EIPA Written Exam: Interpreting Study Guide & Educational Interpreting Revision
Notes
Interpreting - ✔✔means that you are more or less following the conversations of ASL &
English. It is not accessing a mental dictionary. It is not a word for word process.
It is an emerging profession because it requires years of specialized training and involves a great
deal of knowledge and decision making, and includes standards for performance established by
the field.
Transliterating - ✔✔means that you are more or less following the conventions of the form of
English.
Models of Interpreting - ✔✔Understanding process models can help you analyze breakdowns
in your own interpreting.
Multiple levels or layers in analyzing a message - ✔✔lexical, phrasal, sentential, and discourse.
Message equivalency - ✔✔is the key or goal of interpretation or transliteration.
What factors may influence message equivalency? - ✔✔The factors are: the interpreter's
language ability and content knowledge, the speaker's rate of delivery, discourse organization,
communicative intent, register, etc. Therefore preparation prior to class is needed.
Language function - ✔✔Transition & relational words, and phrases in both English & ASL
contain important meaning & contribute to message coherence.
The student may not learn the intended concept or content - ✔✔when there is not message
equivalency between the source text and your interpreting product.
, The interpreter should be part of the educational team to discuss the following: - ✔✔The
interpreter's input regarding the child's language use & comprehension, as well as modifications
made in how the interpretation is to be conducted.
Encoding - ✔✔is not necessarily message equivalency.
The interpreter needs to know the following - ✔✔1. child's language skills both expressively &
receptively
2. child's cognitive potential
3. educational goals as outlined in the child's IEP.
What exists to improve interpreting skills? - ✔✔Resources
What does the interpreter need in order to prepare effectively? - ✔✔Interpreters need access
to class materials and objectives to prepare and interpret effectively. This allows the interpreter
to understand the concepts and to cognitively organize the content as well as learn any new
vocabulary.
Dual processing - ✔✔Attending to classroom visual stimuli and attending to the interpretation,
which is particularly problematic for deaf or hard of hearing children and can pose challenges
for interpreters.
Does interpreting a lesson make it accessible? - ✔✔Not necessarily.
Are there different skills utilized when interpreting for older students versus younger children? -
✔✔Yes, however one is not more important than another.
Interpreters with better skills are needed for younger or older children? - ✔✔Interpreters with
better skills are needed with younger children who are still developing language skills and are
less capable of repairing an interpreter's errors.
Notes
Interpreting - ✔✔means that you are more or less following the conversations of ASL &
English. It is not accessing a mental dictionary. It is not a word for word process.
It is an emerging profession because it requires years of specialized training and involves a great
deal of knowledge and decision making, and includes standards for performance established by
the field.
Transliterating - ✔✔means that you are more or less following the conventions of the form of
English.
Models of Interpreting - ✔✔Understanding process models can help you analyze breakdowns
in your own interpreting.
Multiple levels or layers in analyzing a message - ✔✔lexical, phrasal, sentential, and discourse.
Message equivalency - ✔✔is the key or goal of interpretation or transliteration.
What factors may influence message equivalency? - ✔✔The factors are: the interpreter's
language ability and content knowledge, the speaker's rate of delivery, discourse organization,
communicative intent, register, etc. Therefore preparation prior to class is needed.
Language function - ✔✔Transition & relational words, and phrases in both English & ASL
contain important meaning & contribute to message coherence.
The student may not learn the intended concept or content - ✔✔when there is not message
equivalency between the source text and your interpreting product.
, The interpreter should be part of the educational team to discuss the following: - ✔✔The
interpreter's input regarding the child's language use & comprehension, as well as modifications
made in how the interpretation is to be conducted.
Encoding - ✔✔is not necessarily message equivalency.
The interpreter needs to know the following - ✔✔1. child's language skills both expressively &
receptively
2. child's cognitive potential
3. educational goals as outlined in the child's IEP.
What exists to improve interpreting skills? - ✔✔Resources
What does the interpreter need in order to prepare effectively? - ✔✔Interpreters need access
to class materials and objectives to prepare and interpret effectively. This allows the interpreter
to understand the concepts and to cognitively organize the content as well as learn any new
vocabulary.
Dual processing - ✔✔Attending to classroom visual stimuli and attending to the interpretation,
which is particularly problematic for deaf or hard of hearing children and can pose challenges
for interpreters.
Does interpreting a lesson make it accessible? - ✔✔Not necessarily.
Are there different skills utilized when interpreting for older students versus younger children? -
✔✔Yes, however one is not more important than another.
Interpreters with better skills are needed for younger or older children? - ✔✔Interpreters with
better skills are needed with younger children who are still developing language skills and are
less capable of repairing an interpreter's errors.
