There are three main types of interpreting models: socio-cultural models, cognitive processing models, and task models. Socio-cultural models reflect the historical evolution of interpreting and include models like the helper, machine, and bicultural models. Cognitive processing models describe what happens in interpreters' brains during work, such as the Colonomos, Cokely, Gile Effort, and Russell Meaning-Based models. Task models are prescriptive and show how interpreters should approach work, including the Gish, Demand-Control-Schema, and Weisman P's models.

1. I N T R O D U C T I O N T O I N T E R P R E T I N G
Interpreting models

2. What is a Model?

3. What is a Model?

4. Models Can Show Us How to
Replicate Something

5. Things that are too big Things that are too small
Models Help Us Visualize

6. Where Does the Work of
Interpreting Happen?

7. Where Does the Work of
Interpreting Happen?

8. Where Does the Work of
Interpreting Happen?

9. H E L P U S TAL K TO E AC H O T H E R
H E L P U S S E PAR AT E O U R S E LV E S F R O M T H E W O R K
H E L P U S AN ALY Z E O U R W O R K
G I V E U S A P I C T U R E O F H O W O U R M I N D S W O R K
Why Have Interpreting Models?

10. Three Types
of
Interpreting
Models
 Socio-cultural Models
 Reflect the historical evolution of our
profession
 Cognitive Processing Models
 Describe what happens within our
brains during the interpreting process
 Task Models
o Show us how we should approach our
work

11. Socio-Cultural Models
 Helper Model
 Machine (Conduit) Model
 Communication Facilitator
 Ally Model
 Bi-lingual/Bi-cultural Model

12. Cognitive Processing Models
 Colonomos Model
 Cokely Model
 Gile Effort Model
 Russell Meaning-Based Model

13. Cognitive
Processing
Models:
Colonomos
CRP
 Step 1: Concentrate
 Understand
 Step 2: Represent
 Conceptualize
 strip the source message of language
experience the message, not the language
retain the essence feelings, fragrances, images, etc.
 Step 3: Plan
 Organize
 organize message concepts into the structure of the target
language and culture
 how best is the message conveyed via the target language
and culture
 as needed, seek any required additional information or
clarification

15. Cognitive
Processing
Models:
Cokely

16. Cognitive
Processing
Models:
Gile Effort
Model
Source Text
Resources Constraints
Target Text
Interpretation
Decision-making
SI = L + M + P + C

17. Cognitive
Processing
Models:
Russell
Meaning-
Based
Model
© Debra Russell 2010
From: Russell, D. (2005). Consecutive and simultaneous interpreting. In T. Janzen (Ed.), Topics in signed language interpreting (p. 144). John Benjamins: Amsterdam.
Revised June 21, 2010
Steps of a Meaning-based Interpreting Model

18. Task Models
Prescriptive; tell us how we should approach our work.
 Gish Model
 Demand-Control Schema
 Weisman P’s

19. Task Models:
Gish
 Starts with the BIG picture!
 Leans heavily on PREDICTION
and VISUALIZATION skills

20. Gish’s Goal to Detail Model
Goal
Theme
Objective Objective Objective
Unit Unit Unit Unit Unit Unit
DD DD DD DD DD DD DD DD DD DD DD DD

21. Karasek’s concepts:
Demands
Controls
Environmental
Interpersonal
Paralinguistic
Intrapersonal
Pre, During, & Post
Theoretical Construct of DC-S
Dean & Pollard’s
application

22. D-CS Demand Categories
Environmental
That which is specific to the setting (i.e., goal,
professional roles, terminology, physical surroundings)
Interpersonal
That which is specific to the interaction of the
consumers and interpreter (i.e., culture, FOI, goals)
Paralinguistic
That which is specific to the expressive skills of the
deaf/hearing consumers (i.e., style, pace, volume)
Intrapersonal
That which is specific to the interpreter (i.e., thoughts,
feelings, physical reactions)

23. D-CS Control Categories
 Pre-assignment controls: controls that exist or are
employed before for the formal assignment.
 Assignment controls: controls that are employed during
the interpreting assignment.
 Post-assignment controls: controls that are employed
after the assignment is over.

24. Task Models:
7 P’s
Lynne Wiesman
lace
art
erspective
oint
urpose
ersonal
aralingual