If you want to save the world, then don't be an interpreter
Prof on social justice
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@aslinfo
If you want to save the world, then don't be an interpreter
Prof on social justice

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Advocate vs. Ally
Advocate: One who speaks out on issues on behalf of others
but often hearing people can take up space of Deaf people in discussing issues
Ally: One who supports Deaf individuals in their own struggle for liberation
To become and ally:
Learn about oppression
Help members of your own group understand oppression
Realize you may be part of the problem
As a majority member, you can't see oppression as clearly as the marginalized
Oppression is an inevitable result when a "power over" rather than a "power with" mindset exists
SEE: 2 out of 3 Rule
"Two-Out-Of-Three" RULE
Each English word is checked against the following criteria:
Sound
Meaning
Spelling
If the word fits in 2/3 criteria, it will be signed the same way in all contexts regardless of meaning.
The outcome was that sound and spelling took precedence over meaning.
How do we justify learning their language and profiting from it without giving back??
Deaf Studies/Interpreting teacher on Interpreters

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Two Types of Modality
Simultaneous: "At the Same Time: Listen/Sign or Watch/Speak at the same time. Delivery of the target language at the same time the source language is being produced (with a slight lag)
PROS: "Real Time", natural flow and exchange of ideas
CONS: Reduced processing time
Consecutive: "In Sequence" or "In Order". Interpretation begins only after the speaker has spoken/signed a sentence/paragraph. Delivery of source language (or a portion of it) then an interpretation into the target language.
PROS: More accurate, more time to process, less correction
CONS: Deaf people have had bad experiences (power and trust issues), unnatural flow
What is VRS??
Video Relay Service is a free telephone relay service use to make and receive calls using ASL (English and Spanish) which is available 24/7 by mandate.
The VRS industry started in 2000 as an offshoot of Telecommunications Relay Service (TRS) for TTY users
VRS is regulated by the Federal Communications Commission (FCC)
The FCC reimburses VRS companies from the Interstate TRS Fund and the FCC sets the standards for VRS services
It's the first time in history that large corporations and federal government worked together to provide large scale interpreting services
VRS Standards
Calls must be made from different locations, cannot be interoffice calls in one company/building
The interpreters must work with diverse populations nationwide and internationally
Interpreters must be skilled and capable and certified. VRS companies have led the effort to train and support certification of ASL/English Interpreters
VRS encourages teaming with CDI on calls of a demanding nature
About 10% of the population has some degree of hearing loss
Specialized Interpreting Settings (Religious and Educational) Part 1
Religious: The interpreter needs to be
Someone who subscribes to the beliefs
Preparation is essential
Placement varies
Compensation?
Education:
Variation standards for qualifications - except state laws (CA 2007)
Ideal: BA degree and certification (NIC AA 2008, BA 2012)
Placement varies - sign lines are important
Compensation varies
Teacher aid/interpreter/part of the educational team.
These can include working in one-on-one settings, small group, or large group.
Team Interpreting
The decision to use team interpreters include:
length and complexity of the assignment
Person(s) being served
Dynamics of the setting
Avoidance of repetitive motion injures
In team interpreting, there are primary and supporting roles
There needs to be preparation and cooperation established beforehand
While one interpreter is in turn, the other is monitoring the settings, ensuring appropriate transitions, prompting the primary interpreter
Each interpreter will usual be the primary interpreter in 20 to 30 minute intervals

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When working in educational settings, there is a variation of responsibility depending on the age/grade of the student. As you can see, when the student is in elementary school, the weight of the responsibility is on the interpreter but as the child gets older, the responsibility is shifted onto them.
Specialized Interpreting Settings
There are several different specialized interpreting fields you can focus on. Those include:
Medical
Legal
Mental Health
Conferences
Performing Arts
Employment/Social Services
Deaf-Blind
K-12 Educational
VRS
Religious
Education
Common Acronyms and Initialisms
ASL: American Sign Language
VRS: Video Relay Service
RID: Registry of Interpreters for the Deaf
EIPA: Educational Interpreter Performance Assessment
NAD: National Association of the Deaf
CDI: Certified Deaf Interpreter
DPOC: Deaf Person of Color
DPN: Deaf President Now
Bi-Bi: Bilingual-Bicultural
MCE: Manually Coded English
SSS: Sign Supported Speech
SEE 1: Seeing Essential English
SEE 2: Signing Exact English
PSE: Pidgin Sign English
MLS/MLC: Minimal Language Skills/Minimal Language Competency
CASE: Conceptually Accurate Signed English
CODA: Child of Deaf Adult
SSP: Support Service Provider
CPC: Code of Professional Conduct
49 % of certified interpreters spend less than 10% of their time socializing with Deaf people
Different types of settings where interpreters work and the variations within them.

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Idioms pt. 2
MIND-FROZE Shocked, can't think
BLOW-ONE'S TOP Similar to the English idiom
MIND+LIMIT I can't think or take-in anymore just now, or my brain is tired and full
I-I-I Egotistic, think only of yourself
QUESTION-ON-BRAIN Puzzled, confused
HUNGRY++ Passionate, horny
ORANGE-SNOT-THROW Don't care
BIG-HEAD Egotistical, swell-headed
The never ending classifier
Instrument CL (ICL): Shows how a person handles/manipulates an object (throwing, catching, passing, receiving...)
Element CL (ECL): Show elements (air, smoke, water/rain, fire, light, blood...)
Locative CL (LCL): Tell the location of an object and/or its movement
Semantic CL (SCL): Tell where a person is located, where/how they move (person leaving, sitting facing me, falling forward...)
Body CL (BCL): Shows how a person moves their body parts/ their actions. Only the upper body (for verbs). (waving, shrugging, hands on hip...)
Body Part CL (BPCL): Specific parts of the body in action (running, jumping, crossing legs, feet..)