Ta'limning zamonaviy transformatsiyasi
19-to’plam 3-son May 2025
89
SIGN LANGUAGE INTERPRETING AS SIMULTANEOUS
INTERPRETING
Daminov Navruz Kudratovich
Associated professor of SamSIFL
Abstract: Sign language interpreting (SLI) is increasingly recognized as a
form of simultaneous interpreting, sharing many of the cognitive challenges and
strategic requirements of spoken language interpreting (SLI). This article explores
the theoretical and practical parallels between SLI and simultaneous interpreting,
examining the cognitive demands faced by interpreters working in both modalities.
It will then delve into specific strategies employed by both spoken and sign language
interpreters to manage these cognitive loads, emphasizing the unique linguistic and
cultural considerations that differentiate SLI. Finally, the paper will examine the
implications for interpreter training and professional development, advocating for
a more integrated approach that recognizes the shared skills and competencies
required for effective interpreting in both modalities.
Keywords: sign language interpreting, simultaneous interpreting, cognitive
load, interpreting strategies, interpreter training, spoken language interpreting,
sign language, accessibility
Introduction.
The field of interpreting has traditionally focused primarily
on spoken languages, with sign language interpreting (SLI) often considered a
separate discipline. However, with growing recognition of sign languages as
legitimate and complex linguistic systems, there is an increasing understanding that
SLI shares many fundamental characteristics with spoken language interpreting,
particularly simultaneous interpreting. Both modalities involve receiving a message
in one language (the source language), processing it rapidly, and conveying it into
another language (the target language) in real-time. This demands a high level of
Ta'limning zamonaviy transformatsiyasi
19-to’plam 3-son May 2025
90
cognitive skill, linguistic proficiency, and cultural awareness.
This article aims to provide a comparative analysis of SLI and simultaneous
interpreting, highlighting the cognitive demands and strategic approaches employed
in both modalities. It will explore how SLI can be viewed as a form of simultaneous
interpreting, while also acknowledging the unique challenges and considerations
specific to sign language interpreting.
Simultaneous interpreting, whether spoken or signed, places significant
demands on the interpreter’s cognitive resources[P.Tuychiyeva, 2024]. These
demands can be broadly categorized into the following areas:
The interpreter must actively listen (in spoken language interpreting) or
watch (in SLI) the source language message, rapidly decoding and understanding its
meaning. This involves processing linguistic information, identifying key concepts,
and inferring speaker/signer intent. The speed and complexity of the source language
input can significantly increase the cognitive load.
Interpreters rely heavily on STM and WM to hold information in the source
language while processing and formulating the target language equivalent. WM is
particularly crucial for managing the temporal delay between receiving the source
language input and producing the target language output, known as the
ear-voice
span
(in spoken language interpreting) or the
eye-sign span
(in SLI).
The interpreter must formulate and produce the target language message in
a clear, accurate, and fluent manner. This involves selecting appropriate vocabulary,
grammatical structures, and idiomatic expressions to convey the meaning of the
source language message effectively. In SLI, this also requires skilled use of the
visual-gestural modality, including facial expressions, div language, and spatial
referencing.
Interpreters must constantly coordinate and monitor their comprehension,
memory, and production processes to ensure accuracy and coherence [Хасанова, Д,
2024]. This involves paying attention to the flow of the source language message,
anticipating upcoming information, and adjusting their target language output
accordingly. They must also monitor their own performance, identifying and
Ta'limning zamonaviy transformatsiyasi
19-to’plam 3-son May 2025
91
correcting errors as they occur.
While these cognitive demands are shared by both spoken and sign language
interpreters, there are some key differences:
Modality:
Spoken language interpreting relies primarily on the auditory and
vocal modalities, while SLI relies on the visual and gestural modalities. This
difference in modality impacts the sensory processing demands and the types of
information that are readily available to the interpreter. For example, spoken
language interpreters may rely on prosody (intonation, rhythm, stress) to identify
key information, while sign language interpreters rely on non-manual markers
(facial expressions, head movements) for similar cues.
Spatial Referencing:
Sign languages utilize space to convey grammatical
and semantic relationships, such as location, direction, and person reference. This
requires interpreters to maintain a mental map of the signing space and accurately
represent spatial relationships in the target language. Spoken languages typically
rely on verbal descriptions for spatial information.
Iconicity:
Some signs in sign languages are iconic, meaning that they
visually resemble the objects or actions they represent. While iconicity can aid
comprehension, it can also be misleading if not interpreted correctly within the
context of the signing. Spoken languages generally have less iconicity.
To manage the cognitive demands of simultaneous interpreting, both spoken
and sign language interpreters employ a variety of strategic approaches:
-
Skilled interpreters actively anticipate and predict upcoming information
in the source language message, based on their knowledge of the topic,
speaker/signer style, and linguistic patterns. This allows them to prepare for the
target language output and reduce the cognitive load associated with processing new
information;
-
Interpreters break down complex source language messages into smaller,
more manageable chunks. They may also simplify the syntax and vocabulary of the
target language output to reduce the processing demands and maintain fluency;
-
When faced with difficult or ambiguous source language input, interpreters
Ta'limning zamonaviy transformatsiyasi
19-to’plam 3-son May 2025
92
may reformulate or paraphrase the message in the target language to convey the
intended meaning as accurately as possible. This requires a deep understanding of
both languages and the ability to creatively re-express ideas.
While note-taking is more commonly associated with consecutive
interpreting, some simultaneous interpreters use brief notes to aid memory,
especially when dealing with numerical data, names, or complex arguments. SLI
may involve mental note-taking using visualization techniques to remember the
spatial relationships and non-manual markers.
In conclusion we can say that interpreters act as cultural mediators, bridging
cultural gaps between the source language speaker/signer and the target language
audience. This involves explaining cultural references, adapting communication
styles, and addressing potential misunderstandings that may arise due to cultural
differences. In SLI, cultural mediation is particularly important due to the distinct
cultural norms and values of deaf communities.
LITERATURE
1. Bakhodirovna, T. P., & Qizi, I. S. Z. (2024). INTERNATIONAL TOURISM
TERMS IN SIMULTANEOUS TRANSLATION. Science and innovation,
3(Special Issue 19), 705-708.
2. Shaxlo, N. (2025, February). INGLIZ VA O ‘ZBEK TILLARI MATNLARIDA
DEYKSIS VA ANAFORANING QO’LLANILISH HOLATLARI. In International
Conference on Linguistics, Literature And Translation (London) (Vol. 12, pp. 7-9).
3. Саломова, П., & Ахмеджонова, Н. (2024). Ijtimoiy tarmoqlarning diskursiv
xususiyalari. Переводоведение и лингвистика в эпоху цифровых технологий:
изучение передовых подходов, 1(1), 226-228.
4. TUYCHIYEVA, P. (2024). Difficulties in simultaneous translation.
5. Туйчиева, П. (2024). Tarjimashunoslikda uchraydigan muammolar.
Переводоведение и лингвистика в эпоху цифровых технологий: изучение
передовых подходов, 1(1), 166-167.
6. Хасанова, Д. (2024). Исследование профессиональной компетентности
переводчиков. Переводоведение и лингвистика в эпоху цифровых технологий:
Ta'limning zamonaviy transformatsiyasi
19-to’plam 3-son May 2025
93
изучение передовых подходов, 1(1), 223-226.
7. Shermatova, B. (2024, December). DEVELOPING THE PROFESSIONAL
SKILLS OF FUTURE TRANSLATORS BASED ON A COMPETENCY-BASED
APPROACH. In International Conference on Linguistics, Literature And
Translation (London) (Vol. 10, pp. 44-48).
