I am not currently teaching ASL3350: Consecutive Interpreting.

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An introduction to consecutive interpreting

Terminology, competencies, and models


Patrie, Consecutive Interpreting from English
Introduction & Terminology (pp. 11–20); Competencies (pp. 20–24); Models (pp. 25–28) 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.

Towards a cognitive model of interpreting (Wilcox & Shaffer) Required

(pp. 27–38) This is chapter 2 in Janzen, Terry (2005) Topics in Signed Language Interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Company. This article examines a handful of interpretation models and seats them in a context of anthropological applications to signed language interpretations.

Focus mainly on section 2.x and 3.1 (can skim the rest); here’s the breakdown:

  • 1.0 Introduction
  • 2.1 Helper model
  • 2.2 Conduit model
  • 2.3 Semiotic model
  • 2.4 Sociolinguistic model
  • 2.5 Cognitive model
  • 2.6 Bilingual/bicultural approach
  • 3.1 “Understanding”

Interactive Model of Interpreting (Stringham) Required

A basic interactive (from a base cognitive) model of interpreting based on Schein, Stewart, & Cartwright (2004). Pages 2 – 6 show how the model can be broken down and analyzed by participants, message, environments, and cognitive processes.

(pp. 4–8) Entry to Practice Competencies for ASL/English Interpreters (DO-IT Center) Required

This white paper outlines five domains — theory and knowledge, human relations, language skills, interpreting skills, and professionalism competencies — that professional interpreters are expected to demonstrate in their work environments. (The DO-IT Center is now the Department of American Sign Language and Interpreting Studies.)

Categorizing knowledge-lean and knowledge-rich skills (Taylor) Required

This excerpt is from Taylor, M. (2002) Interpretation Skills: American Sign Language to English. Edmonton, AB: Interpreting Consolidated. Dr. Taylor taxonomizes eight interpreter compentencies into knowledge-rich and knowledge-lean skills.

Timeline of Interpreting and Sign Language Interpreting (Stringham)

A compiled history of milestones in language and signed language interpreting (cf. Schein, Stewart, & Cartwright (2004) and compiled from numerous sources).

Consecutive and simultaneous interpreting (Russell) Recommended

(pp. 1–31; longer read) This is chapter 6 in Janzen, Terry (2005) Topics in Signed Language Interpreting. Amsterdam / Philadelphia: John Benjamins Publishing Company. This article compares and contrasts the consecutive and simultaneous disciplines, examines the use of consecutive interpreting in various settings, theoretical models, and when/when not to use consecutive interpreting strategies.