Topics in Signed Language Interpreting

Name: Topics in Signed Language Interpreting | Theory and practice
Brand: John Benjamins Publishing Company
Price: 149.99 EUR
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Theory and practice

Terry Janzen(Editor)

John Benjamins Publishing Company

1st Edition

Published on 26. October 2005

XII, 362 pages

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978-90-272-9415-9 (ISBN)

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Topics in Signed Language Interpreting
Editorial page
Title pagr
LCC data
dedication
Table of contents
Contributors
Acknowledgements
Part I. Introduction
1. Introduction to the theory and practice of signed language interpreting
1. The task: Interpretation involving at least one signed language
2. The intended reader
2.1 Students of interpreting
2.2 Working interpreters
3. Interpreters and their work
4. An interpreter's resources in constructing a successful target text
4.1 Meaning
4.2 Linguistic form
4.3 The interpreter's strategies
4.4 The three poles in balance
5. Emerging themes
5.1 The contributions to the volume
6. A final introductory note: Some text conventions
6.1 "Signed language" vs. "sign language"
6.2 The use of Deaf/deaf
6.3 Interpreters: she or he?
6.4 Interpreting as activity vs. interpretation as product
Notes
References
Part II. Aspects of interpreting theory
2. Towards a cognitive model of interpreting
1. Introduction
2. Interpreting models
2.1 A helper model
2.2 A conduit model
2.3 A semiotic model
2.4 A sociolinguistic model
2.5 A pedagogical model
2.6 A proposed cognitive model of interpreting
2.7 The bilingual-bicultural model
2.8 Text analysis and discourse analysis models
2.9 Summary of interpreting models
2.10 The conduit model remains
3. Cognitive models of communication
3.1 Language and communication
3.2 Cognitive science and communication
3.3 Cognitive linguistics and interpreting
4. Implications
5. A conclusion
Notes
References
3. Making the effort in simultaneous interpreting
1. Introduction
2. The challenges facing interpreters
3. Gile's EffortModels in interpreting
3.1 The Listening and Analysis Effort
3.2 The Memory Effort
3.3 The Production Effort
3.4 The Coordination Effort
3.5 Gile's Effort Model of simultaneous interpretation
4. Coping strategies used by professional interpreters
4.1 Strategic omissions
4.2 Strategic additions
4.3 Strategic substitutions
4.4 Paraphrasing
4.5 Other strategies used
5. Summary and conclusions
Notes
References
4. Interpretation and language use
1. Introduction
1.1 Getting from source message to target message
2. The problem of language differences
3. From source text to target text
3.1 Source language structure as intrusion
4. The interpreter's acquisition of ASL as a second language
4.1 Interaction
4.2 Memory
4.3 Linguistic training
5. Words, constructions, texts, and context
5.1 Words
5.1.1 Meaning transfer in terms of (complex) words
5.2 Constructions
5.3 Texts
5.3.1 Registers, genres, and the language style of texts
5.3.2 Culturally motivated text structure differences: A problem for interpreters
5.4 Context
5.4.1 Discourse context
5.4.2 Pragmatic context
6. Some conclusions
Notes
References
5. Contact sign, transliteration and interpretation in Canada
1. Introduction
2. Contact sign:What is it?
2.1 Features of contact sign
2.2 Why does contact sign exist?
2.3 Studies of contact signing
3. Efforts to define transliteration
4. Research on transliteration
5. Challenges of transliteration
5.1 Assessing consumer needs
5.2 Attitudinal barriers
6. Preparing interpreters to work into contact varieties of signed language
7. Certification and standards
8. Recommendations
9. Conclusion
Notes
References
6. Consecutive and simultaneous interpreting
1. Introduction
2. Consecutive and simultaneous interpreting
3. The role of consecutive interpreting in the education of interpreters
4. Myths and perceptions
5. Models of interpreting and their role in consecutive interpreting
5.1 A meaning-based model of interpreting
5.2 Consecutive interpreting and signed language interpreters
6. Consecutive and simultaneous interpreting in legal contexts
7. Deciding factors in the use of consecutive interpreting
8. Implications for our field
9. Conclusion
Notes
References
7. Ethics and professionalism in interpreting
1. Introduction
2. How we got to where we are: A look at our history
2.1 Interpreters as helpers
2.2 Interpreters as conduits
2.3 Interpreters as cultural mediators
2.4 Interpreters as allies
2.5 The appropriateness of models for interpreters
3. A code of conduct
4. The role of culture in ethical practice
5. Professional considerations vs. ethical decision making
5.1 The interpreter in business
5.2 The interpreter's interaction with clients and colleagues
5.2.1 Interactions during the assignment
5.2.2 Interactions apart from the assignment
6. Effects and consequences of the interpreter's choices
6.1 Linguistic choices
6.2 Effects on the outcome of interpretation
6.3 Intercultural relationships between consumers
7. Participation in the community and the development of trust
7.1 The Deaf community
7.2 The interpreting community
8. The absence of neutrality
8.1 A consumer-centred vs. interpreter-centred approach
9. Conclusions
Notes
References
Appendix A
Part III. Interpretation in practice
8. The working interpreter
1. Introduction
2. What ASL-English interpreters do
3. The disparateness of consumers
3.1 Treating consumers as individuals
4. Where interpreters work
4.1 Types of employment
5. Expectations of a professional
6. The interpreter as a team member
7. The skills of the interpreter
8. The eight steps of successful interpreting
8.1 Step one: The initial contact
8.2 Step two: Gathering preliminary information
8.3 Step three: Accepting or declining
8.4 Step four: Off-site preparation
8.5 Step five: Arriving at the assignment
8.6 Step six: On-site preparation
8.7 Step seven: Facilitating the interaction
8.8 Step eight: Reflecting and debriefing
9. The marvel of interpreting experience
10. Conclusion
Notes
References
9. Best practices in interpreting
1. Introduction
2. A cultural consideration: Name signs
3. Linguistic considerations
3.1 Negotiating topics
3.2 Invented signs
3.3 Classifiers
3.4 English language intrusions in ASL
3.4.1 Semantic choices and swear words
4. Interpreting considerations
4.1 Simultaneous versus consecutive interpreting
4.2 Deaf interpreters
4.3 Using "dramatization"
4.4 The use of first and third person pronouns
4.5 Monitoring consumer feedback while interpreting
5. Conclusion: Deaf and hearing communities working together
Notes
References
10. Vying with variation
1. Introduction
1.1 The Republic of Ireland - A colonial past
2. Interpreting in Ireland - A new profession
3. The Irish Deaf community and Irish Sign Language
3.1 Variation in Irish Sign Language: Gendered signing, Gay Sign Variation (GSV) and regional variation
3.1.1 Gender variation
3.1.2 Gay Sign Variation
3.1.3 British Sign Language as a language of influence
3.1.4 Regional variation
4. Gender and generation in Irish Sign Language
4.1 Gender as an influencing factor
4.1.1 Gender and generation in Irish Sign Language: The role of the lexicon
4.1.2 Contemporary ISL: Do gender and generation continue to conflate?
4.2 Beyond the lexicon: Does gender play a role?
4.2.1 Simultaneous constructions and gender in ISL
4.2.2 Topic constructions and gender in ISL
4.2.3 The impact of variation on the interpreter's task
5. Language contact, signed languages and interpreters
5.1 Borrowing
5.2 Convergence and divergence
5.3 Interference
5.4 Lingua francas
5.5 British Sign Language and Irish Sign Language
5.6 Signed English as a prestige variety
6. Vying with variation: The challenge for ISL interpreters
6.1 Strategies used by ISL interpreters to deal with variation
6.1.1 Knowing your audience
6.1.2 Nonce signs
6.1.3 Repetition using a variety of vocabulary as a strategy
6.1.4 Finding equivalence: The role of inference and paraphrasing
6.1.5 Affirming variation while on-task
6.1.6 Omission of certain items from the target language text
7. The Deaf perspective: Let the interpreter beware!
7.1 Knowing a variety versus using a variety
7.2 Affirming variation while on-task
7.3 Ask the Deaf person for advice
7.4 When in doubt, use ISL
7.5 Don't use foreign vocabulary
8. Comparison of approaches: The interpreter and the Deaf consultant
9. Signed language interpreting in the European Union
9.1 The European Union and the Council of Europe: Recognition and protection of languages in Europe
9.2 The European Union of the Deaf (EUD)
9.3 Training of signed language interpreters across the European Union
9.4 Communicating at pan-European Union meetings
9.5 Towards international working signed languages?
9.6 Looking forward
10. Summary
Notes
References
Web-sites of Interest
11. Case studies in education
1. Introduction
2. Roles and responsibilities of the interpreter
2.1 Single versusmultiple roles
2.2 Interpreter qualifications
2.3 Interpreting for children
2.4 Responsibilities within the classroom
2.5 Responsibilities beyond the classroom
2.6 The interpreter as part of an educational team
3. Language issues in the classroom
4. Issues of power and control
4.1 A self-check on issues of control
5. Ethical decision making in the educational setting
5.1 Professional boundaries
5.2 Error management
5.3 Use of down time
6. Perspectives on interpreting in educational settings
6.1 Deaf community perspectives
6.2 Instructors' perspectives
6.3 Interpreters' perspectives
7. Finding resources
8. Self-assessing employment suitability
9. Conclusion
Notes
References
12. Deaf interpreters
1. Introduction
2. Deaf interpreters
2.1 Deaf interpreters within the Deaf community
2.1.1 Deaf bilinguals
2.2 Deaf interpreters as professionals
3. Description and roles of Deaf interpreters
3.1 Working with two languages
3.1.1 ASL-LSQ DIs
3.2 Working within one language
3.2.1 Mirroring
3.2.2 The DI as facilitator
3.2.3 Working with International Sign
3.2.4 Working with Deaf-blind people within one language
3.2.5 Summary
4. Models of Deaf interpreter positioning and arrangement
4.1 ASL-LSQ DI, DI-Mand DI-IS models
4.1.1 The DI working solo
4.1.2 DIs working as a team
4.1.3 The DI working with hearing interpreters
4.1.4 Audio-visual support
4.1.5 Board meetings
4.2 Models of the DI-Facilitator
4.3 Written text to signed language
5. Ethics
6. Deaf interpreter training programs
7. Conclusion
Notes
References
Name index
Subject index
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