“It's Good for Them but Not So for Me”: Inside the Sign Language
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Study on the Size of the Language Industry in the EU
Studies on translation and multilingualism o The size of the language industry in the EU European Commission Directorate-General for Translation 1/2009 Manuscript completed on 17th August 2009 ISBN 978-92-79-14181-2 © European Commission, 2009 Reproduction is authorised provided the source is acknowledged. %R7`V]Q` Q .V 1`VH Q`: VVJV`:C`Q``:JC: 1QJ Q` .V%`Q]V:J QII11QJ !1J:C0V`1QJ R$R% %R7QJ .V1<VQ` .VC:J$%:$V1JR% `71J .V .%$% .V:J$%:$VVH.JQCQ$7VJ `V R R 1J$ QJ1CC 1J$ QJ%]QJ.:IV %``V7 J1 VR1J$RQI 1118C:J$ VH.8HQ8%@ % .Q`7 `8R`1:JV 1JH.V.::.#1JQI]% : 1QJ:C1J$%1 1H``QI%QJJJ10V`1 75(V`I:J78 .V `Q%JRVR .V :J$%:$V VH.JQCQ$7 VJ `V ^_ 1J 5 : C1I1 VR HQI]:J7 G:VR 1J QJRQJ :JR 1JHQ`]Q`: VR 1J :.1J$ QJ #8 .J /]`1C 5 GVH:IV ]:` Q` : $`Q%] Q` HQI]:J1V%JRV` .V%IG`VCC:Q`/12#.3( R11 .#`811JH.V:I:=Q`1 7.:`V.QCRV`8 JRV`#`811JH.V;CV:RV`.1]5HQJ 1J%V QQ]V`: V::I%C 1C1J$%:CHQJ%C :JH75V`01HV :JRQ` 1:`VR1 `1G% 1QJHQI]:J71.V`V:Q` 1:`VRV1$J5RV0VCQ]IVJ :JR%]]Q` 1: `:J`V``VR Q/$1CVVGQC% 1QJ R811 .Q``1HV1JQJRQJ:JR%QJJ5(V`I:J78 #`8 11JH.V HQRQ`R1J: V 1J V`J:C :JR 7 `%JRVR `VV:`H. :JR RV0VCQ]IVJ ]`Q=VH 5 I:`@V %R1V:JR `1:C8.V1::]]Q1J VRV0:C%: Q``Q`V0V`:C:CC`Q``Q]Q:CQ` .V 7%`Q]V:JQII11QJ5:JR`V01V1V``Q`V0V`:C7]`Q=VH V0:C%: 1QJ8 :R1:1Q` V`:R:JQ 1;]`Q`1CV1JHC%RV:%H1J.71H:JR/R0:JHVRVH.JQCQ$1V]%`%VR : .VJ10V`1 1V Q` 8`V1G%`$ ^(V`I:J7_ :JR 1VJ: ^. -
Developing Quality Cost Effective Interpreting and Translating Services
Developing Quality Cost Effective Interpreting & Translating Services FOR GOVERNMENT SERVICE PROVIDERS IN IRELAND National Consultative Committee on Racism and Interculturalism (NCCRI) i ii FOREWORD Over the past few years, the NCCRI has been involved in working with Government bodies to improve services to members of minority ethnic groups. This work has ranged from involvement in drafting the National Action Plan Against Racism (2005–2008) (NPAR) and in contributing to intercultural strategies arising from commitments in the NPAR, such as the Health Services Executive’s National Intercultural Health Strategy 2007–2012; to managing cross-border research on improving services to minority ethnic groups in Ireland, Scotland and Northern Ireland.1 Throughout this work, a recurring theme has been the need for professional, accurate, high quality interpreting and translating services for people with low proficiency in English; this was confirmed in the NCCRI Advocacy Paper2 Interpreting, Translation and Public Bodies in Ireland: The Need for Policy and Training in 2007. Many migrants to Ireland speak some English or attend English language classes; however, this does not necessarily mean they have sufficient English to interact effectively with Government bodies; this is particularly true in stressful and critical situations, for example in a health care or justice setting. The increasing diversity in languages spoken in Ireland today means that provision of interpreting and translating has become a pressing need if people with low proficiency in English are to experience equality of access and outcomes in their interaction with key Government services such as health, justice, education and housing. Recognising that there had been little research on the need for, and experiences of, interpreting and translation services in Ireland to date, the NCCRI approached the Office of the Minister for Integration seeking support for the current study. -
REPORT 2 La Interpretación a Distancia Tecnologizada
REPORT 2 La interpretación a distancia tecnologizada (interpretación telefónica y por videoconferencia): Elementos caracterizadores y diferencias con la interpretación bilateral presencial Remote technologized interpreting (telephone-based and video-based remote interpreting): Main features and shifts with on-site bilateral interpreting Report 2. L’interpretazione a distanza tecnologizzata (interpretazione telefonica e in videoconferenza): Elementi caratterizzanti e differenziazione dall’interpretazione dialogica presenziale. 1 Table of contents/ Tabla de contenido/ Indice Presentación/ Presentation/ Presentazione .......................................................................... 3 1. Introduction.............................................................................................................. 12 2. A Multidisciplinary Theoretical Framework for the Study of Remote Interpreting 20 2.1 Telephone Interpreting .............................................................................................. 20 2.2 Videoconference interpreting ................................................................................... 35 3. A Methodological Framework for the Study of Remote Interpreting ...................... 41 4. Telephone Interpreting for Health Care Service: Potential Problems and Solutions ................................................................................................................................................ 52 5. Affordances of telephone interpreting in medical settings versus on-site medical -
Video Relay Service: Program Funding and Reform
Video Relay Service: Program Funding and Reform Updated July 12, 2019 Congressional Research Service https://crsreports.congress.gov R42830 Video Relay Service: Program Funding and Reform Summary The Federal Communications Commission (FCC) regulates a number of disability-related telecommunications services, including video relay service (VRS). VRS allows persons with hearing disabilities, using American Sign Language (ASL), to communicate with voice telephone users through video equipment rather than through typed text. VRS has quickly become a very popular service, as it offers several features not available with the text-based telecommunications relay service (TRS). The FCC has adopted various rules to maintain the quality of VRS service. Now VRS providers must answer 80% of all VRS calls within 120 seconds. VRS providers must also offer the service 24 hours a day, seven days a week. Additionally, in June 2010, the FCC began a comprehensive review of the rates, structure, and practices of the VRS program to minimize waste, fraud, and abuse and update compensation rates that had become inflated above actual cost. Rules in that proceeding were issued in June 2013. The new rules initiated fundamental restructuring of the program to support innovation and competition, drive down ratepayer and provider costs, eliminate incentives for waste, and further protect consumers. In addition, the new rules transition VRS compensation rates toward actual costs over the next four years, initiating a step-by-step transition from existing tiered TRS Fund compensation rates toward a unitary, market-based compensation rate. On June 28, 2019, the FCC adopted per-minute VRS compensation rates for the 2019-20 Fund Year, effective from July 1, 2019, through June 30, 2020. -
Convo Application Final
Before the Federal Communications Commission Washington, D.C. 20554 In the Matter of ) ) Telecommunications Relay Services and ) Speech-to-Speech Services for ) CG Docket No. 03-123 Individuals with Disabilities ) ) VRS and IP Relay Certification Application ) ) Application of Convo Communications LLC for Certification as a Video Relay Service Provider October 30, 2009 Ed Bosson Vice President of Regulatory Affairs Convo Communications LLC 706 FM 2325 - Suite D Wimberley, TX 78676 512-410-1751 [email protected] Table of Contents I. Introduction!........................................................................................3 II. Description of Relay Services!.........................................................5 A) Common Carrier Requirement!....................................................7 B) Operational Standards!.................................................................7 (a) 10-Digit Local Telephone Number!...................................................10 (b) Emergency Call Procedure!.............................................................10 C) Technical Standards!..................................................................11 D) Functional Standards!.................................................................12 (a) Annual Complaint Report!.................................................................15 (b) Annual Compliance Report!..............................................................15 (c) Five Year Reporting for Re-Certification!.........................................15 (d) Ownership -
Rates for Interstate Inmate Calling Services, Report and Order on Remand and Fourth Further Notice of Proposed Rulemaking, WC Docket No
Before the Federal Communications Commission Washington, D.C. In the Matter of: ) Rates for Interstate Inmate Calling ) WC Docket No. 12-375 Services ) Comments of Helping Educate to Advance the Rights of Deaf Communities (HEARD) Telecommunications for the Deaf and Hard of Hearing, Inc. (TDI) National Association of the Deaf (NAD) Hearing Loss Association of America (HLAA) National Disability Rights Network (NDRN) Association of Late-Deafened Adults (ALDA) Cerebral Palsy and Deaf Organization (CPADO) Deaf Seniors of America (DSA) National Cued Speech Association (NCSA) Cuesign, Inc. American Deafness and Rehabilitation Association (ADARA) California Coalition of Agencies Serving the Deaf and Hard of Hearing (CCASDHH) Rehabilitation Engineering Research Center on Technology for the Deaf and Hard of Hearing, Gallaudet University (DHH-RERC) Rehabilitation Engineering Research Center on Universal Interface & Information Technology Access (IT-RERC) Samuelson-Glushko Technology Law & Policy Clinic (TLPC) • Colorado Law Counsel to TDI via electronic filing Brandon Ward, Caitlin League, and Michael November 23, 2020 Obregon, Student Attorneys Blake E. Reid Director [email protected] Helping Educate to Advance the Rights of Deaf Communities (HEARD) Talila A. Lewis, Co-Founder & Director • [email protected] Washington, DC https://www.behearddc.org Telecommunications for the Deaf and Hard of Hearing, Inc. (TDI) Eric Kaika, Chief Executive Officer • [email protected] Silver Spring, MD https://tdiforaccess.org National Association of the -
Video Relay Service (VRS}
Links to VRS providers available at: www.puc.state.tx.us/relay Video Relay Service (VRS} Video Relay Service (VRS) enables deaf or hard-of-hearing persons who sign to communicate with voice telephone users (hearing persons) through video conference equipment (web cameras or video phone products). A voice telephone user can also initiate a VRS call by calling a VRS center, usually through a toll-free number. 1 VRS user goes to VRS website and gives the VI the other party's phone number. 2 The VI places the call and voices everything the VRS user signs to the other party. 4 The VI signs the spo ken reply to the VRS user. 3 Other party listens and then voices his/her reply. 8 Other Relay Features Spanish Speaking Users Spanish-speaking callers can directly connect to a Spanish speaking relay agent by dialing 1-800-662-4954. Relay Texas also provides Spanish translation relay agents. The service provides Spanish-to-Spanish as well as to Spanish-to-English translations. International Calls You may place and receive calls to and from anywhere in the world through Relay Texas. Callers originating from a country outside the U.S. can access Relay Texas by calling 1-605-224-1837. Blind or Visually Impaired Callers Dial1-877-826-9348 to use the reduced typing speed feature. During these calls the message will come across the users TTY or Braille TTY at the rate of 15 words per minute. The user can increase or decrease the rate in increments of 5 words per minute. -
Persistent Emotional Extremes and Video Relay Service Interpreters Dawn M
Journal of Interpretation Volume 23 | Issue 1 Article 6 2014 Persistent Emotional Extremes and Video Relay Service Interpreters Dawn M. Wessling University of North Florida, [email protected] Sherry Shaw University of North Florida, [email protected] Follow this and additional works at: http://digitalcommons.unf.edu/joi Part of the Industrial and Organizational Psychology Commons, Other Psychology Commons, and the Personality and Social Contexts Commons Suggested Citation Wessling, Dawn M. and Shaw, Sherry (2014) "Persistent Emotional Extremes and Video Relay Service Interpreters," Journal of Interpretation: Vol. 23 : Iss. 1 , Article 6. Available at: http://digitalcommons.unf.edu/joi/vol23/iss1/6 This Article is brought to you for free and open access by UNF Digital Commons. It has been accepted for inclusion in Journal of Interpretation by an authorized editor of the JOI, on behalf of the Registry of Interpreters for the Deaf (RID). For more information, please contact [email protected]. © All Rights Reserved Persistent Emotional Extremes and Video Relay Service Interpreters Cover Page Footnote The uthora s wish to thank the VRS providers who shared our research with their employees and the many interpreters who shared their personal experiences and their professional insight. Their ap rticipation and honesty regarding their work is a priceless and selfless contribution to the field of signed language interpreting. Thank you. This article is available in Journal of Interpretation: http://digitalcommons.unf.edu/joi/vol23/iss1/6 Wessling and Shaw Signed language interpreters in community and conference settings process emotionally- charged information as a regular part of their work (Harvey, 2001, 2003 McCartney, 2006; Morris, 1999; Moser-Mercer, Künzli, & Korac, 1998). -
Directory of Resources for Deaf and Hard of Hearing Services
DIRECTORY OF RESOURCES FOR DEAF AND HARD OF HEARING SERVICES Prepared By California Department of Social Services OFFICE OF DEAF ACCESS 744 P Street, M.S. 8-16-91 Sacramento, California 95814 (916) 653-8320 (Voice) (916) 653-7651 (TTY) www.cdss.ca.gov/cdssweb/PG145.htm TABLE OF CONTENTS INTRODUCTION ............................................................................... 1 ADVOCACY RESOURCES ............................................................... 2 ASSISTANCE DOGS: GUIDE, SIGNAL AND SERVICE DOGS ....... 6 ASSISTIVE TECHNOLOGY ............................................................ 11 AUDIOLOGICAL SERVICES .......................................................... 14 CAPTIONING SERVICES ............................................................... 16 CHILDREN AND FAMILY SERVICES ............................................ 19 COMMUNICATION ACCESS .......................................................... 21 COMMUNICATION OPTIONS FOR A CHILD WHO IS DEAF OR HARD OF HEARING ................................................................................................ 21 TELECOMMUNICATION ACCESS ................................................................... 26 COUNSELING AND REHABILITATION SERVICES ...................... 29 DEAF ACCESS PROGRAM ............................................................ 32 DEAF-BLIND RESOURCES ........................................................... 35 EDUCATION ................................................................................... 44 EDUCATION FOR CHILDREN WITH -
CV Elena Zini
Elena Zini BLL MSc, MITI 10 York Place, EH1 3EP, Edinburgh, Scotland, UK Phone: +44 (0)7765987207 E-mail: [email protected] Nationality: Italian Languages: Italian (A), English (B), Portuguese (C) French (C), Spanish (C) Associate Member of the Society of Authors Member of Institute of Translation and Interpreting Deputy Convenor of ITI ScotNet www.elenazini.com With a MSc in Translation and Conference Interpreting from Heriot Watt University in Edinburgh and a Bachelor's degree in Law, I have been working for the past 6 years as a translator, interpreter and subtitler for agencies and private clients in Europe and the UK. I specialise in legal and audiovisual translation. I am a Qualified Member of ITI and the current Deputy Convenor of its Scottish Network. Working Languages English into Italian, Italian into English Spanish, French and Portuguese into Italian Translation and Interpreting work experience Translator (500.000+ words translated) 2008 - current Edinburgh Legal and Financial Translations (ELF), Global Voices, Global Language Services, Rubric, Global Connects, McFelder Translations, TheBigWord, Managed Response Marketing, Inlingua, Alpha Translations, Trans Gulf Management Dubai, The Language Corner, Lingo24, Gorapco, KerrTranslations, and more. Published translations: Blues! Afroamericani: da schiavi a emarginati by Mariano De Simone Sometimes I feel… and A quick dip into deep thinking by Dori Kirchmair (Italian editions) Proofreader: La forza del diritto (The Force of Law), book by Frederick Schauer, Wordsmith, Global -
Interpreting and Translation National Policy
Interpreting and Translation National Policy Enabling equitable access to safe, effective and person-centred healthcare services through spoken, signed and written language communication support P a g e 1 | 37 Contents Page 1. Introduction 4 Purpose 4 Legislative context 5 Equality Act 2010 6 Aims and outcomes 8 Scope 9 2. Why is interpreting, translation and communication support important? 10 Accessing healthcare services and effective communication 10 Barriers to communication 10 Patient safety 11 Risk management 11 3. Interpreting and Translation 12 Establishing the need for an interpreter or translator 12 Interpretation 12 o Telephone interpreting o o Face-to-face interpreting o British Sign Language users and face-to-face interpreting 13 Translation 14 o Interpreting and support for patients, family o members and carers o Timeliness o Communicating with patients with language support needs outwith appointments 15 Continuity of interpreting services 15 Support for sensitive, vulnerable or traumatic work cases 16 Qualifications and registration of interpreters and translators 16 Bilingual staff members 17 Family, friends and carers 17 Where a patient refuses professional interpreting 18 support Out of Hours Provision 19 P a g e 2 | 37 4. Roles and Responsibilities 20 NHS Staff 20 o Continuity of interpreters o Administrative staff o Identifying service users spoken or signed language needs Senior leadership 22 o Training for NHS staff o Support for interpreters o Governance Interpreters 24 o Professional conduct o Responsibility of agencies Continuing professional development (CPD) and 25 training 5. Finance 26 6. Governance, Monitoring and Review 28 Documentation Monitoring and evaluation of services Service feedback - compliments, comments, concerns and complaints Contacting a Deaf patient over the phone/tablet device Review Equality Impact Assessment (EQIA) 7. -
Participation Framework and Footing Shifts in an Interpreted Academic Meeting Annie R
Journal of Interpretation Volume 22 | Issue 1 Article 4 2012 Participation Framework and Footing Shifts in an Interpreted Academic Meeting Annie R. Marks Gallaudet University, [email protected] Follow this and additional works at: http://digitalcommons.unf.edu/joi Part of the Anthropological Linguistics and Sociolinguistics Commons, Discourse and Text Linguistics Commons, International and Intercultural Communication Commons, Interpersonal and Small Group Communication Commons, and the Other Communication Commons Suggested Citation Marks, Annie R. (2012) "Participation Framework and Footing Shifts in na Interpreted Academic Meeting," Journal of Interpretation: Vol. 22 : Iss. 1 , Article 4. Available at: http://digitalcommons.unf.edu/joi/vol22/iss1/4 This Article is brought to you for free and open access by UNF Digital Commons. It has been accepted for inclusion in Journal of Interpretation by an authorized editor of the JOI, on behalf of the Registry of Interpreters for the Deaf (RID). For more information, please contact [email protected]. © All Rights Reserved Marks Introduction When people engage in conversation, the frames and schema they bring to the interaction influence their perception of success for that interaction. When we enter specific settings and engage in familiar tasks, we often have frameworks based on our past experiences that guide us in the interaction and influence our expectations for what will happen. When a patient visits the doctor, the patient expects that the doctor will ask a series of questions during an exam in order to determine their ailment. When a student meets with a professor about a homework assignment, the professor knows that the student has come to seek information.