters? A: Preparation time allows interpreters to review lessons, research new vocabulary, and plan for future lessons.
PREPARATION AND PROFESSIONAL DEVELOPMENT Q: What is recommended regarding logistics of the interpreting environment? A: It is recommended to stand near the speaker or visual displays of information to facilitate effective interpreting.
PREPARATION AND PROFESSIONAL DEVELOPMENT Q: How can interpreters benefit from ties with the Deaf community? A: Personal and professional ties with the Deaf community help interpreters develop language skills and engage in professional development.
HEALTH-RELATED ISSUES Q: Why are breaks important for interpreters? A: Interpreting for long periods can cause health issues, such as Repetitive Motion Injury, stress, and cognitive fatigue.
HEALTH-RELATED ISSUES Q: What can interpreters do to manage physical and psychological health? A: Interpreters should have information and resources to take care of themselves physically and psychologically, including scheduled breaks.
Created by: EIDP
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