Models of Interpreting
The Cognitive Model of Interpreting is similar to the Pedagogical Model of the
Interpreting Process proposed by Colonomos (1992)
1st Step: interpreter understands the source message then
2nd Step: Analyzing and encoding
interpreter analyzes the message for meaning
(interpreter’s personalities and intuitions affect how a
message is interpreted. )
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Knowledge of the topic under discussion
Their feelings within the context of the interpreting situation
Their experience all will influence what interpreters hear or see in a
message which in turn affects how the message is eventually expressed.
3rd Step: Expression of message: includes evaluation as interpreters
are susceptible to visual feedback cues from the participants and their
own feelings about accuracy of the message.
Original
message
(Source
language)
Reception &
Comprehension
Analysis &
Encoding
Expression
&
Evaluation
Interpreted
Message
(Target
language)
A Cognitive Model of Interpreting
Con:
 It does not address the full range of interactive aspects of interpreting.
 It does not account for the effects on interpreting that stem from the other
participants in an interpreting situation nor
 Does not account for the effects of the environment
Pro:
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An uncomplicated model enables us to examine the elementary
constitution of the interpreting process
What is it that interpreters understand about the original message
What do they think the message will look like when its transmitted in a
target language
How do they go about doing the actual transmission, either in signs or in
speech?
This model is the foundation on which most interpreter education programs
are based. (Colonomos, 1992)
Models versus Theories:
A model is a hypothetical representation of a process or object; it serves to
display, verbally or graphically an event, object or series of events.
Theory: implies a more formal set of systematic principles and hypotheses
therefore the term model describes the interpreting process best.
There are several models of sign language interpreting.

Helper Model: Deaf people need interpreters’ help; we are there to serve
at the wishes and needs of Deaf people. (pre 1970’s)
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Communication Model: Interpreters as language conduits, as mechanical
and immune to those factors, such as the emotional state of the
participants. Interpreters are likened to machines or conduits. Interpreters
are only there to transmit between two languages; feelings should not
interfere with the process; cultural information is not shared. (1970’s)
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Interpretive Model: the interpreter signs what is spoken or voices what is
signed must also thoroughly understand what is said or signed to do their
work successfully. Key to successful interpreting is to get the
sense/meaning of the language as well as the thoughts and feelings of the
speakers and signers express. (Seleskovitch, 1992)
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Sociolinguistic Model: similar to the Interactive Model however, it treats
interpreting as linear, althought it likely involves parallel processing, with
some aspects occurring simultaneously rather than sequentially more like
“multiple nesting of stages” (Cokely, 1992)
o Message reception: the sequence begins with the interpreter
receiving the message and it points to the obvious fact that the
interpreter will err if the message is not correctly perceived.
o Preliminary processing: This is the initial recognition of the
message, the stage during which meaningless and meaningful
elements are sorted out.
o Short-term message retention: The incoming message must be
stored until sufficient portions of it are received to reach the next
stage.
o Semantic intent realized: This is the stage at which the interpreter
grasps what the speaker intends to communicate.
o Semantic equivalence determined. This is the process of finding the
appropriate translation in the language or mode into which the
message is to be transmitted.
o Syntactic message formulation: This is the selection of the
appropriate form for
o Message production: This is the last step in the interpreting
process.
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The Interpreting Process Model: has two main components that are
focused on the skills needed for 1) the analysis of the source message
and 2) the composition of the target message. For both of these
components, Colonomos (1992) identified seven factors that will
determine the success of an interpretation. These factors are;
o Process skills: The ability to comprehend source messages and
construct messages in the target language
o Process management: Includes monitoring process time, chunking
messages into manageable units, seeking clarification from a
speaker, and other tasks
o Linguistic and cultural competence: The interpreter’s mastery of the
source and target languages and understanding of the culture of
the speakers of both language
o Knowledge: The experiences and education that the interpreter
brings to the task
o Preparation: All action undertaken in preparation for an interpreting
task; the action can occur prior to or during the task
o Environment: Subdivided into external factors, such as the physical
setup on an assignment and the behavior of the other participants,
and internal factors, such as fatigue and emotional reactions to a
topic and participants
o Filters: the interpreter’s habits, biases, beliefs, and personalities
that might prevent the rendering of a successful interpretation.
The Interpreting Process Model is similar to the Sociolinguistic Model,
both of them are concerned with interpreting skills.
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Bi-lingual-Bi-cultural Model: Elements of this approach can be found in the
Sociolinguistic, Interpretive, and Interactive Models. It also includes
elements of the interpreter-as-helper model. One of the main features of
the bilingual-bicultural model is its accent on interpreters’ attitudes and
their subsequent behavior. It does not accept interpreters as conduits or
mediators in all situations. Ex: an interpreter on assignment with a
terminally ill deaf person may assume the role of an “ally” for this person.
Humphrey and Alcorn (1994)
Bi-Bi gives interpreters the latitude to define their precise role on a
situation by situation basis. This is not to be confused with power and
control. It is not to exercise authority or dominating influence. “Interpreters
should be free to ask for a copy of a paper in advance as well as
questions as to how something is signed or fingerspelled. Often
interpreters were afraid to ask that. We need certain conditions so that we
can work effectively.” McIntire and Sanderson (1995)
Con: Bi-Bi Model leaves some key questions unanswered. For instance, what
does it mean to say that the interpreter assumes responsibility for “cultural
and linguistic mediation while accomplishing speaker goal and maintaining
dynamic equivalence” (Humphrey and Alcorn, 1994). It can be viewed as
parentalistic because cultural mediation will ensure when in the judgment of
the interpreter, the deaf and nondeaf people will not understand something.
The interpreter’s judgment may offend deaf and nondeaf participants alike.
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The Interactive Model of Interpreting
Encompasses the contributions of all the participants, the environment: physical
and psychological-in which the participants interact.
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Participants: The three or more people interacting in an interpreted
discourse
o Initiator: The person who expresses something by speech or sign
(also referred as the source)
o Receiver: The individual or group who receives the message. (also
called the target)
o Interpreter: The individual who perceives the message, briefly
stores it in memory, selects an appropriate way of expressing it in a
second language or another form of communication, and then
expresses it. Though sated in the singular, interpreting may involve
more than one interpreter, as in the case of relay interpreting, in
which the expression by the first interpreter is interpreted by a
second interpreter in another language or modality.
Message: that which is being expressed by the initiator, both verbally and
nonverbally.
Environment: The physical and psychological context in which an
interpreted discourse occurs. We subsume the social context of an
interpreted discourse under the psychological context.
Interactions: While the model displays each of the preceding categories
singly, the effects on the interpreting process of any one of them depend
on the others.
Interpreting is a concatenation of the interaction of many factors.
For example, an interpreter may change the sign code in which they are
interpreting if the deaf participant shows no indication of understanding the
interpreted messages. (the above information derived from “Sign Language
Interpreting, Exploring its Art and Science, Stewart, Schein, Cartwright, 1998)