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The aim of this university course book is to serve as an introduction into the theory of interpreting for second-year students of translation and interpreting, although the chapters also cover practical insights on specific topics due to the nature of the field. The first part focuses on the profession (Interpreting studies), while the second one on the interpreter as a person (Interpreter studies). The chapters present the most important types of interpreting (court interpreting, community interpreting), nevertheless, we also explore the characteristics of interpreting in the European Union institutions, the basic aspects of evaluating interpreters, issues of remote interpreting and media interpreting. In the second part, which focuses on the interpreter as a person, psychological cognitive aspects are discussed, and the personality traits of interpreters are also presented. The chapters of the second part discuss the topic of information processing and memory, the relationship between creativity and interpreting, the issue of stress in the lives of interpreters and the concept of quality assurance in relation to interpreting. The course book aims to convey theoretical knowledge using the international scholarly literature, including the most important results of the research carried out by Hungarian specialists, but at the same time it wants to shed light on certain aspects of the profession from the perspective of the characteristics of the Romanian translation and interpreting market. Although the course book seeks to discuss theoretical issues related to the profession and the teaching of the profession, the emphasis shifts in many respects to practical problems that also prepare students to practice interpreting as a profession. In this way, the authors want to ensure that students enrolled in the Translation and interpreting programme not only know their future profession from a theoretical point of view, but also its practical aspects, difficulties and inherent professional and financial opportunities, and that they find their place on the market after completing their undergraduate studies. The literature is thus listed in the bibliography at the end of each chapter, with the aim of making it easier for students to review the Hungarian and international literature on a particular aspect of interpretation.

Sign language

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Sociolinguistics --- Sign language --- sociologie --- linguïstiek --- gezin --- literatuurwetenschap

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This book details a study of sign language brokering that is carried out by deaf and hearing people who grow up using sign language at home with deaf parents, known as heritage signers. Child language brokering (CLB) is a form of interpreting carried out informally by children, typically for migrant families. The study of sign language brokering has been largely absent from the emerging body of CLB literature. The book gives an overview of the international, multi-stage, mixed-method study employing an online survey, semi-structured interviews and visual methods, to explore the lived experiences of deaf parents and heritage signers. It will be of interest to practitioners and academics working with signing deaf communities and those who wish to pursue professional practice with deaf communities, as well as academics and students in the fields of Applied Linguistics, Intercultural Communication, Interpreting Studies and the Social Science of Childhood. Jemina Napier is Chair of Intercultural Communication at Heriot-Watt University, UK, and is currently the Director of the Centre for Translation & Interpreting Studies in Scotland and Director of Research in the School of Social Sciences. Jemina is a heritage signer from a multigenerational deaf family and has practised as a sign language interpreter since 1989.

Sociolinguistics --- Sign language --- sociologie --- linguïstiek --- gezin --- literatuurwetenschap

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This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. It explores issues such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning.

Education, Bilingual --- Sign Language --- Education --- Language Arts & Disciplines

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Sign languages are non-written languages. Given that the use of digital media and video recordings in documenting sign languages started only some 30 years ago, the life stories of Deaf elderly signers born in the 1930s-1940s have – except for a few scattered fragments in film – not been documented and are therefore under serious threat of being lost.The chapters compiled in this volume document important aspects of past and present experiences of elderly Deaf signers across Europe, as well as in Israel and the United States. Issues addressed include (i) historical events and how they were experienced by Deaf people, (ii) issues of identity and independence, (iii) aspects of language change, (iv) experiences of suppression and discrimination. The stories shared by elderly signers reveal intriguing, yet hidden, aspects of Deaf life. On the negative side, these include experiences of the Deaf in Nazi Germany and occupied countries and harsh practices in educational settings, to name a few. On the positive side, there are stories of resilience and vivid memories of school years and social and professional life.In this way, the volume contributes in a significant way to the preservation of the cultural and linguistic heritage of Deaf communities and sheds light on lesser known aspects against an otherwise familiar background. This publication has been made possible within the SIGN-HUB project, which has received funding from the European Union’s Horizon 2020 research and innovation programme.

Sign language --- Older deaf people --- Aged, Deaf --- Deaf older people --- Deaf --- Older people --- Gesture language --- Language and languages --- Gesture --- Signs and symbols --- Sign language. --- Older deaf people.