Advances in Teaching Sign Language Interpreters
Publication Year: 2005
Published by: Gallaudet University Press
Title Page, Copyright Page
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Curriculum Revision in the Twenty-First Century: Northeastern’s Experience
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In the spring of 2001, Northeastern University’s board of trustees approved a faculty resolution that the university convert from a quarter system to a semester system. Instead of four 11- or 12-week quarters per academic year, there would be two 15-week semesters and two intensive, 71⁄2-week summer sessions. ...
Teaching Observation Techniques to Interpreters
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Observation is one of the hallmarks of professional work, and developing this expertise is a priority for most professions (e.g., teaching, medicine, psychology, counseling, human services, law, interpreting). Depending on the profession and theoretical orientation, there are various approaches to teaching ...
Discourse Mapping: The GPS of Translation
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This chapter describes an approach to teaching translation using discourse mapping. Elsewhere (Winston and Monikowski 2000) we presented a comprehensive description of discourse mapping and described a series of spiraling activities. It is a process that helps students and working interpreters render a successful ...
Beyond He Said, She Said: The Challenge of Referring Expressions for Interpreting Students
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Referring expressions are an integral part of language and are present in every discourse that students interpret. In a sentence such as “The woman next door gave the green book to my son’s friend,” referring forms such as “the woman next door” and “the green book” are descriptive. ...
Interpreted Discourse: Learning and Recognizing What Interpreters Do in Interaction
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Interpreters’ work is discourse. Although varying approaches to the study and pedagogy of interpretation exist, one cannot deny that the basic work that interpreters engage in on a daily basis is the comprehension and manipulation of discourse. In addition to the need for interpreters to study and gain control ...
Teaching Interpreting Students to Identify Omission Potential
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In my study of interpreters of Australian Sign Language (Auslan) to English, I found that interpreters’ production of omissions was influenced by their familiarity with the context of the situation and the content of the message they were interpreting, which was a university lecture (Napier 2002). ...
From Theory to Practice: Making the Interpreting Process Come Alive in the Classroom
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One of the greatest challenges in teaching interpreting is providing students with both an abstract knowledge of a theory of interpretation and a personal understanding of the application of the theory. The ability to recite the stages in a specific theory is not a particularly helpful skill for a student interpreter. ...
Teaching Turn-Taking and Turn-Yielding in Meetings with Deaf and Hearing Participants
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If Deaf people and nonsigners attend a joint meeting, they need at least one sign language interpreter to accomplish successful communication between them.1 It is generally assumed (especially by “outsiders,” i.e., nonsigners who have no experience in communicating with Deaf signers) that in such “mixed” meetings ...
False Friends and Their Influence on Sign Language Interpreting
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During many years of interpreting, I have noticed that sign language interpreters will sometimes use an odd turn of phrase when interpreting into a spoken language. Interpreters utter words and phrases that range from sounding silly to incorrect—thereby running the risk of making the interpretation sound monotonous, ...
Cold Calling? Retraining Interpreters in the Art of Telephone Interpreting
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The telephone is an instrument of culture(s) based on sound and as such is foreign to Deaf communities. Interpreted telephone interaction, in which all three participants are not physically present and cannot see each other, is conducted through the medium of sound, a medium that is culturally comfortable ...
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Page Count: 224
Illustrations: 9 tables, 20 figures
Publication Year: 2005