Topics in Signed Language Interpreting: Theory And Practice (Benjamins Translation Library)

Topics in Signed Language Interpreting......Page 2
Editorial page......Page 3
Title pagr......Page 4
LCC data......Page 5
dedication......Page 6
Table of contents......Page 8
Contributors......Page 10
Acknowledgements......Page 12
Part I. Introduction......Page 14
1. The task: Interpretation involving at least one signed language......Page 16
2.1 Students of interpreting......Page 17
3. Interpreters and their work......Page 18
4. An interpreter’s resources in constructing a successful target text......Page 19
4.2 Linguistic form......Page 21
5. Emerging themes......Page 22
5.1 The contributions to the volume......Page 23
6. A final introductory note: Some text conventions......Page 31
6.2 The use of Deaf/deaf......Page 32
6.4 Interpreting as activity vs. interpretation as product......Page 33
Notes......Page 34
References......Page 36
Part II. Aspects of interpreting theory......Page 38
1. Introduction......Page 40
2. Interpreting models......Page 41
2.2 A conduit model......Page 42
2.4 A sociolinguistic model......Page 43
2.5 A pedagogical model......Page 44
2.8 Text analysis and discourse analysis models......Page 45
3.1 Language and communication......Page 46
3.2 Cognitive science and communication......Page 51
3.3 Cognitive linguistics and interpreting......Page 52
4. Implications......Page 57
5. A conclusion......Page 60
Notes......Page 61
References......Page 62
2. The challenges facing interpreters......Page 64
3. Gile’s EffortModels in interpreting......Page 66
3.2 The Memory Effort......Page 67
3.3 The Production Effort......Page 68
3.5 Gile’s Effort Model of simultaneous interpretation......Page 70
4. Coping strategies used by professional interpreters......Page 71
4.2 Strategic additions......Page 72
4.3 Strategic substitutions......Page 73
4.4 Paraphrasing......Page 74
4.5 Other strategies used......Page 75
5. Summary and conclusions......Page 79
References......Page 80
1. Introduction......Page 82
1.1 Getting from source message to target message......Page 83
3. From source text to target text......Page 84
3.1 Source language structure as intrusion......Page 85
4. The interpreter’s acquisition of ASL as a second language......Page 86
4.2 Memory......Page 88
4.3 Linguistic training......Page 92
5. Words, constructions, texts, and context......Page 94
5.1 Words......Page 95
5.1.1 Meaning transfer in terms of (complex) words......Page 99
5.2 Constructions......Page 101
5.3 Texts......Page 104
5.3.1 Registers, genres, and the language style of texts......Page 105
5.3.2 Culturally motivated text structure differences: A problem for interpreters......Page 107
5.4 Context......Page 109
5.4.1 Discourse context......Page 110
5.4.2 Pragmatic context......Page 111
6. Some conclusions......Page 112
Notes......Page 113
References......Page 115
1. Introduction......Page 120
2.1 Features of contact sign......Page 121
2.2 Why does contact sign exist?......Page 123
2.3 Studies of contact signing......Page 124
3. Efforts to define transliteration......Page 126
4. Research on transliteration......Page 128
5. Challenges of transliteration......Page 132
5.1 Assessing consumer needs......Page 133
5.2 Attitudinal barriers......Page 134
6. Preparing interpreters to work into contact varieties of signed language......Page 136
7. Certification and standards......Page 139
8. Recommendations......Page 140
Notes......Page 143
References......Page 144
2. Consecutive and simultaneous interpreting......Page 148
3. The role of consecutive interpreting in the education of interpreters......Page 150
4. Myths and perceptions......Page 152
5. Models of interpreting and their role in consecutive interpreting......Page 154
5.1 A meaning-based model of interpreting......Page 157
5.2 Consecutive interpreting and signed language interpreters......Page 159
6. Consecutive and simultaneous interpreting in legal contexts......Page 162
7. Deciding factors in the use of consecutive interpreting......Page 168
8. Implications for our field......Page 172
9. Conclusion......Page 173
References......Page 174
1. Introduction......Page 178
2.1 Interpreters as helpers......Page 179
2.2 Interpreters as conduits......Page 180
2.3 Interpreters as cultural mediators......Page 182
2.4 Interpreters as allies......Page 183
2.5 The appropriateness of models for interpreters......Page 184
3. A code of conduct......Page 185
4. The role of culture in ethical practice......Page 187
5. Professional considerations vs. ethical decision making......Page 188
5.1 The interpreter in business......Page 189
5.2 The interpreter’s interaction with clients and colleagues......Page 192
5.2.1 Interactions during the assignment......Page 193
5.2.2 Interactions apart from the assignment......Page 195
6.1 Linguistic choices......Page 196
6.2 Effects on the outcome of interpretation......Page 198
7.1 The Deaf community......Page 199
7.2 The interpreting community......Page 200
8. The absence of neutrality......Page 201
8.1 A consumer-centred vs. interpreter-centred approach......Page 202
9. Conclusions......Page 203
 Notes......Page 205
References......Page 206
Appendix A......Page 208
Part III. Interpretation in practice......Page 214
2. What ASL-English interpreters do......Page 216
3.1 Treating consumers as individuals......Page 217
4.1 Types of employment......Page 219
6. The interpreter as a team member......Page 222
7. The skills of the interpreter......Page 223
8. The eight steps of successful interpreting......Page 224
8.1 Step one: The initial contact......Page 225
8.2 Step two: Gathering preliminary information......Page 226
8.4 Step four: Off-site preparation......Page 228
8.5 Step five: Arriving at the assignment......Page 230
8.6 Step six: On-site preparation......Page 231
8.7 Step seven: Facilitating the interaction......Page 232
8.8 Step eight: Reflecting and debriefing......Page 235
9. The marvel of interpreting experience......Page 236
Notes......Page 241
References......Page 242
1. Introduction......Page 244
2. A cultural consideration: Name signs......Page 245
3. Linguistic considerations......Page 248
3.1 Negotiating topics......Page 249
3.3 Classifiers......Page 251
3.4 English language intrusions in ASL......Page 254
3.4.1 Semantic choices and swear words......Page 255
4. Interpreting considerations......Page 256
4.3 Using “dramatization”......Page 257
4.4 The use of first and third person pronouns......Page 259
4.5 Monitoring consumer feedback while interpreting......Page 260
5. Conclusion: Deaf and hearing communities working together......Page 261
References......Page 262
1. Introduction......Page 264
1.1 The Republic of Ireland – A colonial past......Page 265
3. The Irish Deaf community and Irish Sign Language......Page 266
3.1.1 Gender variation......Page 267
3.1.2 Gay Sign Variation......Page 268
3.1.4 Regional variation......Page 269
4.1 Gender as an influencing factor......Page 270
4.1.1 Gender and generation in Irish Sign Language: The role of the lexicon......Page 271
4.1.2 Contemporary ISL: Do gender and generation continue to conflate?......Page 272
4.2.1 Simultaneous constructions and gender in ISL......Page 273
4.2.3 The impact of variation on the interpreter’s task......Page 274
5.1 Borrowing......Page 275
5.2 Convergence and divergence......Page 276
5.4 Lingua francas......Page 277
5.5 British Sign Language and Irish Sign Language......Page 278
5.6 Signed English as a prestige variety......Page 280
6. Vying with variation: The challenge for ISL interpreters......Page 282
6.1.1 Knowing your audience......Page 283
6.1.2 Nonce signs......Page 284
6.1.3 Repetition using a variety of vocabulary as a strategy......Page 285
6.1.4 Finding equivalence: The role of inference and paraphrasing......Page 286
6.1.6 Omission of certain items from the target language text......Page 287
7.2 Affirming variation while on-task......Page 288
7.5 Don’t use foreign vocabulary......Page 289
8. Comparison of approaches: The interpreter and the Deaf consultant......Page 290
9. Signed language interpreting in the European Union......Page 291
9.1 The European Union and the Council of Europe: Recognition and protection of languages in Europe......Page 292
9.2 The European Union of the Deaf (EUD)......Page 293
9.3 Training of signed language interpreters across the European Union......Page 294
9.4 Communicating at pan-European Union meetings......Page 296
9.5 Towards international working signed languages?......Page 297
9.6 Looking forward......Page 298
10. Summary......Page 299
Notes......Page 300
References......Page 301
Web-sites of Interest......Page 304
1. Introduction......Page 306
2.1 Single versusmultiple roles......Page 308
2.2 Interpreter qualifications......Page 309
2.3 Interpreting for children......Page 311
2.4 Responsibilities within the classroom......Page 312
2.5 Responsibilities beyond the classroom......Page 316
2.6 The interpreter as part of an educational team......Page 317
3. Language issues in the classroom......Page 318
4. Issues of power and control......Page 320
4.1 A self-check on issues of control......Page 321
5. Ethical decision making in the educational setting......Page 322
5.1 Professional boundaries......Page 323
5.2 Error management......Page 324
5.3 Use of down time......Page 325
6.1 Deaf community perspectives......Page 326
6.2 Instructors’ perspectives......Page 327
6.3 Interpreters’ perspectives......Page 328
7. Finding resources......Page 329
8. Self-assessing employment suitability......Page 332
9. Conclusion......Page 333
References......Page 334
1. Introduction......Page 336
2.1.1 Deaf bilinguals......Page 337
2.2 Deaf interpreters as professionals......Page 338
3.1 Working with two languages......Page 340
3.1.1 ASL-LSQ DIs......Page 341
3.2.1 Mirroring......Page 342
3.2.2 The DI as facilitator......Page 344
3.2.3 Working with International Sign......Page 346
3.2.4 Working with Deaf-blind people within one language......Page 347
3.2.5 Summary......Page 348
4.1.1 The DI working solo......Page 349
4.1.2 DIs working as a team......Page 350
4.1.3 The DI working with hearing interpreters......Page 353
4.1.4 Audio-visual support......Page 354
4.1.5 Board meetings......Page 356
4.2 Models of the DI-Facilitator......Page 357
4.3 Written text to signed language......Page 359
5. Ethics......Page 360
6. Deaf interpreter training programs......Page 363
Notes......Page 365
References......Page 367
Name index......Page 370
Subject index......Page 372
The series Benjamins Translation Library......Page 376