| |
| |
Preface | |
| |
| |
Acknowledgments | |
| |
| |
About the Authors | |
| |
| |
| |
Introduction | |
| |
| |
Our Philosophy | |
| |
| |
Terminology | |
| |
| |
Some Professional Issues | |
| |
| |
Organization of the Book | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
From Favor to Profession: The History of Interpreting | |
| |
| |
When and Where Did Interpreting Originate? | |
| |
| |
The Professionalization of Interpreting | |
| |
| |
Interpreting with Deaf Participants | |
| |
| |
Interpreter Organizations | |
| |
| |
Social and Legal Milestones | |
| |
| |
Preparation of Interpreters | |
| |
| |
Interpreting in Other Countries | |
| |
| |
Nurturing the Interpreting Profession | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Models of Interpreting | |
| |
| |
An Interactive Model | |
| |
| |
Elements of Other Interpreting Models | |
| |
| |
Conclusions | |
| |
| |
Endnotes | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Physical Factors | |
| |
| |
The Auditory Field | |
| |
| |
The Visual Field | |
| |
| |
Personal Factors | |
| |
| |
Managing the Environment | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Psychological Factors | |
| |
| |
The Psychology of the Interpreter | |
| |
| |
Psychology of Deaf Participants | |
| |
| |
Psychology of Hearing Participants | |
| |
| |
Psychology of Interpreting Interactions | |
| |
| |
Psychological Research | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Varieties of Settings | |
| |
| |
Variations in Form and Participants | |
| |
| |
Variations in Settings | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Language and Culture | |
| |
| |
Respecting Other Cultures | |
| |
| |
Using New Signs | |
| |
| |
Cultural Misinterpretations | |
| |
| |
Language as Power | |
| |
| |
The Interpreter's Responsibilities | |
| |
| |
Cultural Mediation | |
| |
| |
American Sign Language | |
| |
| |
English-Based Sign Systems | |
| |
| |
The Interpreter's Linguistic Tools | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
The Business of Interpreting | |
| |
| |
Supply and Demand | |
| |
| |
Projecting Demand | |
| |
| |
Other Demands | |
| |
| |
Negative Influences on Demand | |
| |
| |
The Supply | |
| |
| |
Remuneration | |
| |
| |
Trends in Fees | |
| |
| |
Marketing Interpreter Services | |
| |
| |
Consumer Education | |
| |
| |
Certification and Licensure | |
| |
| |
Malpractice | |
| |
| |
Cost-Benefit Analyses | |
| |
| |
An Innovative Marketing Plan | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Ethics | |
| |
| |
The RID Code of Ethics | |
| |
| |
Following the Code | |
| |
| |
Uncharted Ethics | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
Educational Interpreting | |
| |
| |
Educational Placement before and after P.L. 94-142 | |
| |
| |
The Role of Educational Interpreters | |
| |
| |
Educational Levels | |
| |
| |
Communication Decisions | |
| |
| |
Working Conditions | |
| |
| |
Supply and Demand | |
| |
| |
Legal Aspects | |
| |
| |
The Research Basis | |
| |
| |
Summary | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
| |
The Future | |
| |
| |
Demand | |
| |
| |
Remote Interpreting | |
| |
| |
Alternatives to Sign Language Interpreting | |
| |
| |
Supply | |
| |
| |
Research | |
| |
| |
Trends in Educational Interpreting | |
| |
| |
Interpreter Demographics | |
| |
| |
Participant Characteristics | |
| |
| |
Ethics | |
| |
| |
Evaluation | |
| |
| |
The Coming Consensus | |
| |
| |
Study Guide | |
| |
| |
Activities | |
| |
| |
Appendixes | |
| |
| |
| |
Interpreter and Transliterator Certifications | |
| |
| |
| |
Participant Perspectives on Interpreting | |
| |
| |
| |
Profiles | |
| |
| |
| |
The NAD-RID National Council on Interpreting | |
| |
| |
References and Bibliography | |
| |
| |
Index | |