SIMULTANEOUS INTERPRETING II - 2023/4

Module Overview

This module builds on the skills learned and settings covered in Simultaneous Interpreting I (TRAM486) and focuses on the advanced practice of simultaneous interpreting between English and the chosen language. The module takes place in professionally equipped, ISO-certified simultaneous interpreting labs and provides students with advanced skills, strategies and practical knowledge to perform simultaneous interpreting tasks professionally and confidently in a variety of relevant communicative situations.

This module builds on the skills learns and settings covered in 'Simultaneous Interpreting' and focuses on the practice of simultaneous interpreting between English and the chosen language. It provides students with advanced skills, strategies and practical knowledge to perform interpreting tasks professionally and confidently in the simultaneous mode and in a variety of relevant communicative situations including the use of communication technologies such as videoconferencing.

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

Simultaneous Interpreting I  (TRAM486)

Module content

The module focuses on the intensive practice of one-way and two-way simultaneous interpreting and encourages students to analyse and reflect upon their own interpreting practice. Particular emphasis is on different types of unilateral situations, especially speeches and presentations that make use of visual aids such as presentation PowerPoint slides. Another important aspect is learning how to deal with bilateral situations in which simultaneous (whispered) interpreting is required such as bilateral talks and debates as well as dialogue interpreting scenarios (e.g. courtroom interpreting). The module strongly builds upon student learning in TRAM486 and helps to acquire more advanced skills in preparation for professional life, Greater emphasis is placed on detailed and nuanced renditions, the projection of the speaker’s intentions an, in all situations, due attention is paid to the students’ ability to handle the simultaneity of source language comprehension and target language production and the production of an accurate, coherent and fluent output in the target language. Moreover, emphasis is placed on developing students’ awareness of the embeddedness of a speech in the ‘conference hypertext’ and the importance of conveying a message that is in line with the overall communicative goal and purpose of the encounter. Further practice covers teamwork and the use of aids in the interpreting booth as well as the specifics of whispered interpreting for individuals and the use of mobile interpreting equipment for small groups of interlocutors. Students also review how to prepare for an assignment and how to continue learning after an assignment.

Indicative content includes:

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  • A language-pair specific and focuses on the consolidation of the skills acquired in Semester 1 and 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 are based on the students’ own performance 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, which are fundamental dimensions of employability, resilience and resourcefulness. Materials include live speeches and recorded materials from semi-specialised and specialised registers and increasingly challenging speech rates.
     
  
  
  • Multilingual, group simulations of real-life interpreting situations (ranging from international conferences to business meetings, and public service settings such as police and courtroom communication, doctor-patient conversations and  other relevant scenarios), which provide students with opportunities for further hands-on practice, to consolidate their interpreting skills; continue to develop and finetune professional practice with regard to preparation; enhance flexibility in switching from one mode to another boosting confidence and public-speaking skills by performing in front of live audiences. Simulations will be covered in class as well as in student-led small group practice regularly throughout the module and, where possible, with input from invited professionals who may work with interpreters (e.g. business people, legal practitioners, representatives of governmental and supra-national organisations, scientific and other international experts) who may participate in simulations as role players. As a byproduct, students also develop skills related to interaction with clients, follow-up of interpreting assignment and working as a team. This complements the knowledge and skills acquired by participating in the 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

Interpreting test: Simultaneous Interpreting into A language: where a face-to-face arrangement is not practical, the assignment may be carried out remotely Interpreting test: Advanced Simultaneous Interpreting into A language: where a face-to-face arrangement is not practical, the assignment may be carried out remotely Final Interpreting test: Dialogue Interpreting with sight translation and whispered interpreting (both-ways): where a face-to-face arrangement is not practical, the assignment may be carried out remotely

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, alongside the other module outcomes, via both formative assessment (ongoing throughout the module) and final summative assessment.. Through this strategy, this module empowers students to build self-evaluation into assessment process and creates space for them to reflect and critically comment on own performance. Also, students are encouraged to identify which aspect(s) of their work they would like to request feedback, thus developing them into independent learners.

 

Thus, the summative assessment for this module consists of:

• Interpreting Test: Simultaneous Interpreting into A Language (20%)
   


• Interpreting Test: Advanced Simultaneous Interpreting into A Language (40%)
   


• Final Interpreting Test: Dialogue Interpreting with Sight Translation and Whispered Interpreting (Both-Ways) (40%)
  This final interpreting test aims to assess students' interpreting performance and skills holistically through simulation
  
  
  Formative assessment and feedback

Students receive regular comprehensive feedback and feedforward from tutors, peers and clients on their preparation and interpreting skills during the practice in class, which allows them to monitor their progress week by week. 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

• The module aims to: help students acquire advanced skills and strategies for simultaneous interpreting
• enable students (through a range of advanced exercises and role-play simulations, and increased exposure to a variety of speech types, accents and stances), to consolidate and expand the skills developed in other TRAM modules and to apply them in a professional capacity
• prepare students for professional practice in simultaneous interpreting (including retour and relay interpreting from/through a pivot language) in ISO-certified booths and interpreting labs, whispered interpreting (both-ways), interpreting using mobile equipment
• help students to prepare for professional practice in a wide variety of situations, through critical reflection upon different interpreting situations scenarios
• offer language-pair specific practice workshops (subject to demand) in Arabic, Chinese, French, German, Greek, Italian, Korean, Norwegian, Polish, Portuguese, Romanian, Russian, Spanish, Swedish and Turkish paired with English

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

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    • combine teacher-led input and discussion (approx. 30%) and hands-on activities (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 a combination of:

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    • Language-pair specific practice workshops that enable students to develop advanced interpreting skills through extensive practice, extended interpreting assignments and thematic approaches to the study of interpreting and receive a large amount of formative feedback from their tutors and peers. Workshops include opportunities for hands-on practice in simulated real-life scenarios.
    
    
    • Independent study during which students are expected to research the subject areas and are encouraged to develop Internet digital and research skills to enable them to find appropriate materials for preparation; students are also expected to spend time practising on interpreting materials, individually and in groups; and carry out regular (self-)recording to analyse and enhance different aspects of their performance; interpreting problems arising from assignments are discussed in class.
    
    
    • Students are encouraged to be active participants throughout the practical sessions, and support one-another during the process, and in doing so, develop as informed, confident, collaborative and independent learners.
    
    
    • Interpreting skills through extensive practice and receive a large amount of formative feedback from their tutors and peers. ¿
    
    
    • Guided learning that includes simulations based on material provided to facilitate practice and skills acquisition outside the classroom and in small groups. Formative simulations are accompanied by a briefing and instructions for reflective post-performance observations to develop awareness and enhance critical skills.
    
    
    • Independent study during which students are expected to research 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 practise on interpreting materials, individually and in groups, and carry out regular (self-)recording to analyse and enhance different aspects of their performance; interpreting problems arising from assignments are discussed in class.
    
    
    
    
  
  
  
  

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: TRAM487

Other information

Native or near-native competency in English and another language offered in the programme

Surrey's Curriculum Framework is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills and capabilities in a range of areas.

The module is designed to equip students, in a gradual yet incremental way, with advanced skills competencies required of professional interpreters working in the simultaneous mode. The language-specific part of the module is taught by practicing interpreters, who bring into the classroom some invaluable experience and insights on the current language industry landscape and market demands. The tasks and assessment undertaken across the module reflect the challenges of real-life scenarios, with a level of difficulty proportional different learning stages, and are specifically chosen to finetune students’ skills and knowledge towards increased professional competence and awareness. Successfully completing the module requires resilience, consistent and regular practice (both individually and in small groups), as well as persistence to engage in the process of trial and error that is needed to finetune such skills and manage an inherently multitasking activity like interpreting. . Employability and sustainability also enhanced by the fact that successful completion of this module in combination with TRAM486 (semester 1) and its Consecutive and Dialogue Interpreting I and II counterparts (TRAM482 and 483) is officially recognised as fulfilling the entry criteria of the National Register of Public Service Interpreters (NRPSI), thus facilitating access to a key player for interpreters’ professionalisation and work ethics and standards in the UK.

The module is taught in an interactive way, with hands-on practice carried out in small groups and in a truly collaborative manner. As the course is inherently multilingual and multicultural, students are encouraged to engage with, and learn from, different perspectives to develop the skills necessary to learn how to convey content across languages and cultures in an accurate, clear and appropriate manner, thus developing their global and cultural capabilities. Students will develop their own resourcefulness and reflective skills that will benefit their critical thinking and ability to identify solutions and strategies to professionally cope with a range of different challenges in real time. Altogether, this will contribute to building students’ own confidence and self-efficacy and making them all-round professionals.

The resources needed for this module are available digitally, and students will be encouraged to navigate and utilise several digital and technological resources for their assignment preparation and practice. Furthermore, students will train in state-of-the art interpreting labs, equipped with ISO-approved double interpreting booths as well as hardware and software solutions to practise in both in-person and hybrid interpreting, which will boost digital skills and well as sustainability, by raising awareness of different, remote modalities of interpreting delivery. This module is linked to other TRAM modules in semester 1, where students explore various challenges related to interpreting scenarios and scholarly frameworks to analyse them, which can be then tested and put into practice here. The topics and knowledge acquired will also be beneficial to two seminar-based modules focused on interpreting and technology and on interpreting in public service settings as well as to the dissertation module, particularly in the interpreting plus commentary format.

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 2023/4 academic year.