PUBLIC SERVICE INTERPRETING - TRENDS AND ISSUES - 2018/9
Module code: TRAM181
School of Literature and Languages
DAVITTI E Dr (Lit & Langs)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 95
Lecture Hours: 22
Tutorial Hours: 33
|Assessment type||Unit of assessment||Weighting|
|Coursework||GUIDED COMMENTARY (1,000-1,500 WORDS)||30|
|Coursework||SMALL-SCALE RESEARCH PROJECT WITH REPORT (2,000-2,500 WORDS)||70|
Prerequisites / Co-requisites
This module introduces students to the professional dimension of the different fields of Public Service Interpreting (PSI). It covers current issues such as the specific ethical requirements, codes of conduct, working conditions and legislation associated with PSI, as well as trends such as remote interpreting and their repercussions on the PSI landscape.
Acquaint students with the professional and institutional contexts in which PSI is carried out
Enable students to develop in-depth knowledge of the procedures and requirements of different PSI settings, including in particular legal and healthcare settings
Familiarise students with the role of the public service interpreter and the ethical aspects and specific ethical ‘dilemmas' of PSI
Enable students to develop a thorough understanding of the interpreters' codes of conduct and legislation relating to PSI
Provide an outlook on trends such as videoconference-based and remote interpreting and their specific challenges in the PSI context
|1||Appraise the professional environments in which Public Service Interpreters work||K|
|2||Identify and critically engage with the procedures and requirements for different PSI assignments||C|
|3||Appreciate the role and ethical responsibilities of a Public Service Interpreter and interpreters' codes of conduct||T|
|4||Demonstrate practical experience of Public Service Interpreting||P|
|5||Use communication technologies for different forms of videoconference-based and remote interpreting and appreciate the specific challenges that these create in PSI contexts||C|
|6||Evaluate in which communicative situations remote interpreting is/is not appropriate||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
This module explores the professional dimension of PSI (its history, current trends and professionalisation). In the module, students are acquainted with the environments and contexts in which PSI is required, and with the professional associations and opportunities for further professional development in the field of PSI. Selected contexts such as police, court, healthcare are then analysed in greater depth to provide students with relevant knowledge about the procedures of interpreting in these settings. Case studies and examples are used to discuss the role and ethical responsibilities of the interpreter in Public Service settings and to enable students to identify the links between these responsibilities and relevant codes of conduct. The module also includes an overview of the situation and status of PSI in different countries, a discussion of national and international legislation such as Directive 2010/64/EU on the right to interpetation and translation in criminal proceedings, a reflection on how interpreters and clients can cooperate to master the challenges of PSI and the impact of technology-supported methods of interpreting as increasingly important modalities in public service setting in terms quality, interaction, perception, etc.
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Classes will consist of a mix of approx. 30% teacher-led input, and 50% discussion and practical exercise and, where possible, 20% practical project work. The projects will be co-ordinated by the module tutor and are subject to availability
Enable learning and discussion in small and large groups allowing students to develop awareness of the issues associated with PSI
Encourage critical skills
The learning and teaching methods include:
Contact hours (interactive lecture format) (22 hours)
Guided study (33 hours) in the form of practical project work
Self-study during which students are expected to spend at least 6 hours per week researching the subject areas and are encouraged to work individually as well as in groups.
The assessment strategy is designed to provide students with the opportunity to demonstrate their critical and reflective skills.
Thus, the summative assessment for this module consists of:
A guided commentary and a small-scale research project with report (which can be based on observation of practice, hands-on experience of interpreting, remote interpreting or a topic covered in class discussions).
Formative assessment and feedback
Students receive regular feedback from the tutor and from peers on their contributions to the class discussion and the hands-on practice. Students are also expected to give a group presentation (formative exercise) in one of the sessions on which they receive comprehensive feedback and feed-forward to facilitate the preparation of the report.
Reading list for PUBLIC SERVICE INTERPRETING - TRENDS AND ISSUES : http://aspire.surrey.ac.uk/modules/tram181
Programmes this module appears in
|Interpreting (Chinese Pathway) MA||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Translation and Interpreting MA||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Interpreting MA||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.