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Interpreting

Just because you can sign does not make you an interpreter!!

Imagine if you yourself were the consumer. You want to communicate with your doctor, lawyer, banker, family or receive some information from a professor, teacher, etc., or when you need to convey information to someone else. You must rely on another individual. This puts you in a vulnerable and susceptible position. How would you want this person to handle him/herself while with you. How would you want this person to handle the information disclosed during the interpreted relationship? You would want them to handle it in a professional, confidential way. - Anna Braddock





ROLE OF THE INTERPRETER


To achieve the educational goal to allow the student to function as a responsible and independent person (Winston, 1988) and to cultural mediator between two cultures.


  1. Interpreter is not liable for the management of the classroom.

  2. Teachers/Principal responsible for discipline/grades.

  3. Interpreters do not judge teaching ability of the teacher! Sometimes the teachers may be apprehensive about another adult in the classroom.

  4. The interpreter is a communication expert who can discuss the method or language of communication used by the student.

  5. The interpreter can provide feedback about what is interpretable and what is not.

  6. The interpreter can provide recommendation for reasonable adaptation.

  7. The primary responsibility of the interpreter is to interpret, the secondary responsibility is to be a tutor/aide.

  8. The expectations between the mainstreamed teacher and the interpreter must be clear.

  9. The interpreter should use the RID code of ethics as a guideline for ethical behavior.

  10. Do not discuss information related to the student or classroom with unauthorized personnel.

  11. The interpreter may discuss the language level or communication mode used by the students.

  12. If anyone wants to discuss the grades, behavior, other issues, refer them to the mainstreamed teacher.

  13. Be aware as an educational interpreter, we may have to fulfill dual roles. Remember what our primary task is in the classroom.

  14. Take time for preparation time, view videotapes, skim textbooks and workbooks for vocabulary.

  15. 20-30 hours a week should be sufficient for interpreting. Be careful: overuse syndrome, carpal tunnel syndrome. Fill other time with prep work, tutor/aide work.

  16. You may be called upon to provide feedback to the IEP committee about communication needs of the student.

  17. Remember the educational team make the final decision on the communication mode to be used with the student.

  18. During IEP meeting, try to either interpret or discuss the communication issues of the student’s language level.

  19. Interpreters may be used as a resource for the mainstreamed teacher. A vast amount of information may be obtained on deafness/interpreting.

  20. The interpreter’s role is not that of a socialization tool. Natural language occurs through interacting and socializing with each other. Peer interactions will be limited with the interpreter present.

  21. Mainstreaming does help hearing students to sensitize them to students that are Deaf and help Deaf students to sensitize them to students who are hearing from different cultures.

  22. All children learn language by socialization and interacting. IE: playing together, cafeteria talk, gym talk, locker room talk, riding bus together.

  23. Be sure to speak in first person when voicing for the student or signing for the teacher. IE: I’m doing my makeup work today.

  24. Discuss the language difference used by many Deaf students.

  25. Be sure that all knows the role of the interpreter.

  26. Professional attitude, appropriate demeanor, and dress appropriately.

  27. Check to be sure that the interpreter has a job description.

  28. Exercise ethical judgment dealing with health, safety, and educational consideration.

  29. Discuss processing time with the classroom teacher.

  30. Know your limitations. Allow yourself time for skill building.

  31. You are responsibility for upgrading your own skills.

  32. Courses needed: public speaking, human relations, language acquisition, interpreting process, translation.

  33. Keep abreast of updated information related to the field.

  34. Interpreters should be skilled in communication with the people they come in contact IE: staff, faculty, students and teachers.

  35. Inservice program to staff, students, and faculty.

  36. Take classes in Deaf culture

  37. Become involved in your national organization, if only to subscribe to the magazine.

  38. ASL is not a written language; Deaf students must be bilingual. Sign ASL, write English accept both languages

  39. Deaf children acquire ASL from other Deaf ASL users, peers and adults

  40. ASL users need to be placed in the elementary levels to provide a language model for the child (Liddell/Johnson, 1989).

    The classroom is not a place to “practice” your skills!







    REGISTRY OF INTERPRETER FOR THE DEAF (RID)
    CODE OF ETHICS



    1. Interpreter/Transliterators shall keep all assignment-related information strictly confidential.

    2. Interpreter/Transliterators shall render the message faithfully, always conveying the content and spirit of the speaker. Using language most readily understood by the person(s) whom they serve.

    3. Interpreter/Transliterators shall not counsel, advise, or interject personal opinions.

    4. Interpreter/Transliterators shall accept assignments using discretion with regard to skill setting, and the consumers involved.

    5. Interpreter/Transliterators shall request compensation for services in a professional and judicious manner.

    6. Interpreter/Transliterators shall strive to further knowledge and skills through participation in workshops, professional meetings, interaction with professional colleagues and reading of current literature in the field.

    7. Interpreter/Transliterators, by virtue of membership in or certification by the R.I.D. Inc. shall strive to maintain high professional standards in compliance with the code of ethics.

    8. Interpreters/Transliterators shall function in a manner appropriate to the situation.






        CONFIDENTIALITY

        By Anna Braddock

        The Britannica World Language Dictionary defines confidential as...”information trusted or imparted in confidence. to impart information in an unsuspicious or trustful manner.” This dictionary goes on to define the word confidence in this way...”
      1. Trust... in or reliance upon something or some, belief in a person or thing
      2. Assurance that leads to courage.
      3. Private conversation or communication.”

        These definition are provided as an introduction to the topic of confidentiality. what does this word really mean within the interpreting profession? A number of adjectives utilized in the above definitions give us clues to elaborate on.

        “Trust in or reliance upon something or someone...” Interpreters daily are placed in a position where consumers of their service, both hearing and hearing impaired, place a high degree of trust and reliance technical competency but on their ability to function as a Professional. Since the element of the interpreter is an often new and awkward experience for some consumers, and since interpreters are often seen as the only link to facilitate communication between the individuals, it is vital that they understand their role and have the ability to encourage this trust from others. Doing so imposes an important responsibility on the interpreter - that of being trustworthy.

        Imagine yourself in the consumer’s position. When you wish to communicate with your doctor, lawyer, banker, family, or receive information from a teacher, speaker, television, etc., or when you need to convey information to another person, you must rely on another individual. This places you in a very vulnerable and susceptible position. How would you want this person to handle him/herself while with you? How would you want this person to handle the information disclosed during the interpreted relationship? Naturally in a professional, confidential way.

        Even what may seem to some interpreters as the most innocent disclosure of information may be a violation of the privacy and trust the consumer has placed in you. For example, if there is a student in your class who habitually fails tests or is not doing well, and you casually mention this to a group of interpreters - perhaps even out of concern - have you not jeopardized the sensitive relationship you have with the deaf person? To disclose “bad habits” of a consumer to other interpreters is also dangerous and not consistent with the role of the interpreter. Casual, seemingly unimportant discussions of student characteristics, personalities, performance, etc.,. as they were projected during the interpreted situation, can be and often are offensive and a misuse of information entrusted to you. This becomes particularly dangerous in a centralized environment where consumers and interpreters have frequent contact with each other. Something said in passing - and with no intentional malice - can have lasting impact on a consumer and the way he or she perceives interpreters.

        For the purpose of training and professional development, it is good to discuss “situations” that interpreters will find themselves in and to determine ways of handling these situations. It is not, however, necessary to disclose the name of the person, the location of the situation or to make value judgments about the people we provide services to.

        The more serious information disclosed in a doctor’s office, lawyer’s office, counseling situation, etc., is obviously easier to label as “confidential”. But be aware, sensitive and cautioned that any information disclosed or gained during an interpreted situation can have serious implications if shared casually with persons who have not need - or right - to the information, unless the consumer chooses to share it.

        Your job as an interpreter. Would you want someone discussing your “bad habits” and “personality” in an idle, casual way without your knowledge? Certainly not - no more than you would want them discussing your financial, legal or personal affairs. Extend to the consumers of your service the same courtesy you would want extended to you.






        My Favorite Links

        Professional Sign Language Interpreting
        Sign Language Associations, Inc.
        Calfornia Court Interpreters Association
        Sign Language Interpreting: Its Art and Science
        Registry of Interpreters for the Deaf
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        The start of Deaf Information
        Deaf Children
        Page 2 - Deaf
        Page 3 - Sign Language
        Page 4 - Culture
        Page 6 - Other things

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        Email: purplejade@angelfire.com