Buch, Englisch, 194 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Routledge Introductions to Translation and Interpreting
Buch, Englisch, 194 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Routledge Introductions to Translation and Interpreting
ISBN: 978-1-041-06781-8
Verlag: Taylor & Francis Ltd
Sign Language Translation and Interpreting addresses the growing need for skilled deaf and hearing sign language translators and interpreters by integrating foundational theory with practical skill development. This essential textbook provides a comprehensive suite of exercises to build threshold translation and interpreting competencies, examines the key role of current technology in SLTI practice, and offers training exercises for deaf and hearing SLTIs working together, with attention to how their roles may differ in practice.
Beginning with one-way interpreting to develop glossary application and preparation skills while building stamina through targeted exercises, the text then progresses to two-way interpreting to enhance language and interaction management. Specialized chapters focus on health and legal domains, examining the systems SLTI professionals navigate, institutional roles, professional competencies, and when to use sight translation, consecutive, and simultaneous interpreting modes. Finally, there is valuable guidance on transitioning to practice and engaging with the profession, including building networks and contributing to both the profession and to Deaf communities.
Featuring practical examples throughout the text and in downloadable support material resources, this textbook offers clear justifications for theoretical engagement and reflective practice. It includes classroom discussions, activities, and translation and interpreting examples designed to enhance learning and participation. An indispensable resource for sign language translation and interpreting courses in translation studies programs and for training professional sign language translators and interpreters.
Zielgruppe
Postgraduate, Professional Practice & Development, and Undergraduate Advanced
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
List of figures and tables
Foreword
Chapter one: Structure of the textbook
1.1 The nature of this textbook
1.2 The chapter structure
1.2.1 Using the recommended readings
1.2.2 Using the web resources
1.3 How to use the book
1.3.1 Student readers
1.3.2 Interpreter educators
Chapter two: Fundamental skills
2.1 Fundamental skills
2.2 Sight translation
Discussion 2.1 Ensuring access Activity 2.1.1 Form visual layout
Activity 2.1.2 Form notes Activity 2.2 Form translation
2.3 (Short) Consecutive mode
Discussion 2.2 When to use consecutive
Activity 2.3 Email translation
2.4 Simultaneous mode
Activity 2.4.1 Noting taking > research > interpreting
Activity 2.4.2 Interpreting analysis - omissions
2.5 Blended approaches
Question 2.1: Shifting interpreting modes
2.6 Ethical reasoning
Activity 2.5: Scenario - Disclosure dilemma
2.7 Having a PDP
Activity 2.6 Reflection – developing practice
Activity 2.7 Reviewing a PDP
2.8 Recommended further readings
References
Chapter three: Glossary Building
3.1 What is a glossary?
Discussion 3.1 What is a glossary?
3.2 Glossary building
Activity 3.1 Online language resources
Activity 3.2 Glossary template
3.3 Using a text-based glossary
3.4 Using a video glossary
3.5 Examples of glossary use
3.5.1 Example 1: Planetarium
3.5.2 Example 2: Art Gallery Tour
3.5.3 Example 3: International Organisation
3.6 Glossary activities
3.6.1 Tasks
Task 3.1 Sewing machine manual
Task 3.2 TV / media shoot
Task 3 Political visit/activism
3.6.2 Discussions and discussion points
3.7 Recommended further readings
References
Chapter four: Working in one direction
4.1 What is monologue interpreting?
4.1.1 Processing time in monologue interpreting
Activity 4.1: playing with processing time length
4.1.2 Discourse strategies in monologue interpreting
Activity 4.2 Discourse structure
Activity 4.3 Discourse markers
4.1.3 Discourse features in spoken and signed languages
Activity 4.4 Discourse types and discourse features
4.2 Education settings – lectures and classrooms
Question 4.1 Discourse type and features
Discussion 4.1 One-way educational assignments
Activity 4.5 Preparation
Discussion 4.2 – who should be interpreting where?
4.3 Conference interpreting – public and academic
Activity 4.6 Conference activity
4.4 Remote work – additional considerations
Discussion 4.3 Remote platforms
Activity 4.7 Remote practice
Roleplay card: 1
Roleplay card: 2
4.5 Media interpreting – studio work
Activity 4.8 Museum guide activity
4.6 Monologue activities
4.6.1 Activities
4.6.2 Discussions and discussion points
4.7 Recommended further readings
References
Chapter five: Working in both directions
5.1 What is dialogue interpreting?
5.1.1 Processing time in dialogue interpreting
Activity 5.1: Group discussion processing time
5.1.2 Turn taking in spoken and signed languages
5.1.3 Overlapping talk in spoken and signed languages
5.1.4 Repairs in spoken and signed languages
Activity 5.2 Using ELAN for turn taking analysis
5.1.5 Interaction management strategies in dialogue interpreting
Activity 5.3 Using ELAN for turn taking analysis of an interpreter-mediated event
Activity 5.4 Managing the interactional floor
5.2 Education settings – one to one and parent teacher meetings
Question 5.1 Two-way educational assignments
Activity 5.5 Preparation
5.3 Conference interpreting – networking and breakout rooms
Activity 5.6 Conference networking task
5.4 Remote work – additional considerations
Activity 5.7 Remote practice
Discussion 5.1 Remote conference interpreting pre- de-briefing
5.5 Media interpreting – television interviews and working on set
Activity 5.8 Media demands and controls
5.6 Dialogue activities
5.6.1 Activities
5.6.2 Discussions and discussion points
5.7 Recommended further readings
References
Chapter six: Interpreting in health settings
6.1 The healthcare setting
Question 6.1 Gender and healthcare interpreting
Box 6.1 Socialised vs Private healthcare provision
6. 2 Co-ordinating tasks
6.2.1 Overlapping talk, repairs, and clarifications
Activity 6.1 An annual asthma review
Activity 6.2 Identifying the structure and stages of an interpreter-mediated healthcare appointment
Activity 6.3 Applying your structural analysis
Box 6.2 The presence of the interpreter in medical settings
6. 3 Mode of interpreting- blending simultaneous with consecutive
Question 6.2: Managing an interpreting mode shift
6.4 Realia and language adjustment
Activity 6.4 Using semiotic resources within the environment
6.4.1 The hospital bed
6.4.2 Co and no speech gestures - taking blood pressure
6.4.3 Positioning
6.5 Healthcare professionals’ communication behaviours
6.5.1 Cues of interest/Back channels
6.5.2 Paraphrasing
6.6 Healthcare setting activities
6.6.1. Observational activity
6.6.2 Guided SHCA 1- IBS (irritable bowel syndrome)
6.6.2 Discussion points
6.7 Recommended further readings
References
Chapter seven: Interpreting in legal settings
7.1 Legal systems
Question 7.1: Legal interpreter role
Box 7.1 Deaf people’s experiences of accessing the law
7. 2 Solicitor/Lawyer/Attorney’s appointments
Activity 7.1 Legal glossary
7.2.1 Language use by deaf lawyers
7. 3 Police interpreting
7.3.1 The police caution
Activity 7.2 The police admonition/caution/Miranda
7.3.2 At the police station
Activity 7.3 PEACE preparation with a coworker
Activity 7.4 Legal co-working analysis
Activity 7.5 ABE interview interpreter analysis
7.3.1 Video-mediated police interpreting
Discussion 7.1 Police video-mediated interpreting
7.4 Lower and higher courts
Activity 7.5 Your legal system
7.4.1 Coroner/Death investigations
Question 7.3 Your medico-legal system
Box 7.2 The oath
Activity 7.6 Your oath(s)
Activity 7.7 Eliciting information – using guidelines
7.4.2 Team interpreting in legal settings
Activity 7.8 Trial co-working
7.5 Legal expectations and ethics
Activity 7.9 Explaining your role in the legal system
7.6 Legal setting activities
7.6.1 Tasks
7.6.2 Discussions and discussions points
7.7 Recommended further readings
References
Chapter eight: Other community settings
8.1 Lone working and safety
Box 8.1 Lone Working Checklist for interpreters
Discussion 8.1 Safety protocols
8.2 Home visits
Activity 8.1 Home visit preparation
Activity 8.2 Equipment visit
8.2.1 Social care/social work
Activity 8.2 Social care scenario
Activity 8.3 Signed dictation/sight translation
8.2.2 Domestic mental health appointments
Activity 8.4 Understanding mental health assessments
8.3 Working in and for institutions
8.3.1 Social care/social work
Activity 8.5 Case conference scenario:
8.3.2 Mental health
Class Discussion 8.2 Mental health via remote interpreting
Question 8.1 Deaf specific mental health services
8.4 Community setting activities
8.4.1 Tasks
8.4.2 Discussions and discussion points
8.5 Recommended further readings
References
Chapter nine: Progression to work
9.1 Building networks
9.1.1 Professional and Community networks
Activity 9.1 Your current networks
9.1.2 Promoting your services
Activity 9.2 Your data protection responsibilities
Activity 9.3 Advertising your services
9.2 Self-care and supervision
9.2.1 Supervision and avoiding burnout
Discussion 9.1 Your local professional support
9.3 Professional development
Activity 9.4 Using DCS to consider new areas of work.
9.4 Expanding your work portfolio
9.4.1 Specialisation
Box 9.1 A suggested pathway into a new domain of work
9.5 Contributing to your profession
9.6 Recommended further readings
References
