Professional Documents
Culture Documents
Models of Interpreting
Models of Interpreting
Knowledge of the topic under discussion
Their feelings within the context of the interpreting situation
Their experience all will influence what interpreters hear or see in a
message which in turn affects how the message is eventually expressed.
It does not account for the effects on interpreting that stem from the other
Pro:
An uncomplicated model enables us to examine the elementary
constitution of the interpreting process
What is it that interpreters understand about the original message
What do they think the message will look like when its transmitted in a
target language
How do they go about doing the actual transmission, either in signs or in
speech?
Helper Model: Deaf people need interpreters’ help; we are there to serve
at the wishes and needs of Deaf people. (pre 1970’s)
The Interpreting Process Model: has two main components that are
focused on the skills needed for 1) the analysis of the source message
and 2) the composition of the target message. For both of these
components, Colonomos (1992) identified seven factors that will
determine the success of an interpretation. These factors are;
o Process skills: The ability to comprehend source messages and
construct messages in the target language
o Process management: Includes monitoring process time, chunking
messages into manageable units, seeking clarification from a
speaker, and other tasks
o Linguistic and cultural competence: The interpreter’s mastery of the
source and target languages and understanding of the culture of
the speakers of both language
o Knowledge: The experiences and education that the interpreter
brings to the task
o Preparation: All action undertaken in preparation for an interpreting
task; the action can occur prior to or during the task
o Environment: Subdivided into external factors, such as the physical
setup on an assignment and the behavior of the other participants,
and internal factors, such as fatigue and emotional reactions to a
topic and participants
o Filters: the interpreter’s habits, biases, beliefs, and personalities
that might prevent the rendering of a successful interpretation.
Humphrey and Alcorn (1994)
Bi-Bi gives interpreters the latitude to define their precise role on a
situation by situation basis. This is not to be confused with power and
control. It is not to exercise authority or dominating influence. “Interpreters
should be free to ask for a copy of a paper in advance as well as
questions as to how something is signed or fingerspelled. Often
interpreters were afraid to ask that. We need certain conditions so that we
can work effectively.” McIntire and Sanderson (1995)
Con: Bi-Bi Model leaves some key questions unanswered. For instance, what
does it mean to say that the interpreter assumes responsibility for “cultural
and linguistic mediation while accomplishing speaker goal and maintaining
dynamic equivalence” (Humphrey and Alcorn, 1994). It can be viewed as
parentalistic because cultural mediation will ensure when in the judgment of
the interpreter, the deaf and nondeaf people will not understand something.
The interpreter’s judgment may offend deaf and nondeaf participants alike.
second interpreter in another language or modality.
Message: that which is being expressed by the initiator, both verbally and
nonverbally.
Environment: The physical and psychological context in which an
interpreted discourse occurs. We subsume the social context of an
interpreted discourse under the psychological context.
Interactions: While the model displays each of the preceding categories
singly, the effects on the interpreting process of any one of them depend
on the others.