Topics in Signed Language Interpreting -- Editorial page -- Title pagr -- LCC data -- dedication -- Table of contents -- Contributors -- Acknowledgements -- Part I. Introduction -- 1. Introduction to the theory and practice of signed language interpreting -- 1. The task: Interpretation involving at least one signed language -- 2. The intended reader -- 2.1 Students of interpreting -- 2.2 Working interpreters -- 3. Interpreters and their work -- 4. An interpreter's resources in constructing a successful target text -- 4.1 Meaning -- 4.2 Linguistic form -- 4.3 The interpreter's strategies -- 4.4 The three poles in balance -- 5. Emerging themes -- 5.1 The contributions to the volume -- 6. A final introductory note: Some text conventions -- 6.1 "Signed language" vs. "sign language" -- 6.2 The use of Deaf/deaf -- 6.3 Interpreters: she or he? -- 6.4 Interpreting as activity vs. interpretation as product -- Notes -- References -- Part II. Aspects of interpreting theory -- 2. Towards a cognitive model of interpreting -- 1. Introduction -- 2. Interpreting models -- 2.1 A helper model -- 2.2 A conduit model -- 2.3 A semiotic model -- 2.4 A sociolinguistic model -- 2.5 A pedagogical model -- 2.6 A proposed cognitive model of interpreting -- 2.7 The bilingual-bicultural model -- 2.8 Text analysis and discourse analysis models -- 2.9 Summary of interpreting models -- 2.10 The conduit model remains -- 3. Cognitive models of communication -- 3.1 Language and communication -- 3.2 Cognitive science and communication -- 3.3 Cognitive linguistics and interpreting -- 4. Implications -- 5. A conclusion -- Notes -- References -- 3. Making the effort in simultaneous interpreting -- 1. Introduction -- 2. The challenges facing interpreters -- 3. Gile's EffortModels in interpreting -- 3.1 The Listening and Analysis Effort -- 3.2 The Memory Effort.

3.3 The Production Effort -- 3.4 The Coordination Effort -- 3.5 Gile's Effort Model of simultaneous interpretation -- 4. Coping strategies used by professional interpreters -- 4.1 Strategic omissions -- 4.2 Strategic additions -- 4.3 Strategic substitutions -- 4.4 Paraphrasing -- 4.5 Other strategies used -- 5. Summary and conclusions -- Notes -- References -- 4. Interpretation and language use -- 1. Introduction -- 1.1 Getting from source message to target message -- 2. The problem of language differences -- 3. From source text to target text -- 3.1 Source language structure as intrusion -- 4. The interpreter's acquisition of ASL as a second language -- 4.1 Interaction -- 4.2 Memory -- 4.3 Linguistic training -- 5. Words, constructions, texts, and context -- 5.1 Words -- 5.1.1 Meaning transfer in terms of (complex) words -- 5.2 Constructions -- 5.3 Texts -- 5.3.1 Registers, genres, and the language style of texts -- 5.3.2 Culturally motivated text structure differences: A problem for interpreters -- 5.4 Context -- 5.4.1 Discourse context -- 5.4.2 Pragmatic context -- 6. Some conclusions -- Notes -- References -- 5. Contact sign, transliteration and interpretation in Canada -- 1. Introduction -- 2. Contact sign:What is it? -- 2.1 Features of contact sign -- 2.2 Why does contact sign exist? -- 2.3 Studies of contact signing -- 3. Efforts to define transliteration -- 4. Research on transliteration -- 5. Challenges of transliteration -- 5.1 Assessing consumer needs -- 5.2 Attitudinal barriers -- 6. Preparing interpreters to work into contact varieties of signed language -- 7. Certification and standards -- 8. Recommendations -- 9. Conclusion -- Notes -- References -- 6. Consecutive and simultaneous interpreting -- 1. Introduction -- 2. Consecutive and simultaneous interpreting -- 3. The role of consecutive interpreting in the education of interpreters.

4. Myths and perceptions -- 5. Models of interpreting and their role in consecutive interpreting -- 5.1 A meaning-based model of interpreting -- 5.2 Consecutive interpreting and signed language interpreters -- 6. Consecutive and simultaneous interpreting in legal contexts -- 7. Deciding factors in the use of consecutive interpreting -- 8. Implications for our field -- 9. Conclusion -- Notes -- References -- 7. Ethics and professionalism in interpreting -- 1. Introduction -- 2. How we got to where we are: A look at our history -- 2.1 Interpreters as helpers -- 2.2 Interpreters as conduits -- 2.3 Interpreters as cultural mediators -- 2.4 Interpreters as allies -- 2.5 The appropriateness of models for interpreters -- 3. A code of conduct -- 4. The role of culture in ethical practice -- 5. Professional considerations vs. ethical decision making -- 5.1 The interpreter in business -- 5.2 The interpreter's interaction with clients and colleagues -- 5.2.1 Interactions during the assignment -- 5.2.2 Interactions apart from the assignment -- 6. Effects and consequences of the interpreter's choices -- 6.1 Linguistic choices -- 6.2 Effects on the outcome of interpretation -- 6.3 Intercultural relationships between consumers -- 7. Participation in the community and the development of trust -- 7.1 The Deaf community -- 7.2 The interpreting community -- 8. The absence of neutrality -- 8.1 A consumer-centred vs. interpreter-centred approach -- 9. Conclusions -- Notes -- References -- Appendix A -- Part III. Interpretation in practice -- 8. The working interpreter -- 1. Introduction -- 2. What ASL-English interpreters do -- 3. The disparateness of consumers -- 3.1 Treating consumers as individuals -- 4. Where interpreters work -- 4.1 Types of employment -- 5. Expectations of a professional -- 6. The interpreter as a team member -- 7. The skills of the interpreter.

8. The eight steps of successful interpreting -- 8.1 Step one: The initial contact -- 8.2 Step two: Gathering preliminary information -- 8.3 Step three: Accepting or declining -- 8.4 Step four: Off-site preparation -- 8.5 Step five: Arriving at the assignment -- 8.6 Step six: On-site preparation -- 8.7 Step seven: Facilitating the interaction -- 8.8 Step eight: Reflecting and debriefing -- 9. The marvel of interpreting experience -- 10. Conclusion -- Notes -- References -- 9. Best practices in interpreting -- 1. Introduction -- 2. A cultural consideration: Name signs -- 3. Linguistic considerations -- 3.1 Negotiating topics -- 3.2 Invented signs -- 3.3 Classifiers -- 3.4 English language intrusions in ASL -- 3.4.1 Semantic choices and swear words -- 4. Interpreting considerations -- 4.1 Simultaneous versus consecutive interpreting -- 4.2 Deaf interpreters -- 4.3 Using "dramatization" -- 4.4 The use of first and third person pronouns -- 4.5 Monitoring consumer feedback while interpreting -- 5. Conclusion: Deaf and hearing communities working together -- Notes -- References -- 10. Vying with variation -- 1. Introduction -- 1.1 The Republic of Ireland - A colonial past -- 2. Interpreting in Ireland - A new profession -- 3. The Irish Deaf community and Irish Sign Language -- 3.1 Variation in Irish Sign Language: Gendered signing, Gay Sign Variation (GSV) and regional variation -- 3.1.1 Gender variation -- 3.1.2 Gay Sign Variation -- 3.1.3 British Sign Language as a language of influence -- 3.1.4 Regional variation -- 4. Gender and generation in Irish Sign Language -- 4.1 Gender as an influencing factor -- 4.1.1 Gender and generation in Irish Sign Language: The role of the lexicon -- 4.1.2 Contemporary ISL: Do gender and generation continue to conflate? -- 4.2 Beyond the lexicon: Does gender play a role?.

4.2.1 Simultaneous constructions and gender in ISL -- 4.2.2 Topic constructions and gender in ISL -- 4.2.3 The impact of variation on the interpreter's task -- 5. Language contact, signed languages and interpreters -- 5.1 Borrowing -- 5.2 Convergence and divergence -- 5.3 Interference -- 5.4 Lingua francas -- 5.5 British Sign Language and Irish Sign Language -- 5.6 Signed English as a prestige variety -- 6. Vying with variation: The challenge for ISL interpreters -- 6.1 Strategies used by ISL interpreters to deal with variation -- 6.1.1 Knowing your audience -- 6.1.2 Nonce signs -- 6.1.3 Repetition using a variety of vocabulary as a strategy -- 6.1.4 Finding equivalence: The role of inference and paraphrasing -- 6.1.5 Affirming variation while on-task -- 6.1.6 Omission of certain items from the target language text -- 7. The Deaf perspective: Let the interpreter beware! -- 7.1 Knowing a variety versus using a variety -- 7.2 Affirming variation while on-task -- 7.3 Ask the Deaf person for advice -- 7.4 When in doubt, use ISL -- 7.5 Don't use foreign vocabulary -- 8. Comparison of approaches: The interpreter and the Deaf consultant -- 9. Signed language interpreting in the European Union -- 9.1 The European Union and the Council of Europe: Recognition and protection of languages in Europe -- 9.2 The European Union of the Deaf (EUD) -- 9.3 Training of signed language interpreters across the European Union -- 9.4 Communicating at pan-European Union meetings -- 9.5 Towards international working signed languages? -- 9.6 Looking forward -- 10. Summary -- Notes -- References -- Web-sites of Interest -- 11. Case studies in education -- 1. Introduction -- 2. Roles and responsibilities of the interpreter -- 2.1 Single versusmultiple roles -- 2.2 Interpreter qualifications -- 2.3 Interpreting for children -- 2.4 Responsibilities within the classroom.

2.5 Responsibilities beyond the classroom.