ABSTRACT
This chapter examines the history of using consecutive interpreting within the work of spoken and signed language fields of practice, and some of the current issues shaping the use of effective consecutive interpreting. It reviews the relevant literature, past and current, that has shaped translation and consecutive interpreting practices as applied to spoken and signed language interpreting. The chapter examines the evidence that has informed how consecutive interpreting is taught to interpreting students. Cognitive models developed by Cokely, Gile, Colonomos, and Russell are but a few that are taught in conjunction with the process of interpreting. These cognitive models are beneficial for signed language interpreting ‘especially when examining what defines successful practices regarding the relationship between processing time and the ability of the interpreter to realize and co-construct meaning based on the interaction and context that all participants bring to the communication event’.
