Contents
-
Ethical decision-making
-
Power Dynamics
-
Demand-Control Schema
-
ASL Linguistics
-
Contact Variety in ASL
-
Language Acquisition
-
Deaf Plus (Deaf Children with Disabilities)
Ethical Considerations and Decision-Making
“NAD-RID CODE OF PROFESSIONAL CONDUCT.” The Registry of Interpreters for the Deaf, 2005.
Seiberlich, Amy. “ANNOTATED BIBLIOGRAPHY INTERPRETING IN THE K-12 SETTING.” University of Northern Colorado & the Distance Opportunities for Interpreter Training Center , June 2013.
Schick, Brenda. “EIPA Guidelines of Professional Conduct for Educational Interpreters.” University of Colorado-Boulder, 2007.
After reading through the Codes of Professional Conduct (RID and EIPA) and viewing the videos on the topic, look through the following scenarios developed by CALI and follow the directions for further ethical reflection and decision-making. It is highly recommended that this exercise is done with a partner/mentor to allow for fuller discussion. As with any ethical process, there may be no "right" or "best" answer so you are encouraged to keep an open mind as part of the goal is to learn how to reason through ethical dilemmas.
Center for Atypical Language Interpreting. “Unfolding Scenarios Learners Handbook.” Center for Atypical Language Interpreting, 2019.
With Great Power Comes Great Responsibility
The tenet of respect for consumer goes far beyond simply respecting one's language use or preferences. As interpreters we wield an enormous amount of power and we must consider how that power is exercised. The following are works which delve into the issue of power, empowerment, respect and related ethical considerations.
Zangara, Darlene. “Power Dynamics: Are Sign Language Interpreters Getting It Right?” Street Leverage, Street Leverage, 10 June 2014, streetleverage.com/2014/06/power-dynamics-are-sign-language-interpreters-getting-it-right/.
Foster, Melissa. “Erosion of Trust: Sign Language Interpreters and Hearing Privilege.” Street Leverage, Street Leverage, 2 Oct. 2018, streetleverage.com/tag/power-dynamics/.
Brimm, Karen E.. (2018). Collaboration with Interpreters in K-12 Education. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maisce/3
Russell, Debra and Shaw, Risa (2016) "Power And Privilege: An Exploration Of Decision-Making Of Interpreters," Journal of Interpretation: Vol. 25 : Iss. 1 , Article 7. Available at: http://digitalcommons.unf.edu/joi/vol25/iss1/7
McCray, Carrie M. “A PHENOMENOLOGICAL STUDY OF THE RELATIONSHIP BETWEEN DEAF STUDENTS IN HIGHER EDUCATION AND THEIR SIGN LANGUAGE INTERPRETERS.” University of Missouri, May 2013.
Demand Control Schema: A Brief Overview and Practical Application
Demand Control Schema, utilized in a supervision or case-study fashion with colleagues or mentors, is a way of seeing the bigger picture of what is going on internally, externally, linguistically, etc. When a case study is brought forth the interpreter has an opportunity to gather insight from colleagues and delve into the case with new perspective. Generally speaking one will present their case to the group and give as many details as is appropriate considering confidentiality. The group can ask questions along the way and delve into what exactly the main issue (demand) the interpreter is experiencing. Once the main demand has been identified, for example, the PA system was muffled and garbled the sound and the interpreter couldn't understand the speaker, then the team will work together to brainstorm controls (things the interpreter could do to minimize the demand. When the team or interpreter has chosen the demand they would like to explore then the team will play that out supposing what may happen after the interpreter employs that control. The videos above will explain more clearly the demands and controls as well as the process.
Dean, Robyn K, and Robert Q Pollard. “Application of Demand-Control Theory to Sign Language Interpreting: Implications for Stress and Interpreter Training.” Oxford University Press, 2001.
.png)
Zinsky, Lentha. “ Demand-Control Schema for Interpreting.” Demand-Control Schema Based on the Demand-Control Schema for Interpreting Developed by Robyn Dean and Robert Pollard An Overview by Helen Eby, Gaucha TI Outline for Discussing Challenging Situations, gauchatranslations.com/wp-content/uploads/2017/06/DCS-overview-Helen-Eby.pdf.
Linguistics of ASL
Linguistics
Linguistics
Black ASL
Contact Variety (PSE, Pidgin Signed English)
When two languages coexist in close contact there will often be instances of the languages blending and you will see influences from either language in the other. Some examples of this would be BOY+FRIEND, Loan or Lexicalized signs such as #back or #do-do, and Fingerspelling. Watch the following source texts and identify as many examples of Contact Variety Language in ASL as you can. Share your findings with your colleagues and discuss. Alternatively you may wish to research the origin of a Contact Variety Sign in ASL. How did that sign come to be? What is the influence from English that makes this sign a Contact Variety Sign?
Contact Variety
Contact Variety
Contact Variety
Language Acquisition for Deaf and Hard of Hearing Children
Scott, Jessica A., and Hannah M. Dostal. “Language Development and Deaf/Hard of Hearing Children.” Education Sciences, vol. 9, no. 2, 2019, p. 135., doi:10.3390/educsci9020135.
Mahoney, Kristin, "Acquisition of the English Language: An Examination of Deaf Students and Literacy" (2013). Honors Senior Theses/Projects. 54. https://digitalcommons.wou.edu/honors_theses/54
Deaf Plus (Deaf Students with Disabilities)
Singer, Steven James, et al. “Determining Language and Inclusion for Deaf-Plus Children.” Lnternational Electronic Journal of Elementary Education, vol. 13, no. 1, 2020, pp. 1–19., doi:10.26822/iejee.2020.169.
Nelson, Catherine, and Susan M. Bruce. “Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy.” Education Sciences, vol. 9, no. 2, 2019, p. 134., doi:10.3390/educsci9020134.
Musyoka, Millicent Malinda, et al. “Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities.” Journal of Education and Training Studies, vol. 4, no. 2, 5 Nov. 2015, doi:10.11114/jets.v4i2.1113 .