Sign Language Translation and Interpreting

Autorentext

Christopher Stone is a Professor of Interpreting and Translation, and the Director of the Institute for Community Research and Development at the University of Wolverhampton. He is the co-editor of The Routledge Handbook of Sign Language Translation and Interpreting (2025).

Thaisa Hughes is a Senior Lecturer at the University of Wolverhampton, and a registered SLI in the UK.

Klappentext

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.

Inhalt

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

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 i…