Exploring Sign Language Interpreting Preparation in an Institutional Setting

Abstract

The need for additional foreign languages in sign language interpreted assignments is growing, however interpreter training is not always including this aspect in the curriculum (Leeson, et al., 2014). This case study aims to explore what pre-assignments preparation steps do sign language interpreters take to prepare for assignments in a multilingual institutional setting where English is the main working language. Four sign language interpreters were recruited with convenience sampling, and data was gathered by pre assignment preparation observation of two separate assignments in the same institutional setting, analysis of preparation materials used, and semi-structured interviews with the observed participants. The gathered data was thematically coded and analysed in the framework of Dean and Pollard’s Demand-Control Schema (Dean, 2001; Dean & Pollard, 2005) discussing Environmental, Interpersonal, Paralinguistic, and Intrapersonal demands that may emerge in a multilingual institutional environment, and how interpreters prepare to interpret in light of these demands. The gathered data indicate that the environment requires significant preparation that interpreters do individually and in team as well. The analysis of the emerging themes indicate that environmental and interpersonal demands are the most prevalent while intrapersonal and paralinguistic aspects of preparation are less discussed.