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Intersectionality is how someone's different identities (socio-economic class, race, ethnicity, gender identity, sex, sexual orientation, religion, disability, etc) overlap and affect their life.

For example, a white, Christian, gay man holds more privilege than a Black, Muslim, transgender woman. Intersectionality and its effects require important consideration when interacting with a variety of people with different backgrounds, identities, and cultures.

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Black ASL is not commonly taught in schools or colleges. There are far more white interpreters than Black interpreters - why? Privilege. White people have easier access to higher education, stereotyping, racism affects views on professionalism (ie. Someone with a 'non-American' name is less likely to be hired, Black hairstyles are often seen as 'unprofessional', spoken African American Vernacular English (AAVE) is often seen as broken English, a lesser dialect, or improper despite it simply being an English dialect), and Black ASL isn't taught in interpreting programs (this leads to a lack of interpreters who can interpret Black ASL and understand the culture and identity of the Black Deaf community).

Interpreter/Hearing Privileges

We learn in our own language, we can acquire our own language at a high level, we don’t have educational barriers due to our native language

Deaf people are often (incorrectly) seen as childlike, someone to be helped or fixed

Deaf people are rarely able to take their own language, we are privileged by being able to take ASL at such a high level

Being able to afford a 4-year program is a privilege

After working we get to go home & use English, be back in a hearing environment, surrounded by people who use our language & are part of our community

We don’t have to have a 3rd party with us in doctors appointments, therapy, psych counseling, etc.

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Privilege is a special advantage, right, or immunity available only to a certain person or group

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This was discussed in a class discussion as understanding who you are in relation to your research/cultures around you. Positionality is how differences in culture, identity, personal biases, etc. affects our world view.

If we don’t understand who we are in the context of the world, we can’t analyze cultures different from our own. We must be able to 'step into someone else's shoes' to have an understanding of their culture. We cannot compare someone else's culture to our own as a way of analyzing it.

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Differences in culture between two (or more) people can affect relationships, workplace environments, and communication. Something that is unacceptable in one culture may be normal in another. Actions typical of one culture may break cultural rules of another. For example, if you were to avoid shaking a woman's hand in America, that action would be considered rude and abnormal, but in Pakistan it is normal and a sign of respect.

Being aware of cultural differences is important for interpreters. As an interpreter, you aren't just facilitating communication. You are mediating communication between languages, cultures, and identities. You have to be aware of how these cultures interact, do your best to avoid breaking cultural rules, and attempt to alleviate cultural misunderstandings.
(Humphrey & Alcorn, 2001)

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"World cultures can be divided into collectivist and individualist cultures." (Humphrey & Alcorn, 2001, p. 2.7)

As described by Humphrey & Alcorn (2001) on p. 2.9-2.11, collectivist characteristics would consist of awareness of being in a group, contributing to the group, having shared knowledge, status via connections with other people, getting 'down to business' immediately is abnormal and rude, spending time getting to know people, accomplishments celebrated as group accomplishments, having team-based sports, rude to accept credit for an accomplishment without acknowledging other people who helped, etc.

In comparison, as described by Humphrey & Alcorn (2001) on p. 2.9-2.11, individualist characteristics would consist of defining oneself by your own accomplishments, higher focus on the individual rather than the group, status via individual accomplishments rather than connections with other people, 'getting down to business' immediately is normal, less time spent getting to know other people (ie. social chit-chat), individual accomplishments are highly celebrated and credit is given only to the individual, sports are often individual-based, etc.

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There are direct and indirect speech acts.

Direct speech acts have clear and obvious meaning, essentially you say exactly what you mean without dancing around the subject. An example of this would be saying "Go close the window." or "Hey, stop that!". These sentences don't have hidden meanings, the surface message is the same as what I truly mean when I say these sentences.

Indirect speech acts are more avoidant, the meaning is less obvious. What you're actually saying is obscured by the surface-level message. For example, saying "It's sort of cold in here, isn't it?" or "Do you think I could close the window?" are indirect ways of saying "I'm cold, let's close the window."
(Cerney, 2013)

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An 'A' language is a language you have native or near-native fluency in - typically, it's the language you grew up with. For example, I grew up speaking English, so my native or 'A' language is English. Someone who is raised speaking both English and Spanish would have two 'A' languages.

A 'B' language is a language you are proficiently fluent in, but not natively fluent in. For example, I have been learning ASL for about 4 years and my signing is sufficient enough to have a conversation about a variety of topics, but I am not near-natively fluent. That makes is my 'B' language.

A 'C' language is a language that you can use for basic communication, but you are not fluent in. For example, I have been learning Norwegian for about 1 year and could hold a basic conversation in Norwegian, but am not proficient enough to hold a full conversation about a variety of topics - my knowledge in the language at this point is limited, so this would be a 'C' language for me.

Lastly, a 'D' language is a language you know words or phrases from, but you could not hold a conversation in. For example, I know some phrases and words in Spanish, Arabic, Russian, and French as I've briefly studied those languages and could names colors, days of the weeks, say 'hello' and 'how are you?', but would not be able to hold a conversation in any of those languages. This makes those languages my 'D' languages.
(Cerney, 2013)

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The Influence of Culture on Communication
This chapter is about how "Differences in cultural experience contribute to the challenge of effective communication" (Humphrey & Alcorn, 2001, p. 2.1)

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The Interpreting Handbook Ch. 3: Language Use

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The Interpreting Handbook Ch. 3: Language Use

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This chapter is about how different people use language, taking into account things like language fluency, diverse backgrounds, and A/B/C/D languages.
(Cerney, 2013)

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White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh

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White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh

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This article was for a class reading and discusses racism and recognizing your privilege as a white person

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The NAD-RID Code of Professional Conduct provides ethical guidelines for ASL interpreters. Though a written document cannot cover every possible ethical dilemma that will come up while working as an interpreter, it gives a good foundation of ethical values to follow. This includes upholding confidentiality, having morally sound business practices, behaving professionally, taking responsibility for keeping up with changing language, taking responsibility for continuing your own education, upholding non-discrimination policies, being respectful, and so on. The following link is to the NAD-RID Code of Professional Conduct: http://wasli.org/wp-content/uploads/2013/10/78_rid-code-of-ethics.pdf

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An interpreter should strive to always act ethically in any given situation. The problem is that an ethical dilemma isn't always a good-vs-wrong problem with a quick solution.

For example, a classic ethical dilemma is the Trolley Problem. You are on a trolley that is heading down the track towards 5 people. The only decision you are able to make is whether or not you pull a lever that will divert the trolley onto the other track. The problem? There is 1 person on the other track. The dilemma is this: do you make the conscious decision to divert the trolley and harm one person to save five?

An ethical dilemma in an interpreting situation might look like someone requesting the interpreter not voice or sign something that was stated - to leave it out of the interpretation; accepting a job only to arrive and find out your skillset isn't adequate for the assignment, but you're the only interpreter available in the area; or being put in a situation in which you are highly biased (ie. political situation, legal setting you have some sort of stake in, etc) and needing to take your ability to remove your own biases from the conversation into account.

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This is hard to define, but as paraphrased from a class discussion, ethics are essentially a set of moral principles that govern one's actions & behaviors.

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Cerney, B. (2013). The Interpreting Handbook. Colorado Springs, CO: Hand & Mind Publ.

Humphrey, J., & Alcorn, B. (2001). So You Want to be an Interpreter? (3rd ed.). Amarillo, Texas: H&H Publ.

ICDadmin. (2018). What is EIPA Certification and How Do You Get It. Retrieved 2021, from http://icdtranslation.com/what-is-eipa-certification-and-how-do-you-get-it/#:~:text=EIPA%20stands%20for%20Educational%20Interpreter,or%20hard%20of%20hearing%20students.&text=EIPA%20is%20now%20used%20by,of%20a%20passing%20score%20differ

Library Services for the Deaf and Hard of Hearing. (n.d.). Interpreter Licensure by State. Retrieved 2021, from https://tndeaflibrary.nashville.gov/directory/licensure-by-state/map

McIntosh, P. (2011). White Privilege: Unpacking the Invisible Knapsack.

Moser-Mercer, B. (2002). The Interpreting Studies Reader. New York, NY: Routledge.

NAD-RID. (2005). NAD-RID Code of Professional Conduct. Retrieved 2021, from

http://wasli.org/wp-content/uploads/2013/10/78_rid-code-of-ethics.pdf

RID. (n.d.). Certification Overview. Retrieved 2021, from

https://rid.org/rid-certification-overview/

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Some states (not all) require licensure to be a working interpreter. State licensure requirements vary state-by-state. These requirements can include a college degree, high school diploma, being 'in good moral standing', have a certain amount of working hours or ITP hours, have RID or equivalent certification, etc. Depending on the state, there could be provisional licenses (not a fully-licensed interpreter, there are limits to areas the interpreter can work in), general licenses (able to work in the community in any area), legal licenses (to work in legal settings), and separate requirements for K-12 educational interpreters (ie. a minimum required EIPA score). The requirements (or lack thereof) widely vary depending on the state. The following link is to an interactive map of licensure for interpreters by state: https://tndeaflibrary.nashville.gov/directory/licensure-by-state/map

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Library Services for the Deaf and Hard of Hearing

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EIPA - Educational Interpreter Performance Assessment. A tool for providing licenses to educational interpreters who work with deaf or hard of hearing students. (http://icdtranslation.com/what-is-eipa-certification-and-how-do-you-get-it/#:~:text=EIPA%20stands%20for%20Educational%20Interpreter,or%20hard%20of%20hearing%20students.&text=EIPA%20is%20now%20used%20by,of%20a%20passing%20score%20differ). Educational interpreters receive a score out of 5 based on their proficiency, different states require different minimum scores to be an educational (K-12) interpreter.

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RID - Registry of Interpreters for the Deaf. An independent verification of an interpreter's knowledge and abilities allowing them to be nationally recognized for the delivery of interpreting services among diverse users of signed and spoken languages (https://rid.org/rid-certification-overview/).
RID certification is a nationally recognized form of certification for ASL interpreters. This certification is not required for interpreters at a national level, some states (ie. Colorado) require RID certification or the equivalent to be a working interpreter.

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The Gerver model of simultaneous interpretation is less linear than the Moser-Mercer model. It's a bit difficult to track where the flow chart is going, but essentially it's showing the necessary repetition of going back and forth until everything is lined up just right for the completed interpretation of the source language to be given. The Moser-Mercer model is a bit easier to follow and is set up in a more linear fashion from beginning to end. This model also loops back to various parts of the model.

Both models are flow charts that attempt to express the process of interpreting - the train of thought that happens in an interpreter's brain as they interpret a message from the SL to the TL.

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Moser-Mercer Model of the simultaneous interpretation process from 1995 (Moser-Mercer, n.d., p. 152-153)

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Moser-Mercer Model of the simultaneous interpretation process from 1995 (Moser-Mercer, n.d., p. 152-153)

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Gerver Model of the simultaneous interpretation process from 1976 (Moser-Mercer, n.d., p. 151).

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Gerver Model of the simultaneous interpretation process from 1976 (Moser-Mercer, n.d., p. 151).

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"Translation refers to the transition of a message from the frozen form of one language into the frozen form of another language" (Humphrey & Alcorn, 2001, p. 7.7).

For example, taking a videotaped speech made in ASL and translating it into written English.

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"Transliteration refers to the process of taking a message and expressing it in a different form of the same language" (Humphrey & Alcorn, 2001, p. 7.6).

For example, taking a message from English and putting it into SEE (a different modality of the same language - English).

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"The process of interpreting includes taking a source language message, identifying meaning and speaker intent by analyzing the linguistic and paralinguistic elements of the message, then making a cultural and linguistic translation and producing the message into the target language" (Humphrey & Alcorn, 2001, p. 7.3-7.4).

For example, interpreting a message from ASL to English during a live conversation.

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"Simultaneous interpretation refers to the process of interpreting into the target language at the same time that the source language message is being delivered" (Humphrey & Alcorn, 2001, p. 7.12).

This is different from consecutive interpreting, which is when "...the speaker completes an idea in the source language and pauses while the interpreter transmits that idea into the target language, then states the next idea in the source language" (Humphrey & Alcorn, 2001, p. 7.13).

Restructuring refers to the re-organization of the source language message - taking apart the message, understanding the meaning, and putting it back together in a way that makes sense linguistically and culturally in the target language.

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Interpreting, transliterating, and translating are all different things, despite commonly being used interchangeably.

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Interpreting is facilitating communication between two or more languages in a way that retains the original meaning of the message, in the appropriate register, and with the original intention when translated from the Source Language to the Target Language.

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Trying to figure out the intention of the speaker’s speech

The goal is important, interpreters must understand the speaker/signer’s goal for it to be appropriately interpreted

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Noise

External

Physical

Physiological

Psychological

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Powerless

Overly apologetic, hesitations, hedging

Powerless speech isn’t good for interpreter, a professional interpreter knows what they want if they need to interrupt to clarify information

Speech patterns that the speaker/signer doesn’t have - ie. someone with very hesitant speech interpreting for someone who doesn’t, that signer has now been given the incorrect voice

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Derived from the message by the receiver

It depends on the receiver, whether they understand the message & the meaning within it - what meaning they get from it

With interpreters, if the message isn’t properly communicated/fully formed, the meaning doesn’t get all the way across

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Grice's Principle

Quantity; quality; relevance; manner

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Who is speaking?

Fluency, vocabulary knowledge, & past experiences all impact language use

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Different from animal language

Involves communication, intent to communicate complex thoughts, has structure, involves goals/intent/meaning

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So You Want to be an Interpreter Ch. 1: 

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So You Want to be an Interpreter Ch. 1: 

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The Importance of Communication

This chapter is about the importance of having a good understanding of communication as an interpreter, understanding the entire process of communication, and knowledge of how the construction of messages works (Humphrey & Alcorn, 2001).

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The Interpreting Handbook Ch. 1: 1.0-1.6.7

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The Interpreting Handbook Ch. 1: 1.0-1.6.7

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Communication
This chapter is about the ability to communicate, how communication works, what is involved in communication, what is required for communication (Cerney, 2013).

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A collection of various topics and information learned over the course of INTR 112 - Theory & Practice of Interpreting. All information contained in this padlet was collected during class discussion on a variety of learned material.

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A study of how people use language

Some people are obsessively grammatically correct & some are not

How it is used 'out in the real world' rather than in a formal setting

How language works in a particular place not how it works in a standardized/formal way