Topics in Signed Language Interpreting: Theory and Practice (review)

I was six years old when I did my first job as a sign-language interpreter in a formal setting. I was interpreting for my deaf mother, who was trying to explain to Miss Arthur, the principal of the school, why I decided to quit school on the first day of classes. I thought I did a pretty good job of interpreting, but upon reflection I think a bit of bias towards my point of view crept into the conversation. For some reason my mother accepted my version of events. Miss Arthur was not amused. That was the last time my parents ever attended a school meeting.

That interaction took place sixty years ago. At that time the sign language used by deaf people was not an ‘officially’ recognized language. In fact, as far as the educators and linguists of the day were concerned, sign language was just a hodgepodge of primitive gestures used by the ‘deaf and dumb.’ The idea that someone could make a living working as a sign-language interpreter for deaf people was not contemplated. Most interpreting was done by family members, and it was done literally ‘under the table’ to avoid attracting unwanted attention in public places.

Topics in Signed Language Interpreting: Theory and Practice is a testament to the radical changes that have taken place over the course of my lifetime. The signed languages used by deaf people worldwide are now recognized as fully fledged languages equal to spoken languages in every way. In Canada, the English-speaking community uses American Sign Language (asl), in Quebec and other French-speaking areas of Canada, Langue des signes Québecoise (lsq) is used, and in Nunavut, Inuit Sign Language (isl) is the language of choice among deaf people and their families.

This is a technical book aimed at students as well as working practitioners. The eleven chapters cover topics ranging from the development of a cognitive model of interpretation, best practices in interpretation, simultaneous vs. sequential interpretation, the emerging role of deaf interpreters, and the degree to which interpreters should be active or passive in the communication process. Important ethical and professional issues are also discussed in detail. A brief name and subject index are provided. Each chapter has its own extensive reference list.

One of the major issues that interpreters have to deal with is the wide variation in the linguistic background and skill of the deaf population. Until recently, sign language was a ‘forbidden’ language in the majority of schools for the deaf. This led in many cases to extreme language deprivation in the early years and resulted in considerable variation in both the signs and the grammar of asl. The profound impact of this situation on interpretation is dealt with extensively in the book.

Interpreters have to assess the linguistic situation they are confronted with daily in their work – often operating under extreme time constraints. They have to adjust their interpretation style to the individual requirements of the deaf person, who may be at work, in a hospital, a school, or even a courtroom.

Fortunately every chapter of this volume offers useful insights that will be of great value to working interpreters and students of interpreting. This book should also be of considerable interest to linguists and other students of language and communication who seek a deeper understanding of the remarkable capacity of the brain to process language in more than one modality.

Looking back, I’m not sure how my life would have been altered if a ‘real’ interpreter had been present on my first day in school. I am happy that no children of deaf parents – or any other family member, for that matter – will need to interpret for their parents in difficult personal situations, such as medical appointments or home and school meetings. I’m glad that now there is a substantial cadre of professional sign-language interpreters ready to do these jobs. I’m doubly pleased that these same interpreters will be able...