Attitudes, Innuendo, and Regulators: Challenges of Interpretation

Index

Index : 189 Index accreditation at advanced interpreter level, 5, 8, 10 of Australian interpreters. See National Accreditation Authority for Translators and Interpreters (Australia) certification of interpreters, 71, 76 of professional signed language interpreters, 4, 13 acoustics in classrooms, 171 activities of daily living and OOS, 32–33 advanced interpreter level accreditation , 5, 8, 10 A-Gaze. See Audience Gaze age and attitudes of deaf leaders, 71, 81, 83, 85, 86 AIIC (International Association of Conference Interpreters), 4 American Sign Language (ASL) euphemisms in, 110 indirectness and, 109–11, 129 innuendo and, 111–13, 129 morphemes in poetry of, 111 punning in, 111–13, 123, 129 sign play in, 111–13 taboo topics and, 110 wit in, 111 aphorisms, 96 Armstrong, Michael, 145 asking and eliciting answers from students in interpreted classes, 150–52 ASL. See American Sign Language ASLIA. See Australian Sign Language Interpreters Association assignment mix for interpreters, 58, 61 attention-getting “not listening” by deaf students in classroom and interpreter’s response, 168–69 regulators in interpreted settings, 148–50 strategies in interpreted classes, 147–48 summoning strategies, 138 attitudes of clients toward interpreters , 11–12, 87–88 attitudes of deaf leaders toward interpreters, 71–91 age and, 71, 81, 83, 85, 86 attitude scale analysis, 80–81 comparison of respondents, 78– 80, 84–85 deliminations, 75 demographic information, 73 educational level and, 82, 83, 85, 86, 87 experience with interpreters, 73, 76–78, 81–82, 83, 85, 86 findings, 75 future research recommendations, 87–89 gender and, 82, 83 larger sample analyses, 84–85 limitations of study, 86 methodology of study, 72–74 negative experience and, 77, 81– 82, 83–84, 85, 86 population and sample, 74–75, 85 reliability analysis, 74 research question results, 83 sample description, 75–76, 85 statements of attitudes, 73–74 supplementary analysis, 83–84 attitudes of women workers, 22 Audience Gaze (A-Gaze), 139, 140, 147–48, 155–56, 157, 158 190 : I N D E X auditory deprivation in children, research on, 162 aurally oriented classrooms, 141–43, 148–50, 151 Auslan. See Australian Sign Language Australia and Occupational Overuse Syndrome. See Occupational Overuse Syndrome (OOS) Australian Association of the Deaf, 13 Australian Bureau of Statistics on wage gap for women, 21–22 Australian Sign Language (Auslan). See also Occupational Overuse Synddrome (OOS) accreditation in, 4–5 interpreting into spoken English and from spoken English into Auslan, 6 state and private agencies for interpreters of, 15 Australian Sign Language Interpreters Association (ASLIA), 5–6, 13, 35, 60, 63 backchanneling, 137 Baker, C., 137 Bammer, G., 31–32, 33 Barbe, K., 107 Bellugi, U., 111–12 benefits of employment and interpreters , 8, 14 Berk-Seligson, S., 164 Bienvenu, MJ, 112 Blignault, I., 31–32, 33 bluntness and Deaf people, 109–10 booking services for interpreters, 10, 15 Boreham, R., 22 bound morphemes, 103 Boxer, D., 107 Bristol University, 162, 163 British Sign language (BSL). See higher education classroom interpreting Burg, A., 140–41 burn out in employment, 17 bystanders, 127 CACDP. See Council for the Advancement of Communication with Deaf People cancellation rules for interpreting jobs, 12 career aspirations and OOS, 48–51, 58 caring work and implications for employment, 23–28 casual employment, 17 catchphrases, 105 Cazden, C., 144 Centre for Deaf Studies at Bristol University, 162 certification of interpreters, 71, 76 cheaper alternatives to interpreters, 13 children. See also classrooms; education pediatric medical visits, 87 research on auditory deprivation of, 162 children of deaf adults (CODAs) as interpreters, 73 Chippewa Indians and humor, 101 circumlocution, 96–97, 102 civil legal matter interpreting, 15 classrooms. See also education; higher education classroom interpreting; visually based regulators acoustics in, 171 asking and eliciting answers from students in, 150–52 attention-getting strategies in interpreted classes, 147–48 aurally oriented, 141–43, 148–50, 151 as culture settings, 141–44 design and visual fields, 140–41 discussions between deaf students during lecture interpreting, response to, 168–69 Index : 191 environmental factors in, 171–72, 178–84 equivalence and, 124–25 eye gaze in, 137, 139 group discussions in hearing classrooms, 152 interpreted discourse in, 140 interpreters in and OOS, 31 interpreters’ placement within, 140, 152–55 layout of, 178, 179 lecture interpreting, 87–88 lecture observation, 155–56 lecturer’s awareness of needs of student and interpreter, 181 mainstreaming issues in, 140, 150 “not listening” by deaf students in classroom and interpreters’ response, 168–69 observed communicative events in, 155–58...