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Innovative Practices for Teaching Sign Language Interpreters

Cynthia B. Roy, Editor

Publication Year: 2000

Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill. Elizabeth Winston and Christine Monikowski begin by explaining discourse mapping to enable students to develop a mental picture of a message’s meaning and the relationships of context, form, and content. Kyra Pollitt discusses critical discourse analysis, to reveal some of the cultural influences that shape a speaker’s language use. Melanie Metzger describes preparing role-plays so that students learn to effectively switch back and forth between languages, manage features such as overlap, and make relevant contributions to interaction, such as indicating the source of an utterance. Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.

Published by: Gallaudet University Press

Title Page, Copyright

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CONTRIBUTORS

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pp. vii-viii

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FOREWORD

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pp. ix-xvi

In 1972 the Registry of Interpreters for the Deaf (RID) and Gallaudet College (it wasn't a university yet) convened the Conference on Preparation of Personnel in the Field of Interpreting. The idea was to bring together experts who could suggest what skills and knowledge would-be interpreters needed to have and how best to develop those skills and that knowledge. Most of the "experts" ...

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Training Interpreters—Past, Present, and Future

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pp. 1-22

Ever since the formal education of interpreters began, educators have been trying to determine what to teach in order to produce entry-level interpreters who achieve the minimum level of competence needed to perform their jobs successfully. Etilvia Arjona, former director of the translation and interpretation program at the Monterey Institute of International Studies, suggested that interpreter ...

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Discourse Mapping: Developing Textual Coherence Skills in Interpreters

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pp. 15-66

Successful interpretations require an in-depth understanding of the underlying coherence of a source language text and the ability to produce an equally coherent message in the target language. This is much more than a superficial recognition of the words or signs; it is the ability to understand a message from multiple perspectives, recognizing the subtle links between the meaning of the ...

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Critical Linguistic and Cultural Awareness: Essential Tools in the Interpreter's Kit Bag

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pp. 67-82

We are in the business of making judgments about people. It is an activity that we indulge in every day of our working lives. Some will try to claim that they do not judge people, others will punish them-selves for making such judgments. But let's face it, it is part of the job-how else is one to reflect the speaker and determine speaker intent? 1...

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Interactive Role-Plays As a Teaching Strategy

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pp. 83-108

Students of interpretation are often taught that the interpreter's role in interactive settings is that of a neutral service provider. This is likely due to the fact that interpreters have long been viewed as merely a tool to interaction. For example, the traditional view assumes that interactive discourse facilitated by an interpreter is a dyad between two monolinguals or between deaf and ...

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Translation Techniques in Interpreter Education

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pp. 109-131

The basis for using translation techniques in interpreter preparation is that translation provides an important framework for teaching and learning the interpreting process. This approach allows interpretation to be taught as a series of successive learning situations that are critically linked to translation skills. In this systematic approach to teaching interpreting, translation forms the basis for ...

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Metacognition and Recall Protocols in the Interpreting Classroom

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pp. 132-152

Perceptions of literacy have undergone a remarkable change in the last half of the twentieth century. Where before, literacy was thought of as the ability to read and write, literacy today is construed as dynamic, as the ability to function in a language and culture. Agar (1994), finding it impossible to separate language from culture, coined the term languaculture to encompass the complexity of the ...

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Portfolios: One Answer to the Challenge of Assessment and the "Readiness to Work" Gap

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pp. 153-176

Portfolios originated in the fine arts as a collection of artifacts to demonstrate one's best works or accomplishments as well as the range of one's ability, skill, or knowledge. They are now used in a number of fields, especially in writing (Belanoff and Dickson 1991), in a variety of ways. One is an educational assessment portfolio in which a student compiles various documents that demonstrate ...

INDEX

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pp. 177-181


E-ISBN-13: 9781563682094
E-ISBN-10: 1563682095
Print-ISBN-13: 9781563680885
Print-ISBN-10: 1563680882

Page Count: 200
Illustrations: 18 figures
Publication Year: 2000

Series Title: Interpreter Education Series
Series Editor Byline: Cynthia B. Roy

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Subject Headings

  • Sign language -- Study and teaching -- United States.
  • American Sign Language -- Study and teaching.
  • Interpreters for the deaf -- Training of -- United States.
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