Innovative Practices for Teaching Sign Language Interpreters

INDEX

INDEX Page numbers in italics indicate tables and figures. actors: using in interactive role-plays, 93, 106 adjacency pairs, 90-91 Agar, M., 132 American Sign Language: assessing comprehension in, 136-37; direct address in, 146; discourse mapping and, 19-20,2256 ; equivalents for English terms with multiple meanings, 120; in the history of interpreting, 3-4; issues in English translation , 119; producing texts with discourse mapping, 20-21; student interpreter competencies in, 133-34; teaching literacy skills in, 134; turn-taking signals in, 86 argumentative discourse, x, xi; grammatical features associated with, xiii-xv Arjona, Etilvia, 1, 6 assessment: of equivalence, 22, 47-51; of graduation portfolios, 154, 162; ofinterpreter training using graduation portfolios , 155, 168; oflanguage comprehension , 136-38 assessment portfolios, 153 attention-getting devices, 88-89 attributing sources, 91 Bakhtin, Mikhail, 9 Bassnett-McGuire, S., 117-18 Bernhardt, E., 137, 139 biculturalism, 7 bilingualism, 7 bottom-up processing, 136 brainstorming, 24-27 "Buying My Condo," 23,59-60 Callow, Kathleen, x, xi categorizing, 27 chunking, 44-45 clarification requests, 91-92 codes of ethics, 69, 83 cognitive psychology, 5 cohesive elements, 146 Cokely, D., 109 communicative competence: features of, 137-38 community colleges: history ofinterpreting programs in, 3-4 competence. See language competence comprehension: assessing, 136-38; in discourse mapping, 19-21,24-29 concept mapping. See discourse mapping conduit model, 4-8. See also neutral model of interpreting Conference ofInterpreter Trainers, 6 Conference on Preparation ofPersonnel in the Field of Interpreting, ix consecutive interpreting, 12; discourse mapping applied to, 21-22, 42-46 content: in discourse mapping, 16,57 context: in discourse mapping, 16,57; in pragmatics, 113 conversational discourse, X; grammatical features associated with, xiii-xv conversationalization, 80 critical discourse analysis: overview of, 11,69-70; practice of, 74-80; sample analysis, 78-80; theoretical background, 70-74 cultural untranslatability, 114-15. See also equivalence 177 178 culture: development of multicultural awareness, 115, 118-20, 129; interpreting and, 68-69; postmodernist notions of,70-74 curriculum development, 2 Deaf culture, 68 description: in pragmatics, 113 direct address, 146 discourse (see also interactive interpreting): Callow's typology, x-xii, xiii-xv; critical discourse analysis on, 70, 73-74; definitions of, 132; fundamental aspects of, 16; postmodernist notions of, 73 discourse analysis (see also critical discourse analysis): advantages of, 10; discourse mapping and, 11; overview of, 15-16 discourse competence, 138 Discourse Considerations in Translating the Word ofGod (Callow), x discourse mapping: applied to comprehending texts, 24-29; applied to consecutive interpreting, 42-46; applied to reconstruction of existing texts, 29-34; applied to simultaneous interpreting, 46-47; applied to translation, 34-42; assessing equivalence and, 22, 47-51; choosing texts for, 18-19, 51-56; goal of, 17,57; interlingual skills and, 21-22, 34-47; intralingual skills and, 19-21,23-34; notions of content, context, and form in, 16, 57; overview of, 11, 16-17, 57; sample analysis of example texts, 52-56; sample texts, 22-23,59-66; spiraling concept in, 21; uses of, 17-18 educators: curriculum development and, 2 English: current state of English studies, 133; issues in American Sign Language translation, 119; terms with multiple meanings, 119, 120; translating into foreign languages, 117-18; turn-taking signals in, 86 equivalence: assessing, 22, 47-51; problem of, 114-15; as a semiotic category, 119 ethics codes, 69, 83 evaluation. See assessment explanatory discourse, x, xi; grammatical features associated with, xiii-xv INDEX Fairclough, Norman, 70, 80 figurative language: translating, 122-23 form. See linguistic form frameslframing, 73, 113 Givon, T., 113, 114 Goffman, Erving, 9 graduation portfolios: assessing, 154, 162; benefits to employers, 167; benefits to students, 166-67; community involvement in, 167; evolution of, 154-55; introducing students to, 158; outcomes criteria , 156-57; overview of, 12, 153-54; recommendation options, 163; required and optional documentation in, 159-61; sample assessment form, 170-74; sample case studies, 163-66; sample contract form, 175; supporting students in, 158, 162; used to evaluate interpreter training programs, 155, 168 grammar: features associated with discourse types, xiii-xv; features of competency in, 137-38 greetings, 117-18 Gumperz, John, 9 Habermas,J., 70-71 Halliday, M. A. K, 146 Hatim, B., 48 hortatory discourse, x; grammatical features associated with, xiii-xv Hoza, J., 7-8 idea mapping. See discourse mapping idiomatic language: translating, 122-23 immediate recall protocols: benefits to interpreter training, 139, 149-50; choosing and preparing texts for, 140-41; experiencing the text, 141; introducing to students, 139; overview of, 12; sample...