CONSECUTIVE AND DIALOGUE INTERPRETING II - 2020/1

Module Overview

This module builds on the skills learnt and settings covered in “Consecutive and Dialogue Interpreting I” and focuses on the advanced practice of spoken-language interpreting between English and the chosen language. It provides students with advanced skills, strategies and practical knowledge to perform consecutive and dialogue interpreting tasks professionally and confidently in in a variety of relevant communicative situations which require interpreting both-ways.

Module provider

School of Literature and Languages

Module Leader

DAVITTI Elena (Lit & Langs)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

Native or near-native competency in English and another language offered in the programme, and attendance and submission of units of assessment of Consecutive and Dialogue Interpreting I

Module content

The module focuses on the intensive practice of consecutive and dialogue interpreting, and encourages students to analyse and reflect upon their own interpreting practice. Particular emphasis is on dialogue interpreting exercises to enable students to deal with the bi-directionality of many interpreting situations. Compared to semester 1, greater emphasis is placed on detailed and nuanced renditions, the projection of the speaker’s intentions, and coordination of the interaction (in dialogue situations) and delivery of the target speech. There is also more emphasis on the preparation of more complex interpreting assignments. Furthermore, students are enabled to develop sight translation skills (both-ways).

Indicative content includes:

• Lectures on developing an extended interpreting assignment and analytical commentary, and on developing a topic-based study of interpreting.

• A language-pair specific component focusing on the consolidation of the practical interpreting skills acquired in Semester 1 and on target speech production with particular reference to the associated language-pair specific linguistic, social and cultural challenges. Students are given the opportunity to practise in role-play situations and simulated ‘real-life’ interpreting tasks. In-class analysis and discussion focuses on the students’ own practice as well as prototypical interpreting scenarios, their respective challenges, and the knowledge and strategies required to master them. The module also includes discussions of clients’ needs, the interpreter's role and relevant codes of conduct for interpreting. Materials include live speeches and recorded materials from semi-specialised and specialised registers, including the interpretation of visual aids (e.g. presentation slides).

• Multilingual group simulations of real-life interpreting situations (ranging from international conferences to business meetings, police and courtroom communication, doctor-patient conversations and setting of technology-supported interpreting), which provide students with opportunities for further hands-on practice in a polyglot environment, to consolidate the interpreting skills developed in language-specific modules; develop professional practice with regard to preparation; develop flexibility in switching from one mode to another; practise in front of live audiences, thus boosting confidence and public-speaking skills. These simulations will be covered in guided study sessions that take place regularly throughout the academic year and draw as far as possible on input from professionals who regularly work with interpreters (e.g. lawyers, judges, police officers, nurses, doctors, business people) and who will participate in the simulations on a case-by-case basis as role players (live speakers). As a by-product, students also develop skills related to interaction with clients, follow-up of interpreting assignments and working as part of a team. • Centre for Translation Studies (CTS) Seminars, focussing on professional development activities and invited talks by experienced practitioners and Interpreting Studies scholars.

Assessment pattern

Alternative Assessment

Resits may exceptionally require an alternative form of assessment. In such cases, the mode and/or topic of the assignment may be modified, or the assignment may be done on the basis of recorded spoken material. The achievement of the learning outcomes is measured in the same way as in the first attempt, using the criteria for oral interpreting assignments.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their practical interpreting skills as well as their reflective skills.

Thus, the summative assessment for this module consists of:

• One assignment of dialogue interpreting of approx. 15-20 minutes during the semester inclusive of a written translation component (both-ways) as part of the assignment preparation;

• One end-of-unit interpreting test aiming to assess students’ interpreting performance and skills holistically through simulation including dialogue interpreting and sight translation (both-ways) of approximately 25 minutes.

Formative assessment and feedback Students receive regular feedback on their preparation and interpreting skills during the practice in class. This includes comprehensive feedback, indicative marks and feed-forward to enable students to prepare for the assignments. Formative feedback from tutors, peers and clients is also provided during the guided study sessions. In the formative interpreting exercises, tutors use the same assessment criteria as in the two summative assignments. The criteria are made available to and explained to the students in class.

Module aims

• help students acquire advanced skills and strategies for consecutive and dialogue interpreting
• enable students (through a range of advanced exercises and role-play simulations) to consolidate and expand the skills developed in “Consecutive and Dialogue Interpreting I” and to apply them in a professional capacity
• help students to prepare for professional practice in a wide variety of situations, through critical reflection upon different interpreting situations
• enable the acquisition of sight translation skills and strategies (also both-ways), and a consolidation of the skills and strategies required to use communication technologies such as videoconferencing in interpreter-mediated communication

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to

• Combine teacher-led input and discussion (approx. 30%) exercises (approx. 70%) allowing for extensive practice using the Department’s facilities

• Enable learning in language-pair specific small group workshops allowing students to develop their practical skills and expertise in interpreting

• Encourage critical self- and peer-evaluation of the students’ performance

The learning and teaching methods include

• Lectures focusing on extended interpreting assignments and thematic approaches to the study of interpreting (4 hours).

• Language-pair specific practice workshops (normally 27-33 hours) that enable students to develop advanced interpreting skills through extensive practice and receive a large amount of formative feedback from their tutors and peers.

• Multilingual group simulations to provide further opportunities for hands-on practise in simulated real-life scenarios. Each formative simulation is accompanied by a briefing, an induction in class and a reflective discussion at the end of the session in which the speakers and students share their observations and comments. This includes comprehensive feed-forward to enable students to work on their performance and to prepare the subsequent simulations.

• Self-study during which students are expected to spend at least 4 hours per week researching the subject areas and are encouraged to develop Internet and research skills to enable them to find appropriate materials for preparation; students are also expected to spend at least 6 hours per week practising on interpreting materials, individually and in groups; interpreting problems arising from assignments are discussed in class

• Regular (self-)recording of students to enable them to analyse and enhance different aspects of their performance.

• CTS Seminars (normally 8-12 hours).

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: TRAM483

Programmes this module appears in

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 2020/1 academic year.