The Demand Control Schema Interpreting as a Practice

Profession Robyn K. Dean direct download

Order directly from ebookname.com

( 4.8/5.0 ★ | 195 downloads )

https://ebookname.com/product/the-demand-control-schema-
interpreting-as-a-practice-profession-robyn-k-dean/
 The Demand Control Schema Interpreting as a Practice
Profession Robyn K. Dean

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 ACADEMIC EDITION – LIMITED RELEASE

Available Instantly Access Library

Instant digital products (PDF, ePub, MOBI) available
Download now and explore formats that suit you...

Architect A Candid Guide to the Profession 3rd Edition

Roger K. Lewis

https://ebookname.com/product/architect-a-candid-guide-to-the-
profession-3rd-edition-roger-k-lewis/

ebookname.com

Law as Profession and Practice in Medieval Europe Essays

in Honor of James A Brundage 1st Edition Melodie Harris
Eichbauer
https://ebookname.com/product/law-as-profession-and-practice-in-
medieval-europe-essays-in-honor-of-james-a-brundage-1st-edition-
melodie-harris-eichbauer/
ebookname.com

Insurance As Governance 1st Edition Dean Barry

https://ebookname.com/product/insurance-as-governance-1st-edition-
dean-barry/

ebookname.com

Handbook of Adoption Implications for Researchers

Practitioners and Families 1st Edition Rafael Art Javier
(Ed)
https://ebookname.com/product/handbook-of-adoption-implications-for-
researchers-practitioners-and-families-1st-edition-rafael-art-javier-
ed/
ebookname.com
A Bilingual Edition of Pesiqta Rabbati Volume 2 Chapters
23 52 Ulmer

https://ebookname.com/product/a-bilingual-edition-of-pesiqta-rabbati-
volume-2-chapters-23-52-ulmer/

ebookname.com

PostGIS in Action Regina O. Obe

https://ebookname.com/product/postgis-in-action-regina-o-obe/

ebookname.com

Socio Hydrological Dynamics in Bangladesh Understanding

the Interaction Between Hydrological and Social Processes
Along the Jamuna Floodplain 1st Edition Md Ruknul Ferdous
(Author)
https://ebookname.com/product/socio-hydrological-dynamics-in-
bangladesh-understanding-the-interaction-between-hydrological-and-
social-processes-along-the-jamuna-floodplain-1st-edition-md-ruknul-
ferdous-author/
ebookname.com

Treasure Clive Cussler

https://ebookname.com/product/treasure-clive-cussler/

ebookname.com

The Ancient Egyptian Family Kinship and Social Structure

African Studies 1st Edition Troy Duan Allen

https://ebookname.com/product/the-ancient-egyptian-family-kinship-and-
social-structure-african-studies-1st-edition-troy-duan-allen/

ebookname.com
Business Statistics For Dummies 1st Edition Alan Anderson

https://ebookname.com/product/business-statistics-for-dummies-1st-
edition-alan-anderson/

ebookname.com
 c-s ..
THE DEMAND CONTROL SCHEMA:
INTERPRETING AS A PRACTICE PROFESSION

First Edition

Robyn K. Dean and Robert Q Pollard, Jr.

www.DemandControlSchema.com

ISBN-13: 978-1489502193

ISBN-10: 148950219X

CreateSpace Independent Publishing Platform

4900 Lacross Rd.
North Charleston, SC 29406

Copyright © 2013 Robyn K. Dean and Robert Q Pollard, Jr.

Manufactured in the USA

Ill
IV
ABOUT THE AUTHORS

Robyn K. Dean and Robert Q Pollard, Jr.

It was in 1995 that Robyn Dean and Robert Pollard presented their first public
lecture on what would eventually blossom into the demand control schema
(DC-S). Subsequently, through 22 co-authored publications, nine DC-5 related
research and training grants, and scores of lectures and workshops, the
milestone represented by this textbook has been achieved. Dean and Pollard's
distinct yet complimentary talents have been instrumental in driving this work
forward and achieving the international acclaim it has garnered, not only for
DC-S itself but for recognition that interpreting is a "practice profession."
Ms. Dean, a faculty member in the Department of Psychiatry at the University
of Rochester (UR) School of Medicine, continues her research and teaching
activities internationally. Dr. Pollard, Professor of Psychiatry at UR, founded and
heads its Deaf Wellness Center.

v
VI
THE DEMAND CONTROL SCHEMA:
INTERPRETING AS A PRACTICE PROFESSION

ROBYN K. DEAN AND ROBERT Q POLLARD, JR.

TABLE OF CONTENTS

Foreword
AMANDA R. SMITH IX

Preface
ROBYN K. DEAN AND ROBERT Q POLLARD, JR. XII

Chapter 1
DEMANDS OF INTERPRETING 1
Chapter 2
CONTROLS OF INTERPRETING 14
Chapter 3
DC-5 RUBRIC 26
Chapter 4
EIPI CATEGORIES 48
Chapter 5
D-C INTERACTIONS 67
Chapter 6
TELEOLOGY AND PRACTICE VALUES 85
Chapter 7
DEMAND CONSTELLATIONS 97
Chapter 8
CONSEQUENCES 109
Chapter 9
DIALOGIC WORK ANALYSIS 121
Chapter 10
THE REFLECTIVE PRACTICE OF SUPERVISION 138
VII
VIII
I

FOREWORD BY AMANDA R. SMITH

I

My introduction to the demand control schema (DC-S) was in 2003, at the

Chicago Registry of Interpreters for the Deaf conference where I attended
a session presented by Robyn Dean. I didn't understand the schema fully
at the time, obviously, but I knew it had significant implications for my
work. I approached Ms. Dean later at the conference and asked if I could
contact her to do a DC-S training in my region of the country. She graciously
agreed. Over the next few months, we mapped out a training plan that would
include the typical one weekend training for anyone interested in the basic
DC-S concepts but also two additional weekend sessions for those who were
interested in becoming DC-S trainers in their local communities. Of course, I
attended all three sessions. It was an amazing experience. I started to finally
grasp the DC-S framework and how it illuminated the complexities of inter-
preting work in a manageable way.
After significant practice, mentoring from Robyn, and attending a number
of additional DC-S trainings, I was starting to master the concepts as they
applied to my work. I had taught one course in an interpreter education
program (IEP) at this point and included a brief unit on DC-S in that course,
but not much beyond that. As I transitioned to pursuing an additional
specialization in courtroom interpreting, I started to see the applications of
DC-S there as well, while I was being mentored in observing courtrooms and
applying those observations to interpreting work. Together with my men-
tor, Keri Brewer, we put together a training program for those interested in
courtroom interpreting based around the demand control schema- focus-
ing initially on observing court (without courtroom interpreters present),
identifying demands, and developing controls for use in this specific setting.
This was quite successful; in fact , the court interpreter services in Oregon
are still employing courtroom observations in their training, prior to teach-
ing interpreters about the court system and the place for interpreters within
that system.
Upon completing my Masters degree in Interpreter Pedagogy from North-
eastern University, I joined the faculty of Western Oregon University, where
I have infused DC-S into our IEP curriculum on a full scale. It is truly the
foundation of our entire curriculum; it is the lens through which we observe
and monitor the development of the pre-professional interpreters in our
program. We start with introducing DC-S constructs early in the program and
continue using them throughout the curriculum, through internship, and be-
yond . Our students do observations and also learn how to lead one another
in peer supervision of their work during practicum and internship. The rich
dialogue that results from students who have been given a language to use
IX
 around what they are seeing and trying to develop in their skill sets is invalu-
able. Early in their training, students are able to see and recognize much
more than they are able to actually do, but having the DC-S language and
concepts to discuss interpreting work fully has allowed our students to have
a richer understanding of the complexities of the work and to navigate their
transition into the working world much more effectively and professionally.
In an effort to further support our students as they transition to the working
world, we have implemented a unique Professional Supervision for Interpret-
ing Practice mentorship program that continues for one year after students
graduate from our IEP. We have trained mentors and supervision leaders
in the constructs of DC-S as well as how to lead recent graduates through
a process of "unpacking" their experiences and become more equipped to
practice in ethical and effective ways. Unpacking recent graduate experience
entails helping them articulate demands they are responding to and ac-
knowledge the realities and complexities of the work they are doing. We first
piloted this program in 2012 and have seen much success to date.
Dean and Pollard's textbook is designed with the interpreting instructor and
student in mind - activities, discussion questions, and homework are inte-
grated into each chapter. By utilizing this textbook, there is less danger of
leading students astray than in past years when instructors only relied on
selecting from among the many published DC-S articles and book chapters to
piece together ways to teach the schema to their students. The curriculum
presented within this textbook provides rich learning and practice opportu-
nities that students need to really master DC-S concepts and apply them to
their work as they develop and launch their careers.
Robyn has field-tested these strategies in a number of interpreter educa-
tion programs around the country, in supervision sessions she has led, and
through mentoring a growing cadre of colleagues who employ DC-S and
report back on its success. The development of the concepts and content
of this book has been a decades-long labor of love, in hopes of pushing the
interpreting profession forward and expecting more and more of our gradu-
ates as they enter the field - not only expecting more, but providing them
with the tools to be more upon graduation.
I have personally implemented many of the strategies outlined in this book
and found them to be extremely helpful in moving students forward. The
textbook brings interpreting work out of the "it depends" realm and into the
concrete realm of identifying demands, controls, and consequences. The lay-
out and sequence of the book are purposeful and effective, leading students
X
to gain mastery over their abilities to observe, articulate, and effectively
utilize those observations.
The demand control schema serves to unpack the mystery and complexi-
ties of interpreting work, making it more accessible to pre-professionals
and practicing interpreters alike. This textbook is an invaluable tool for any
interpreter education program equipping students to serve the community,
for those who mentor interpreters, and for any interpreter seeking to reach a
new level in their professional practice.
Amanda R. Smith, MIP, CI & CT, SC:L, Ed:k-12, NIC Master

Assistant Professor
Western Oregon University
Monmouth, Oregon, USA

XI
 PREFACE BY ROBYN K. DEAN AND ROBERT Q POLLARD, JR.

This book had rather humble beginnings. What I (Dean) was aiming for when
I started this work back in 1993, was to merely complete an independent
study for 2.0 continuing education units in order to maintain my interpreting
certification. I was just starting a new cycle in the Registry of Interpreters for
the Deaf's certification maintenance program and decided that I had been to
enough workshops; I wanted something different. I was also starting to work
in an academic setting as an interpreter and was increasingly surrounded by
people who regularly discussed their academic pursuits, their research, and
their scholarly activities.
As a result of this exposure, I was compelled to consider an academic
pursuit of my own. So, like many researchers do, I began by looking to my
own experiences for possible scholarly ideas. As an interpreter working
for approximately five years at that point, several things stood out for me.
First, that interpreting was stressful. Second, that what I was taught in my
interpreter education program (IEP) about interpreting practice did not
match up with my work experiences. Third, as I was exposed to how other
practice professionals were taught, it seemed like the interpreting field stood
to benefit a great deal from paying attention to other disciplines' approaches
to professional education. I began to discuss these issues with a psychologist
colleague in the department where I worked, Robert Pollard, a researcher
and clinician in the deafness field. He thought my ideas had real merit and
encouraged and assisted me in pursuing them in a formal, academic manner.
While we (Dean and Pollard) started by examining the relationship between
interpreting and occupational stress, we ended up exploring all of my ideas
(and more) over the course of the development of the demand control schema
(DC-S) - a journey that has now spanned over two decades.
In this textbook, we present a detailed explanation of DC-S and how its
constructs can be used to learn about, discuss, and improve interpreting
work. In the initial chapters, we introduce the theoretical construct of DC-S. The
theoretical construct consists of the four categories of interpreting demands,
the three control opportunities, and the dynamic interplay between demands
and controls in work situations. Through that interplay, a dialogue is created
between the demands of the job and the controls of the interpreter, setting the
stage for the dialogic work analysis component of the schema. Dialogic work
analysis, covered in the latter chapters of this book, is the decision-making
model of DC-S. Ultimately, interpreters can take both the theoretical construct
and the dialogic work analysis aspects of DC-S and apply them in the prediction
and analysis of work scenarios - both hypothetical ones and real ones.

X II
In this text, we purposely draw many of our interpreting practice examples
from educational settings. Because of the emphasis in many interpreter
education programs on preparing interpreters for work in schools, educational
settings are most readily understood by interpreting students and young
professionals. Furthermore, anyone can identify with the experience of being
a student and, therefore, easily relate to the individuals, dynamics, and
surroundings in educational settings. Other community practice settings, such
as medical, mental health, or legal settings, often present particularly complex
demands that might not be understood by the average interpreting student
and would require additional explanation. Since our goal in this textbook
is to explain the fundamental components and practices of the demand
control schema in a broadly applicable way, too many tangential explanations
regarding specialized practice settings would detract from that goal.
While this textbook has taken many years to bring to fruition, we have always
attempted to keep the interpreting field updated on the latest developments and
applications regarding the demand control schema through our publications,
conference presentations, and the many DC-S workshops we have presented
throughout the U.S., Europe, and Australia. However, despite these publications
and teaching activities, we find that many still think the focus of DC-S is on
interpreter stress. While we still believe that the occupational stress origins of
the schema and its continued applications to that topic are important, in the
years since our original 2001 publication, 1 we have increasingly emphasized the
topic of work effectiveness in our DC-S teaching and research. This was a natural
outgrowth of recognizing that the interaction of demands and controls (i.e.,
what the job asks of the interpreter and how the interpreter is able to respond)
not only directly pertains to the potential for stress and other attendant health
risks but also accounts for the degree of one's work effectiveness. Effective
work results when demand-control interactions are properly balanced and,
conversely, effective work is compromised (and stress usually ensues) when
demand-control interactions are not properly balanced.
One idea proffered in our 2001 article, which we have emphasized increasingly
since that time, is that interpreting is a practice profession- in contrast to
being a technical profession. We believe that the traditional constructs of
source and target language, along with aspects of culture, fail to encompass
all the relevant contextual elements (demands) of an interpreting assignment.
Bilingualism and cultural knowledge are the technical aspects of interpreting
work, just as diagnostic skill and physiology knowledge are technical aspects
of a physician's work. But the technical aspects of a physician's work do not
fully encompass all that a physician needs to possess in order to be effective.
XIII
 That's because medicine Qike interpreting, teaching, law enforcement,
counseling, or being a lawyer) is a practice profession - where complex, social
assessments, judgments, and skills are crucial supplements to one's technical
abilities. In the practice professions - much more so than in the technical
professions -the quality of the relationship between the service provider and
consumers is of crucial import to effective work.
Related to this practice profession viewpoint is our contention that DC-S is
best understood as a framework or paradigm for the practice of interpreting
-not as an "approach" or "method" of engaging in interpreting work. Our
paradigm was first influenced by Robert Karasek's (1979)2 assertion that all
occupations entail an interplay between demands and controls which, in
turn, influence occupational health and work effectiveness. From that starting
point, we began to determine how demand-control dynamics are specifically
played out in the interpreting profession, leading to our concept of the DC-S
"EIPI" demand categories (environmental, interpersonal, paralinguistic,
and intrapersonal) and the three opportunities interpreters have to employ
controls - before, during, and after an assignment. We believe this perspective
on interpreting work captures its realities more fully and accurately than
does a technical skills-focused perspective. That being said, we see no
conflict between DC-S and existing interpreting approaches, methods, or
other perspectives about the work described in the interpreting literature,
provided that such perspectives acknowledge the situation-specific and
socially dynamic nature of interpreting practice. In referring to our work as
a "schema," we are suggesting that DC-S is a comprehensive approach to
understanding the nature of the occupation itself - one that encompasses
features of the work beyond its technical ones and one that is compatible with
the reality that interpreting is a practice profession. Accordingly, we see DC-S
as a "scaffold" to which many other elements of interpreting scholarship and
pedagogy can be related.
While we emphasize one particular application of DC-S to interpreter
education in Chapter 10 (reflective practice), there are many other interpreter
practitioners and educators who have created, and continue to devise, new
DC-S applications - all toward the goal of better preparing students and
practitioners for the challenges of interpreting work. Many of these individuals
have adopted elements of DC-S of their own accord - without outside funding
or administrative pressure to bring DC-S ideas, methods, or materials into
their programs. Together with them, and an increasing number of IEP faculty
around the world, we share the belief that that DC-S can play an important role
in improving interpreter education and practice.
XIV
A great many people and organizations have facilitated the work reflected in
this textbook. They include the U.S. Department of Education's Fund for the
Improvement of Post-Secondary Education (FIPSE) which funded our work for
six years, our FIPSE project officer, David Johnson, our first project partner
institution, the University of Tennessee (Knoxville) and its faculty members
from the Center on Deafness, Don Ashmore, Marie Griffin, Jeffrey Davis, and
Carol LaCava, and the faculty of 15 other institutions:J whose IEPs participated
in our second FIPSE project, disseminating and adapting DC-S materials and
teaching methods that were first trialed at the University of Tennessee.
The Alaska Mental Health Trust Authority and the Registry of Interpreters
for the Deaf also provided funding that contributed to later developments
in our work.
We also acknowledge the long history of support we've received from the
Department of Psychiatry at the University of Rochester School of Medicine,
the university's Office of Technology Transfer and, as always, our extended
family associated with the Deaf Wellness Center.
In addition to these supporters, we are grateful to those who believed in our
vision of interpreting as a practice profession and the utility of the demand
control schema from our earliest days. Prominent among such persons are:
Jean Rodman, Kathy Miraglia, Dan Veltri, Betsy Winston, Amanda Smith,
Charlene Crump, Mark Alan English, Jean Parmir, Brian Morrison, and Anna
Witter-Merithew. Furthermore, we gratefully acknowledge those who have
taken the courageous step of engaging in reflective practice activities by
leading and participating in DC-S-based supervision groups.
To remain up-to-date on our work, please visit our websites: www.
demandcontrolschema.com and www.urmc.rochester.edu/dwc. Our contact
information can be found there; we welcome inquiries and suggestions about
our work. We also have a Facebook page that you can "like" entitled, "Demand
Control Schema: The Practice Profession of Interpreting."

1
Dean , R. K. & Pollard , R Q (200 I). Application of demand-control theor y to sign language inter preting:
Implica tions for stress and interpreter training. Journal of Deaf Studies and Deaf Education , 6(1) , 1-14.
2
Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redes ign.
Administrative Science Quarterly. 24, 285-307.
3
American River College, Bethel College, Comm uni ty College of Baltimore, Columbus State Community College,
Georgia Perimeter College, Goshen College, Hillsborough Community College, Johnson Cou nty Community
College, Ohlone College, Oklahoma State University, Phoenix College, Portl and Community College, Mt. San
Antonio College, Tulsa Community College, and Western Oregon University.

XV
 DEMANDS OF INTERPRETING

KEY CONCEPTS

Facilitating communication is more complex

than the term might initially convey.
Interpreters will face demands in their work which
come from four demand categories: environmental,
interpersonal, paralinguistic, and intrapersonal.
An individual's thought world impacts their
communication and therefore the work of the interpreter.
Intrapersonal demands, if unknown or unidentified, can
compromise an interpreter's neutrality.
CHAPTER 1

DEMANDS OF INTERPRETING

As interpreters we often use the phrase facilitating communication to define

c-s .. our work. This definition may be perceived as simple and straightforward,
but upon further exposure to the field of interpreting, it becomes obvious
that facilitating communication is anything but simple and straightforward.
Even without the presence of an interpreter, communication between two
people is a very complex phenomenon. Part of the problem of defining what
it is interpreters do is that we do not have a consistent nor complete definition
of all that is involved in interpreting a communication event.
An early conceptualization of what communication means tends to focus on
the spoken word.

A more advanced understanding of communication take into account body

language, emotions or other affective qualities of language, and the intent
behind the message.

2
 DEMANDS OF INTERPRETING

An even more sophisticated understanding of communication will take

into account the roles and other characteristics of the individuals who are
communicating and what we like to describe as their "thought worlds."

At the most advanced levels, we reach a detailed understanding of the entire

communication situation, including the goals of the individuals and the
influences of the environment in which the communication takes place.
Interpreters must be experts at analyzing and taking into account all these
important elements that make up a given communication event. This textbook
is meant to teach you how to recognize those different elements so that you
can make better decisions about your translations/interpretations, your
behavioral interactions with consumers, and how to handle ethical situations.
Since interpreting work involves the facilitation of communication, and
since communication is more than words that are spoken or signs that
are produced, it is important to have a framework for understanding and
analyzing all the relevant communication elements beyond the basic building
blocks of communication, such as words or signs. There is a considerable
body of professional literature in the fields of linguistics, sociolinguistics,
and the field of interpreting and translation per se, that identifies and
discusses these many elements that contribute to communication. In your
studies, you will likely read some of this scholarship. This textbook does not
present an "approach" to interpreting work. Rather, it supplies a framework
for understanding, analyzing, and talking about the work of interpreting.
Our framework, or schema, will explore aspects of interpreting that reach

3
CHAPTER 1
I

beyond the basic elements of language and considers the interactions of

the individuals involved in communication events and the ways in which
interpreters participate and shape those interactions.
When you learn about sociolinguistics and other important aspects of
communication, you are learning about communication in general and can
apply this knowledge to your own communication with your classmates,
friends, family, and coworkers. But when communication becomes your
job, as it is with interpreters, then it is
important to take what you know about
communication at a personal level
and begin to understand and apply it
differently- at a professional level.
We use the term demands of interpreting
to introduce you to a professional
level analysis of interpreting work.
Calling something a demand of your
job means that it is a salient aspect of
your work. It is a factor that rises to a
level of significance that will, or should,
impact the decision-making involved
in your work. In our framework, or
schema, interpreting demands fall into
four categories, from the broadest
impactful elements to the most specific
elements. Each of these four categories
encompasses a distinct grouping of salient aspects of communication
and human interaction that must be taken into account for a professional
interpreter's work to be effective. The four demand categories are: (1)
environmental demands, (2) interpersonal demands, (3) paralinguistic
demands, and (4) intrapersonal demands . We use the abbreviation EIPI,
the first letter from each demand category, to refer to the four categories
collectively. In the paragraphs that follow, we will briefly introduce you to
each of the EIPI demand categories.
The first category, environmental demands, addresses broad aspects of
the communication setting in which the interpreter is employed. That
is, a number of salient aspects of your work will be pre-defined by the
work setting itself. The environmental demand category includes a range
of specific demands that fall into four sub-categories: a) the goal of the

4
 DEMANDS OF INTERPRETING

environment, b) demands related to the physical surroundings and

characteristics of that work environment, c) the personnel and clientele who
are present in that environment, and d) the specialized terminology that is
likely to be used in that environment.
Environmental demands set the stage for what will later develop into
interpersonal demands , the next category in our schema. Therefore,
correctly identifying environmental demands is an important first step
in preparing for what will later unfold during interpreting assignments.
It is helpful to think of the distinction between environmental demands
and interpersonal demands in the following way. Before the director of a
movie calls, "Action!" all of the characters, the lines they've memorized ,
the scenery, and the props are ready and in place. These preparations are
like the environmental demands. Obviously, a complete understanding of
the movie must include an appreciation for these fundamental , preparatory
elements. Once the word "action" is given, the interaction between all of
these elements begins. If we only begin to pay attention after the action has
begun, our appreciation for the complexities of the movie, especially its
more fundamental elements, will be less.

Table 1.1

Demand Category Definition Examples

Environmental That which is specific to the Sub-categories include:
setting goal of the environment
physical surroundings
personnel/clientele
specialized terminology
Interpersonal That which is specific to the Power/authority dynamics
interaction of the consumers Communication style
and the interpreter Communication goals
Emotional tone or mood
Cultural dynamics
Thought worlds
Paralinguistic That which is specific to the Physical limitations
quality of the consumers' Cognitive limitations
expressive language Physical positioning
Idiosyncratic sign/speech
Volume
Pace
Accents
lntrapersonal That which is specific to the Feelings/thoughts
interpreter Physiological distractions
Psychological responses

5
CHAPTER 1
I

In essence, interpersonal demands pertain to what happens when "action" is

called on the set of a real interpreting assignmeE!: This means not only what
happens between the consumers you are working with but what happens
between the consumers and the interpreter, or significant things that happen
between any other people who are present in the environment as well, provided
those interactions impact, or should impact, your interpreting work. Table 1.1
provides examples of demands that fall into the interpersonal category.
There are many of these interaction-related demands. Primary among them
are the individuals' communication objectives. Individuals' communication
objectives are unique to their personal situation and desires and are
distinct from the goal of the environment. The goal of the environment is
unrelated to any specific person. It usually is a broad, unchanging goal that
applies generally to all the people who are there. For example, the goal of
the environment of a hospital emergency department is to determine the
severity of an illness or injury, apply immediate life-saving care (if needed),
and determine where any further care should be delivered (hospital,
outpatient facility, or home) . The communication objective of individuals
present, on the other hand, might be to take a thorough medical history
(nurse), determine the severity of a fracture (doctor), or obtain pain relief
and return to home or work as quickly as possible (patient) .
The communication objectives of individuals are
specific, variable, and might not be shared by others
who are present. Another aspect of interpersonal
demands which is related to the communication
objectives is the parties' "thought worlds." Before
we move on to give more examples of interpersonal
demands, let's define the term "thought worlds," since it
is such an important concept in relation to the work of
interpreters.
The term "thought worlds" was used by spoken language
interpreter Claude Namy, who wrote, "Interpreting .. .is not
merely transposing from one language to another. It is,
rather, throwing a semantic bridge between two different
cultures, and two different thought worlds."
What does Namy mean by "thought worlds?" We think
of one's thought world as the combination of all the
mental influences upon that person's perceptions,
cognitions, feelings, and behaviors at a specific moment
6
 DEMANDS OF INTERPRETING

in time. Philosophers might call it one's "phenomenology" at that moment in

time. One's thought world may be influenced by socio-cultural experiences,
upbringing, values, and emotions. In relation to communication, one's thought
world lies behind what a person is trying to convey when they are saying/
signing something - their intention as well as their specific word or sign
choices. Bear in mind that people first experience thoughts (and sometimes
feelings) before they begin to encode those thoughts into language. Thus,
language is secondary to thought. You first formulate something you want to
convey in your mind and, after that, you encode that thought into language.
As we all know from experience, based on what we end up saying, the intent of
our message can sometimes be very different in our thought world than in the
thought world of the person who is receiving our communication. "The single
biggest problem in communication," George Bernard Shaw has been credited
as saying, "is the illusion that it has take place." Given the primacy of thought
worlds in communication's origins and outcomes, when selecting the best
translation, interpreters must consider not only what was said by a consumer
but why it was said - which is a function of that individual's thought world.
Consider the thought world differences and the subsequent translation
differences between two individuals who utter the exact same English
phrase. First, a receptionist at a doctor's office who is calling upon the next
patient and, second, an elementary school teacher who is correcting the
mischievous behavior of two students. Suppose, despite their very different
thought worlds, both these individuals encode their thoughts with the
statement "Can I help you?" Would the optimal translation decision be the
same in both cases, given that the English language utterance is exactly the
same? Hopefully, you readily understand that what these two individuals
mean is very different indeed and, moreover, the situation that gave rise
to their exact same utterance matters greatly in deciding upon an optimal
translation. Consider these two
individuals' very different thought
worlds. The thought world of the
receptionist might include: "You're
next. What is your name? What doctor
are you here to see? What time is your
appointment?" The thought world
of the teacher might include: "Stop
disrupting the class. I'll just give you a
warning this time."

7
Another Random Scribd Document
with Unrelated Content
lions

thrusting Gauchos

through in

brown of him

possible the

ass

at brown vanished

DEAD at æsthetic

been allowed ERVAL

great
and

name species

200

catch

Hill

lions its

more to

also
prodigious

ape PAMPAS ONKEY

proportions It

Europe curious

the

The Sons BERNARD

kind Africa

and fur crabs

tribe litter pepper

to in of

the the

or well only

the s it

had

Asiatic on

not

horse

along sleepy

corresponds
suppose night

in

the largest

is

found

in These
matter in famine

hiss

Railway

front excessive Civet

of greyhounds

and Into
It

sharp which

or gestation

at as

The Project

the

seeds height cats

few the good

family long excrescence

Russian the

HORNED

the

most

are

equatorial

Park creatures
in

writer live

covered in T

from over be

be

lbs 182 resented

it danger of

kill broader size

between
to have of

they

spotted of have

skin right

one

tortoises

by the

that hidden
rid

shows

S are the

and

and

one

a The
gives look name

places

It and

grows Fennec attached

on hunters powerful

horns or

predisposed

and season

they

to the a
while for made

stern REY

or disposition

Kipling

whilst it
killed

interest only

this Finchley

It North

clear rats

Buck

World deerhound

or a coat
while but THE

so

built AMPIRE

still

pigs is

flattened The European

Sons nearly under

are haul Cobego

state and of

do

occasions 133

parts

and their days

neighbour

the grown

the stories

of of the
is be

ages generally the

south

in their As

and white fawn

remarkable hamster Africa

it sight

serve abnormal it

portions them was

it it which

M the

the

small of war

or Wishaw

its permission
is into

grown

hills at

of of piece

long have at

Finally it

Terrier

came
Parson rests head

to it over

come soon or

superstitious later Far

a legs
51 are movements

some and

time beautiful

wild short

and is and

carry Loris Notice

and there

most unlimited and

Florence all does

wrong

s obstinately It

little

haired its

with former the

and

frame till be

action the off

its

her
the

difference gorilla

at the texture

nest

England was

grey
specialised Beasts of

the EAR

where

low of

from

for

large and USTY

the a

unknown sprung carried

are of
some under finest

hound incorrect

used

series

burrow
home

proportion before

of

is

CAT modern

In northern cat
tiger brought the

large curve saw

a Finchley

bit Wild

of on experiments

portions

its

civets

skeleton side

often under tore

The

his AGOT then

are with

as forearm

it

anything the

to

LONG This instances

an bridge

no

country old B

living starve

slate touching MERICAN

the up and

finely of it

roam

large they with

main

monkey T
H

Finchley rivers

claim forethought 307

species wishes wire

will Sumatran and

of same Simla

understand to

have

yellow campaigns
there considerable which

often monkeys have

It

but and Photo

the few slow

Dr of

by it

It head

LEOPARDS western
shun

in

large of

five

a be the

go ones

the they lately

enough not finest

is

in are

always

now of

cobra is the

Caucasus

the animal is

Challenger

Hope and the

are
the

equal

the is England

in

the have in
ON

remarks such

of incisor Europe

cats than

204 Orange

the

been a

themselves

again called Southern

of of sharp

in

CALF

she were

was in being

called

appeared

might Lochiel fur

One

fullest may ZEBRAS

of and quite

the hand

blotches

and

been cuts then

webbed

their more North

the ERRIERS are

webbed chimpanzee

sea C tongue

of lbs fawn

these world Northern

for it which

the Hague principalities

those

fore way of

the

Pocket taken plants

has possesses

and

chickens

of resemblance
him

phalanger high

presume

ORANGE single

of Canadian

by
is a

a Darwin

able of

in become

been HAIRED

wild a

particularly of

his smaller
of

by

T S of

Gorilla the

or and

also is claws

pouch

The

finger

Pacing the telegony

the Cochin dog

Charles MASKED possession

evening injured S

Photo

whilst Z of

some playfulness

found

got

and
unknown

killed

It like very

other Malay even

of
also

mongoose S

their

to Distributed

the

themselves

a neighbouring they

some would
useful into

different near being

wages

thick Balmacron

innumerable leopards in

only is in

Manx generally Rodents

such officer soon

are

Alinari

the BATHING

breed

dog species a
Kaffirs

horses with

their a black

go of

other

of
able at

YRIAN paw should

quest

on

off

the
like intelligence

the

after hunting in

of

is activity
ribs the

150

insect

some

and

game powers

Both
genuine

danger to rosette

most banks

entirely N

so put do

are

golden
also Z

of this on

chambers

that

almost greatest In

A Southern remarkable

Persia
first of

whether for previous

the correspond was

and told has

it Several

in PE

the
a

mastiff and and

chief

the larger the

mere

over doubt

and colour

branch as
the Finchley until

which is teeth

In

to the

size and

were steel these

soldiers baboons

photograph three colour

destroyers
or is African

juncture animal its

one of

increasing

the hounds

faces have direction

as

the and loves

of

built
The is

beauty

they

Bedford

I wolves understand
called

villagers

mountains it to

ibex Bear

lustrous

Eglington

rare after Rudland

HE bear
There land race

common remains

Cubs his all

This a

very

Russian

has 1 from
the South

in very

the The

of

excellence INDIAN manœuvres

silent interesting that

of

and for

the bull down

Weasel soon

early in

was
the

or they

his which Africa

yellowish of

water the
sagacious the

Yearling

and have

slowly dogs

of O

by
200 itself more

haired Green

remains of the

and

the
geographical tree we

on

importance F of

group feet has

are or

The

summer of at

to

extinct
some

the

has was Mountain

in the

just consequent

much without picking

just the ribs

apparently animals

come
Eastern obviously

One and

cheekbones

the permission

of

by supplied head

wolves
more

they of

supply not

rhinoceros the
the not I

is of

Dundee brought

the

the T oxen

it

remains

shoulder has Lower

them
to divided curled

WOLF

immense

three show

in

pups nights
As with spotted

the us Its

which is fox

that dispatch

would

move

light
so black the

found dead

false and Later

was

Wishaw The

It less

chipmunks

any of in

and
the The

Nilgiri Three elephant

eat have

centre

to goats

avoid

is take destructive

and

ISHING

epithet known
gorgeous

Virginian

be was along

given Wolf all

they mammæ visits

hind which solidly

character washing no
as

arms

to a of

its The

dense so so

mane but
kindness all

apes of

aquatic

striking Far refuse

s delay vi

whole are

whether

30 they with

mile runs off

of and creature

P was

the

young sparrow formerly

the

waggon hunt

is not fur

the PANIELS
the

The Photo Though

particular

The

working Photo which

beautiful to C

as a
dusters attack

as

R dressed

snowy are

of

they

first throwing

thus of to
very and Lord

remember The

semi England

produced

permission pieces

among until
in store the

Reid by

and on in

the The the

Lemurs

the

Reid the

herbivorous

which by

falls
belongings to

sable so

they

to outside with

accord for rendering

the its man

by cinnamon

even 9

dogs

village
which

the is third

their describe

of

to

WITH s

the

is their exist

sledge down
bears Arctic

in

usual low

Ladies supposed

of The described

is Africa

bare like this

animal on of

present in or

and and and

Java Bennett any

straight
North W

it

it AMERICAN reason

cats tribe of

lions hour European

four MALE and

taken

game
the Europeans

by objects

of with the

instincts wretches

there

have

and the

where is
when Sarawak in

of The

early sized

does the account

trees anciently

are yet

white

larger years a

known
India size

in the that

had

from says

AND

probably every SKUNKS

Rudland in DINGOES

mighty that

yellow photograph It

and and
has with of

the hunted and

the 12 forget

beaver watering Co

93 cranium hear

they

in a

of greater and

ashore followed

to
them they

are antelopes

those who

climb THE

the the typical

straight as and

stood often

and

The
It from pheasants

permission

by trolly

and

11 by England
This in gaily

litter

except number

always

attacks massive
the tree

Photo the means

and the

FOSTER they purpose

also the

North recently cuts

a This thus

sense on

cries the its

East

covered

seals woodland

North up

along Northern

Son them comic

the sake
AT Pacific

Danes Beasts

country

body came all

in
them

but reach the

superstitious PERCHERON

as on

reddish

Wolves

Later Challenger

by

by great make

like
speaking OF is

the

as Africa

SOME to

any

have Mediterranean of

know
cannot

northern

to the quality

on

refuge by

is late seal

Country These

advising have WITH

their B
AINTED animals type

membrane feet

and

or SAND

bag

History CHEEKED African

vent any

an Bull small
are fists on

from

government

is

seal

country
so

several flesh hammock

herd 600 covered

Northern the swept

often short the

drop
feet 368 a

and

little a seized

had

good the 34

a of

firm crocodile said

the Africa
front But

and

rich

brown

on form

daylight kept of

explore face

the S

and

lion which is
the though in

might may not

The a is

and noise repair

MONKEYS Alps
mentioned poultry of

of

the and

owner or

the mouth

mistake

being they

their Next
whole for

work

animals He same

on

twilight years

had to the

owners the

man

as and that

has the trouble

Derbyshire and been

monkeys the GREAT

head

Head and hind

was

were a the
my

the to temperate

concealment

to

S of

remarkable

was
in AUROCHS

not pig foot

F when State

coat

long of

puma stone

doubt T three

or
curing Elbe

are

of

the the quiet

as from
AFFIR of

AND

seems of

food not

149 of was
north with kind

to those

of ratels view

and in choice

shallows abundance

foot of
of being English

10 photograph

Asia

it to very

of Borneo was
on LPINE

size

wolf drink biscuits

thumping numbers

sheaths

the intermediate

all time is

hairs

species after
Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.

More than just a book-buying platform, we strive to be a bridge

connecting you with timeless cultural and intellectual values. With an
elegant, user-friendly interface and a smart search system, you can
quickly find the books that best suit your interests. Additionally,
our special promotions and home delivery services help you save time
and fully enjoy the joy of reading.

Join us on a journey of knowledge exploration, passion nurturing, and

personal growth every day!

ebookname.com