Researching signed language interpreting through a sociolinguistic approach (original) (raw)
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Salient studies of signed language interpreting in the context of community interpreting scholarship
Linguistica Antverpiensia, 2006
During the past four decades, signed language interpreting (SLI) scholars have created a growing body of research. This work covers a broad range of topics, from a psycholinguistic perspective to a sociolinguistic one, from analyses of the cognitive processes in which signed language interpreters engage, to analyses of the management and participation framework of interpreted events, from linguistically-oriented studies to studies focused on aspects of the environment in particular settings or various applications of the interpreting process that impact on the flow and outcome of the interpreted event, be it consecutive or simultaneous work, in-person or via technology. Yet these contributions to our understanding of SLI neither occur in a vacuum, nor do they reflect issues limited to SL interpreters. This paper examines seminal studies in SLI research, and contextualizes them within the larger framework of community interpreting research.
Bridging Divides in the Interpreting Profession
International Journal of Interpreter Education, 2020
This commentary continues the discussion raised by Daniel Gile and Jemina Napier (2020) and aims to examine further the interconnectedness of signed and spoken language interpreting. Whereas Gile and Napier have drawn attention to some dimensions of complexity, we suggest that there are more to be explored. Focusing on the situated nature of interpreting, and including a broader range of practices of spoken language interpreting, we argue that complexities in interpreting are not inherently more present in signed language interpreting than in spoken language interpreting, and that there are situated and local contexts that must be taken more fully into account. As interpreters of signed (Hansen) and spoken (Buzungu) languages, we eagerly anticipate the rapidly approaching unification of the interpreting profession and the academic communities.
Educational interpreting ↑ Settings → Signed language interpreting Interpreting in educational settings can be described from a variety of perspectives. Many define it simply by the setting, as a means of providing access to educational services. Within this broad context, it occurs in almost every environment where people want to learn and where an interpreter is provided. Education can take the form of workshops for professionals, ongoing training for business clients, and academic courses and programs. The more common definition, and the topic discussed here, is interpreting that occurs within educational institutions such as universities, colleges, institutes, and schools serving children in primary and secondary educational settings. Educational interpreting has been most widely researched in the educational placements of deaf and hard-of-hearing students from primary through post-secondary settings. Since this educational practice is particularly widespread in the US, most of the discussion focuses on this national context. Given the crucial role of government policy in this field, special attention must be given to pertinent legislation and subsequent implementation measures. Societal implementation The practice of educational interpreting is generally perceived as a means of conveying information between teacher and student, with minimal psycho-social impact or consequence. However, educational interpreting, or interpreted education, is better understood when defined by the educational purposes it is intended to serve, the people it serves, and the impact it has upon those services and consumers. These purposes are conditioned by societal factors and implemented through government policy by administrators, consumers and service providers. Underlying this type of LANGUAGE POLICY are ideals of language equality and rights to accessible education. In some national contexts, educational interpreting occurs as the result of a societal desire to promote multilingualism for various cultures and language groups. In others, educational interpreting occurs because education is only available in a single majority language, and all non-users must access it either directly or through interpretation. Two
2010
This thesis explores the role of signed language interpreters (SLIs) in the workplace, a setting which presents challenges in terms of role, boundaries and interaction with deaf and hearing employees. The key research aims were to determine how primary participants understand the role of the SLI, and how this influences the dynamics of everyday interaction. Specific attention was paid to norms of discourse and shared repertoires within a workplace Community of Practice (CofP). A detailed description of the interpreting process was thus generated, enabling a deeper appreciation of workplace dialogue where the SLI is an active third participant. The research takes a linguistic ethnographic approach to examining signed language interpreting within the workplace. Data were collected through the use of questionnaires, practitioner journals, video-recorded interpreted interaction gathered in workplace settings, and video playback interviews. Findings show that the SLI has a considerable impact on the ways in which members of a CofP interact, specifically in relation to small talk, humorous exchanges and participation in the collaborative floor. The SLI's management of these aspects of workplace discourse influences the extent to which collegial relations can be established between employees. These findings have significance in relation to the training and education of SLIs, as well as their practice in this domain. The findings also demonstrate the need for all participants to re-evaluate their understanding of interpreted workplace discourse, moving towards a collaborative approach.
2014
What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount cultural identity. The default mode of interpreting shows a desire for speed that suppresses differences requiring cultural mediation. It is theorized this imbalance stems from the invention and imp...
Deaf Voice and the Invention of Community Interpreting
The goal of this article is to propose three, action learning “hypotheses” to be considered by interpreter educators as conceptual pillars for a comprehensive pedagogical framework that reinvigorates the original Deaf invention of community interpreting. The theoretical claim is that temporality is neglected in most discourse and research about simultaneous interpreting because it has been taken for granted that the speed of information transfer is a highly significant and non-negotiable measure of effective interpretation. Arguments about the values and benefits of taking or using time to generate better interpretations and/or guarantee mutual understanding among interlocutors have been absent from scholarly reflection about simultaneous interpretation but present in Deaf criticism. This criticism shows how engineering-based metaphors about the interpreter as a transmission machine perpetuate an informational bias at the expense of relationships: the ideology of speed interferes with the Deaf voice. To counter this, “holding time” is suggested as the essential function of an authorized interpreter using role space according to culturally-Deaf principles for the special intercultural communication practice of community-oriented simultaneous interpretation. This relational model pre-exists within traditional Deaf cultures and can therefore be considered a Deaf invention.
Interpreting international sign: mapping the interpreter’s profile
The Interpreter and Translator Trainer
This is the first study mapping the profile of International Sign (IS) conference interpreters worldwide. Rather than a language, IS is a set of variable communicative practices used by deaf persons in international settings. In addition, international institutions and organisations increasingly offer IS interpreting services in order to provide accessibility. As IS is created through contact by deaf persons with various sign languages, IS is continuously changing and evolving. Because IS is not conventionalised, it requires highly specialised skills of the interpreter. At present there are only ad hoc training opportunities for IS conference interpreters and a new accreditation system has recently been put in place. This study presents questionnaire data from current IS interpreting practitioners, which provides insight into their present demographics and qualifications and which, in turn, can be used to inform educators on how to train future IS conference interpreters.