Interpreting Studies Practice Questions

Question 1 What are some attributes from the text that make for a good interpreter? Select all that apply. "People Person" tolerance for ambiguity ability to "read" a room or situation close-mindedness able to temporarily suspend one's own beliefs of right and wrong preference for...

Question 1 What are some attributes from the text that make for a good interpreter? Select all that apply. "People Person" tolerance for ambiguity ability to "read" a room or situation close-mindedness able to temporarily suspend one's own beliefs of right and wrong preference for routine tasks lifelong learner preference to work alone Question 2 Describe a reflective practitioner as it pertains to interpreting. Question 3 Please match the definition to the vocabulary word. viewing one's "own culture as the norm or as the standard by which people measure what they consider to be 'normal' or 'appropriate.'" "Politeness dictates that one use implicit, subtle, and nonverbal forms of communication to convey your point" "Communication conveys thoughts and ideas primarily through language, which means using explicit, direct, and overt communication" terms that are understood by members of the dDeaf culture and community because of their lived experiences Deafcentric Low-Context Culture Ethnocentrism High-Context Culture Question 4 RID was established in 1962 at Gallaudet University. True False Question 5 The field of interpreting began with... Teachers of the Deaf Individuals who had dDeaf parents Individuals who had dDeaf siblings Members of the clergy All of the Above Question 6 Define Gatekeeping as it pertains to the Deaf community. Describe a benefit of gatekeeping. Both parts of the question must be answered for full credit. Question 7 Please match the example to the vocabulary word. A woman says, "I would love to go out with you," in a sarcastic tone while rolling her eyes. (Tone and eye roll are part of the...). "The other day, I went to the ROT totally forgetting about CFAW. A bunch of "shoe" guys were cheering each other on in a burping context. (ROT, CFAW, and shoe are examples of...) I was on a job the other day when my team kept over-feeding me and switching me at the wrong times. They were way more signed-English. I was tempted to Rochester Method back to them, but I figured that would conflict with the CPC. (Team, switching, over-feeding, signed English, Rochester method, and CPC are examples of...) The Deaf guy at church was nodding his head every so often, and then he tilted his head to the side and raised an eyebrow. (The different expressions are an example of...) When preparing to speak to my boss, I put on my blazer, spit out my gum, and I use academic language. (Shifts in appearance and word choice are changing my...) Linguistic Register Backchanneling Metamessage Jaron Ingroup Speak Question 8 Match the five registers with their examples. the linguistic registers are 1) top to 5) bottom Frozen Formal Consultative Casual Intimate The Lord's Prayer Lunch with a Coworker the Presidential Address A Phone Call with a Best Friend A Doctor's Appointment Question 9 Interpreters who do not grow up with ASL (non-native signers) are considered to have a third culture. True False Question 10 The study of how "language use and register varies according to each social situation and the variations in those settings or contexts in those situations" is called... Sociolinguistics Linguistic Register Metamessage Intersectionality Question 11 Please match the example to the vocabulary word. A husband decides to put his aging parents into a nursing home despite having a spare room because he does not want to disturb the routine of his wife and children. A person shares a Facebook article about a deal at Target because she feels it will greatly benefit many of her friends. "Women are so emotional.” Black individuals were denied mortgage applications. Now, White individuals are much more likely to inherit a family home than Black individuals, continuing the racial divide in the housing market. In the field of interpreting, I am in the majority based on my gender, but the minority based on my ethnicity. While taking attendance each morning, a teacher calls out the names of Matthew, Mark, Luke, and John, but she continues to say Simon instead of Simeon claiming that his name is just too hard to remember. Microaggression Individualistic Culture Stereotyping Institutionalized Oppression Intersectionality Collectivistic Culture Question 12 Please match the definition to the vocabulary word. Members of a linguistic (ASL) and cultural community People with significant hearing loss who communicate primarily with spoken English. They may use sign while interacting with other dDeaf people. Includes both those who are part of the linguistic and cultural community and those who spend the majority of their time interacting in spoken English People with both hearing and vision loss to varying degrees Medical term used to describe those with hearing loss. Some individuals with hearing loss still use the term to self-identify. Unacceptable Deaf Hearing Impaired deaf Deafblind Deaf and Dumb dDeaf Question 13 What are some norms for getting the attention of a person in the Deaf community? Please select all that apply. Waving Throwing something  Yelling Flickering the lights Tapping on the shoulder or upper arm Stomping one's foot for vibration Question 14 Please match the definition to the vocabulary word. the result of people being excluded from participation/inclusion in different aspects of society depriving people of their rights, privileges, or immunities those who discriminate or engage in hurtful prejudice towards dDeaf and hard of hearing people "Unearned benefits given to people who fit into a specific social group" Audist Privilege Marginalization Disenfranchisement Question 15 Lipreading is generally an effective way for dDeaf and hearing people to communicate. True False Question 16 What is the difference between a medical model and a cultural view of deafness? Your Answer: Medical Model: cultural view of deafness- Question 17 In 1-2 sentences, explain "Intent vs. Impact" as discussed in class and presented in video by Rose Lee Timm. Your Answer: Question 18 In 1-2 sentences, explain the difference between equality and equity. Question 19 Describe the difference between an advocate and an ally of dDeaf people. Which should we seek to be the majority of the time? Question 20 What are three ways that interpreters can engage in self-care after witnessing or experiencing oppression? Question 21 People who "repeatedly oppress minority group members in an effort to shape them into something or someone they are not, rather than accepting their unique differences" are called... *Hint: Members of religious groups are especially known for doing this in an attempt to "save" the Deaf community Question 22 Rather than further oppressing minority groups by assuming we know their needs; how can followers of Christ be allies of the Deaf community? What are we called to do as Christians, and what ministry resources are available for the Deaf community (minimum of two resources)? Question 23 Currently, the most commonly supported way to refer to People of Color is... Black, Indigenous, People of Color/Asian American and Pacific Islander Brown, Indian, People of Color/African American and Pacific Islander People of Color Rainbow Community Question 24 An example of a heritage speaker is... a CODA who understands ASL but has difficulty self-expressing their own thoughts in ASL someone whose parents know a foreign language but don't share it with their child a Hispanic/Latino/a who grows up using English and learns Spanish in adulthood a Deaf person who signs Question 25 Describe "representation" as it relates to BIPOC and/or Deaf Interpreters. Hint: Joshua Chung's guest presentation; Superbowl; Raven; Rosemary Wanis' guest presentation Question 26 Label the HI/DI set-up:   In front of a large audience  Often formal; presenter does most of the talking, typically without pausing for the interpretation Platform Mirroring Consecutive Simultaneous Close-Vision/Tactile Question 27 Label the HI/DI set-up:   Large Group  Members of audience use ASL  Possibility that not everyone can see the audience responses o DI on stage (next to speaker) o DI copies comments of audience members Mirroring Platform Consecutive Simultaneous Close-Vision/Tactile Question 28 Label the HI/DI set-up:   Most common  Hearing participant to HI to DI to Deaf Participant and back.  Hearing participant and Deaf participant will need to pause to allow for the interpretation Consecutive Platform Simultaneous Close-Vision/Tactile Question 29 Label the HI/DI set-up:   Can be side by side, directly across from each other, one or two interpreters  Practice checking in to ensure content is understood Close-Vision/Tactile Platform Consecutive Simultaneous Question 30 What are two reasons to bring in a Deaf Interpreter? Question 31 List two ways that you can use information from this class in your future career (does not have to be interpreting). Question 32 Deaf people often acted as _____________for the other dDeaf people. Question 33 the non-linguistic information, such as tone, facial expressions, body language, setting etc. make up the __________ Question 34 Provide an example of a term of phase with Deafcentric meaning Question 35 Interpreting involves a minimum of ____ languages Question 36 PPO means, _______, __________, and ____________ Question 37 William stroke proved that _________________________