I am not currently teaching Introduction to Interpreting (ASL3310).Please note: All information currently available on this site represents work and due dates relevant to a previous semester/course. Please check back during later semesters for updated information on this course. Thank you.
Cognitive and interactive models of interpreting
Let’s take a little bit of time to learn about differing models and processes of interpretation work. Various historical models allow us to view the complex interpreting process and analyze how language, message, and intent is communicated. It’s important to root interpreting practice in solid approaches and theory.
Here are some learning outcomes of which we might want to be aware:
- Through how many different models do we view sign language intepreting practice?
- How do these models differ? Why should we care? What is to be gained by viewing models and Demand-Control Schema theory together?
- What ramifications occur by looking at interpreting through a social lens?
Chapter 3 (pp. 29–44) Required
(pp. 1–2) The Interpretive Theory of Translation and its Current Applications Required
Written primarily for spoken language interpreters, Jungwha gives a brief introduction to the Interpretive Theory of Translation. Come for the four pillars (p. 2); stay for the whole thing. How much of Jungwha’s premise applies to SL interpreting or not?
Choi, J-W. (2003). The Interpretive Theory of Translation and Its Current Applications. Interpretation Studies, 3, pp. 1–15.
A basic interactive and cognitive model of interpreting. Pages 2–6 show how the model can be broken down and analyzed by participants, message, environments, and cognitive processes.
Handout (Cokely) Required
Cokely’s Sociolinguistic Model of Interpretation. Considered the benchmark of scientific and analytic intepreting models, Cokely’s diagram measures interpreting miscues in a scientific manner and helps interpreters determine where they happen.
Handout (McIntire & Sanderson) Required
A comparison of four historical approaches (McIntire & Sanderson, 1993) to interpreting situations.
Colonomos’ CRP Pedagogical Model of Interpretation. Colonomos’ work focuses on ascertaining the meaning and intent behind a speaker’s message. This model helps interpreters determine where, in the process, they should be attending to specific skills and efforts.