Translation, Sociolinguistic, and Consumer Issues in Interpreting

2. Deep and Meaningful Conversation: Challenging Interpreter Impartiality in the Semantics and Pragmatics Classroom

Deep and Meaningful Conversation: Challenging Interpreter Impartiality in the Semantics and Pragmatics Classroom Lorraine Leeson and Susan Foley-Cave This chapter challenges the reality of two related notions that are central to interpreter behavior, namely that interpreters are not actively involved in creating the discourse that they “mediate” and that they are impartial with respect to both the message and the participants in an interpreted event.1 While much has been said regarding the myth of neutrality vis-à-vis interpreters in medical settings (Metzger, 1999), police interviews (Wadensjö, 1998), and other legal domains (e.g., Brennan & Brown, 1997), we wish to look at the particular challenges that interpreters face in the postgraduate education environment, specifically, in a classroom dedicated to introducing topics in semantics and pragmatics. We suggest that the challenge of discussing the semantics of one language in interpretation demands that the interpreter make decisions on several levels. We outline some of these and consider the consequences of such decisions. We also discuss the role of consultation with students and staff regarding the appropriateness of message transfer and contrast the practice of active preparation, as well as consulting and decision making both on and off task, with the notion of the interpreter as mediator and impartial bystander. Finally we suggest that, while the decisions that interpreters make in a semantics or pragmatics classroom are influenced by a metalinguistic framework, similar decisions are made in other interpreted domains, but the nature of interpreter decision making and information management as a necessary component of successful interpretation is typically overlooked . We propose that the highly embedded model of interpreter as conduit continues to influence our understanding of the interpreters’ role and that this needs to be challenged in order for us to appreciate more fully the nature of co-constructed interpreted discourse in action. 45 46 : l e e s o n a n d f o l e y - c a v e THE CHALLENGES OF INTERPRETING SEMANTICS AND PRAGMATICS In this section we look at some of the challenges that are specific to the interpretation of semantics and pragmatics. We begin by considering interpreting as a three-party exchange, that is, a triadic interaction (Wadensjö, 1998), and argue that, while classroom interaction in a traditional lecture session may not be as interactively participatory as other triadic domains, it is nonetheless a situation in which two languages are being used, typically in simultaneous mode, with the potential for communication breakdown. We then examine the ways in which the interpreter’s understanding of the function of the interpreting event can aid in preparation and on-task work. Finally we look at how the historic relationship between Irish Sign Language and English presents specific challenges to interpretation, particularly when the focus of the interpreting event is on a metalinguistic discussion of the meaning of words and the ways in which they are contextually driven. Interpreting: A Triadic Interaction Interpreting involves a default of two language participants who wish to interact but do not share a common language, along with an interpreter , whose role it is to facilitate the interaction between these parties. In the classroom setting that our discussion focuses on, the main participants are the professor (a hearing man in his 50s); the Deaf students (both in the 30–45 age group; one male and one female), and the two female interpreters (both in their 30s). The hearing students attending the class are also participants, and we could say much about how the interpreters’ presence affects their time in class. However, in this chapter we focus on the interpreters, the Deaf students, and the professor. While we are particularly concerned with the issues that arise in a linguistics classroom, many of the topics we raise apply equally to other domains, whether in tertiary education or indeed outside the educational sphere. For example, we believe that interpreting at the tertiary education level and conference interpreting have much in common. Several contextual factors that are relevant to the classroom subject matter can influence interpretation, including the following: • Both interpreters know the Deaf students and work with them as teaching colleagues in another setting. Deep and Meaningful Conversation : 47 • One of the interpreters has known the professor for more than a decade and works closely with him in an academic setting. • The interpreters have known each other for a decade and have worked closely in a wide range of settings. As a result, some...