The Academic Foundations of Interpreting Studies: An Introduction to Its Theories

283 Pages·2019·8.78 MB·English

by  Cynthia B. Roy

The Academic
Foundations
of Interpreting
Studies
An Introduction to Its Theories
Cynthia B. Roy
Jeremy L. Brunson Christopher A. Stone
The Academic
Foundations
of Interpreting
Studies

The Academic
Foundations
of Interpreting
Studies
An Introduction to Its Theories
Cynthia B. Roy,
Jeremy L. Brunson, and
Christopher A. Stone
Gallaudet University Press Washington, DC
Gallaudet University Press
Washington, DC 20002
http://gupress.gallaudet.edu
© 2018 by Gallaudet University
All rights reserved. Published 2018
Printed in the United States
Library of Congress Cataloging-in-Publication Data
Names: Roy, Cynthia B., 1950- author. | Brunson, Jeremy L., author. | Stone,
Christopher (Christopher Andrew), author.
Title: The academic foundations of interpreting studies : an introduction to
its theories / Cynthia B. Roy, Jeremy L. Brunson, Christopher A. Stone.
Description: Washington : Gallaudet University Press, [2018] | Includes
bibliographical references and index.
Identifiers: LCCN 2018041580 | ISBN 9781944838379 (hard cover : alk. paper) |
ISBN 9781944838386 (e-book)
Subjects: LCSH: Interpreters for the deaf—Education. | Sign language—Study and
teaching.
Classification: LCC HV2402 .R69 2018 | DDC 419/.70802—dc23
LC record available at https://lccn.loc.gov/2018041580
Contents
Preface vii
Acknowledgments xiii
1 The Discipline of Interpreting Studies 1
2 Through the Lens of History 13
3 Through the Lens of Translation 46
4 Through the Lens of Linguistics 77
5 Through the Lenses of Sociology and Anthropology 107
6 Through the Lens of Social Psychology 139
7 Through the Lens of Cognitive Psychology 173
8 Applying the Lenses 204
References 229
Index 255

Preface
The idea for this introductory textbook was inspired by Franz Pöch-
hacker (2004, 2016) and his text Introducing Interpreting Studies,
which is a must read for any student of Interpreting Studies (IS). In
his book, Pöchhacker articulates a remarkable and comprehensive
overview of the field, both academic and applied. In this textbook we
focus on six disciplines that have informed approaches to the study of
interpreting, with special attention given to sign language interpret-
ing. This textbook is intended for undergraduate or first-year graduate
students in Interpreter Education Programs (IEPs), Deaf Studies, and
American Sign Language programs (or equivalent programs across
the globe). As with any new field of study, there is a great demand for
textbooks. While there are a number of good professional handbooks,
no academic introductory textbook exists about the theoretical foun-
dations and research studies in IS. We hope that this textbook begins
to fill that gap.
Sign language IEPs have been operating, at 2-year colleges, in
the United States (US) since the 1970s, and 4-year postsecondary
programs in both the United States and Europe have been common
since the 1990s. In bachelor degree programs, students often have
an introductory textbook that introduces them to the academic
study of a particular field, such as psychology, sociology, or lin-
guistics. Conversely, in interpreter education programs, students
must rely on professional handbooks that define and describe the
practice of their profession. What those handbooks do not pro-
vide is an introduction to the theoretical frameworks that consider
interpreting as an object of research and study within academia.
This book will expose students to a variety of disciplines that im-
pose theoretical frameworks and methodologies for the academic
study of interpreting, including how interpreted events occur, how
interpreted products are created, and how interpreters themselves
determine choices.
vii
viii Preface
Historical contexts, major theorists, and research that informs
Sign Language Interpreting Studies (SLIS) will form the basis of our
discussions. For example, in sociology Erving Goffman’s interac-
tionist analysis provides a framework for understanding how people
make meaning from their engagements with other people. This book
will explain Goffman’s work and further discuss his contribution to
sociology, provide empirical examples, and demonstrate the applica-
tion of his work to SLIS. As there has been an explosion of empirically
driven studies in IS and SLIS, particularly in the last decade, research
from each discipline will be included to ensure this textbook covers
both the breadth and scope of the field.
We recognize that this textbook will seem primarily focused on
US studies of interpreting. We have made efforts, whenever possible,
to include international studies of sign languages, Deaf communities,
and sign language interpreting. One of our primary goals is to ensure
students, regardless of location (e.g., geography, identity, education,
etc.) are exposed to the wider world of IS in both spoken and signed
languages.
Furthermore, we recognize that some of the information in this
book will seem dense and complicated at times. This is, in part, be-
cause students of interpreting have traditionally focused on learning
the language and culture of Deaf people. This book represents a de-
parture from this mentality. We encourage readers to approach this
book with the same persistence and enthusiasm they did when learn-
ing their second language. If it feels challenging, read it again. Use
the material that challenges you as a starting point for discussions
with peers, colleagues, and professors. We hope students will enjoy
learning about these disciplines and that this book may inspire them
to seek further education to become the next generation of IS scholars.
Authors’ Backgrounds and Experience
This text is authored by the three of us equally. Cynthia appears first
as the book was her idea. Jeremy and Christopher grew up as schol-
ars reading her work. But most importantly, she can beat both in arm
wrestling; hence, their names simply appear in alphabetical order. The
following introductions are merely ploys to persuade readers of our
credibility and authority.
Preface ix
Jeremy L. Brunson, Christopher A. Stone,
and Cynthia B. Roy
Cynthia B. Roy, PhD, CSC
I first met deaf people when I worked as a houseparent and teacher
at the Texas School for the Deaf where I regularly interacted with
deaf people of all ages: teachers, students, administrators, and staff. It
was a large school with a modern media center producing television
shows that provided signed news and student-produced programs to
the entire campus.
Texas was the first state to provide sign language interpreting
services to deaf citizens as part of their inherent rights as taxpay-
ers. I became a certified interpreter, and doing this work brought up
many questions about interpreting meaning. In 1982, I enrolled in
the Master’s in Linguistics program at Gallaudet University and then
pursued a PhD at Georgetown University where I earned a doctorate
in linguistics with a specialty in sociolinguistics in 1989. I have been
educating interpreting students since 1984, with a gap of ten years
between 1991 and 2001. With Robert E. Johnson, I co-created the
curriculum for the first master’s degree in sign language interpreting
at Gallaudet University. After teaching linguistics and writing for ten
years at the University of New Orleans, I became the program direc-
tor of the American Sign Language/English Interpreting Program at
Indiana University–Purdue University Indianapolis (IUPUI) for four
years. In 2003, I returned to Gallaudet University and taught there