INTRODUCTION TO INTERPRETING

Interpreting models

What is a Model?

What is a Model?

Models Can Show Us How to Replicate Something

Things that are too bigThings that are too small

Models Help Us Visualize

Where Does the Work of Interpreting Happen?

Where Does the Work of Interpreting Happen?

Where Does the Work of Interpreting Happen?

HELP US TALK TO EACH OTHER

HELP US SEPARATE OURSELVES FROM THE WORK

HELP US ANALYZE OUR WORK

GIVE US A P ICTURE OF HOW OUR MINDS WORK

Why Have Interpreting Models?

Three Types of

Interpreting Models

Socio-cultural Models Reflect the historical evolution of

our profession

Cognitive Processing Models Describe what happens within our

brains during the interpreting process

Task Modelso Show us how we should approach

our work

Socio-Cultural Models

Helper ModelMachine (Conduit) ModelCommunication FacilitatorAlly ModelBi-lingual/Bi-cultural Model

Cognitive Processing Models

Colonomos ModelCokely ModelGile Effort ModelRussell Meaning-Based Model

Cognitive Processing Models:Colonomos

CRP

Step 1: Concentrate Understand

Step 2: Represent      Conceptualize

strip the source message of language           experience the message, not the language          retain the essence feelings, fragrances, images, etc.

Step 3: Plan      Organize

organize message concepts into the structure of the target language and culture

how best is the message conveyed via the target language and culture

as needed, seek any required additional information or clarification

Cognitive Processing Models:Cokely

Cognitive Processing Models:Gile Effort Model

Source Text Resources Constraints Target Text

Interpretation

Decision-making

SI = L + M + P + C

Cognitive Processing Models:RussellMeaning-BasedModel

© Debra Russell 2010 From: Russell, D. (2005). Consecutive and simultaneous interpreting. In T. Janzen (Ed.), Topics in signed language interpreting (p. 144). John Benjamins: Amsterdam.

Revised June 21, 2010

Steps of a Meaning-based Interpreting Model

Task Models

Prescriptive; tell us how we should approach our work.

Gish ModelDemand-Control SchemaWeisman P’s

Task Models:Gish

Starts with the BIG picture!

Leans heavily on PREDICTION and VISUALIZATION skills

Gish’s Goal to Detail Model

Goal

Theme

Objective Objective Objective

Unit Unit Unit Unit Unit Unit

DD DD DD DD DD DD DD DD DD DD DD DD

Karasek’s concepts:

Demands

Controls

Environmental

Interpersonal

Paralinguistic

Intrapersonal

Pre, During, & Post

Theoretical Construct of DC-S

Dean & Pollard’s application

D-CS Demand Categories

EnvironmentalThat which is specific to the setting (i.e., goal, professional roles, terminology, physical surroundings)

InterpersonalThat which is specific to the interaction of the consumers and interpreter (i.e., culture, FOI, goals)

ParalinguisticThat which is specific to the expressive skills of the deaf/hearing consumers (i.e., style, pace, volume)

IntrapersonalThat which is specific to the interpreter (i.e., thoughts, feelings, physical reactions)

D-CS Control Categories

Pre-assignment controls: controls that exist or are employed before for the formal assignment.

Assignment controls: controls that are employed during the interpreting assignment.

Post-assignment controls: controls that are employed after the assignment is over.

Task Models:7 P’s

Lynne Wiesman

PlacePartPerspectivePointPurposePersonalParalingual