Module LANG40220: INTERPRETING ETHICS AND PROFESSIONAL PRACTICE

Department: Language Centre

LANG40220: INTERPRETING ETHICS AND PROFESSIONAL PRACTICE

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims to expand on the interpreting processes learned in 'The Interpreting Process and Practice' and develop the specialised cognitive processes required for simultaneous interpretation. This will focus on the development of specialised linguistic/cognitive skills in the areas of: vocabulary and register choice, cultural adaptations, pragmatics, discourse analysis, auditory and visual memory, and decalage (lag time), and applying these skills to increasingly complex tasks utilizing simulated and practicum interpreting experiences. Students will identify different contextual factors affecting language usage in the interpreting process, and will begin to demonstrate an ability to produce dynamic equivalence from source language to target language. Students will also learn techniques for skills analysis and peer support.
• The module will examine the cultural, professional and ethical aspects of interpreting, including historical and current debates around the role of the interpreter and the BSL/English Interpreters' codes of ethics as they apply to real life situations. There will be opportunities to discuss and apply practical solutions in the areas of (potential) cultural conflict and cultural mediation, as well as the management of the interpreter's role and the facilitation of communication.
• This is the second module of four in the programme, and applies the consecutive interpreting skills learned in Module One to the learning of simultaneous interpreting. All of the above specialised skills and knowledge will be applied to observations of qualified interpreters at work, which will be written up in log books and discussed in classes.

Content

• This module explores interpreting as a cross-cultural, inter-lingual professional practice and the relationship to Codes of Practice which define the boundaries and limits of interpreting
• The cultural, professional and ethical aspects of interpreting, including historical and current debates around the role of the interpreter, and Codes of Practice are examined as they apply to real life situations
• There will be opportunities to discuss and apply practical solutions in the areas of (potential) cultural conflict and cultural mediation as well as the management of the interpreter role in different contexts

Learning Outcomes

• Demonstrate a depth of understanding about and practical simultaneous interpreting skills in monologue and dialogue situations, including vocabulary and register choice, cultural adaptations, pragmatics, discourse analysis, auditory and visual memory, managing a communication event, and decalage (lag time)
• Critically review theoretical knowledge about interpreting, and apply it to practical tasks.
• Demonstrate a depth of knowledge about and skills in preparation, self-analysis, peer support skills (giving and receiving feedback) and cultural mediation.
• Understand and critically review the issues surrounding the 'role' of the interpreter and the interpreters codes of ethics.

• Demonstrate advanced practical simultaneous interpreting skills in monologue and dialogue situations, including vocabulary and register choice, cultural adaptations, pragmatics, discourse analysis, auditory and visual memory, managing a communication event, and decalage (lag time)
• Apply advanced theoretical knowledge about interpreting to practical tasks
• Demonstrate highly developed skills in preparation, self-analysis, peer support skills (giving and receiving feedback) and cultural mediation
• Apply an in depth understanding of the 'role' of the interpreter and the interpreters' codes of ethics to real-life interpreting experiences.

• Language learning skills
• Use of IT and multimedia
• presentation and communication skills
• research and academic writing and signing skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Laboratory sessions: Practical interpreting skills (through guided practice).
• Small-class teaching: Improved skills in BSL and English (through input), all subject specific knowledge.
• Group practice sessions: Practical interpreting skills improved skills in BSL and English.
• Simultaneous interpreting skills will be taught through guided practice in laboratory sessions using video and audio equipment, and through group practice sessions appropriate to the learningof the practical skill. Small-class teaching and lectures will be used for learning of all subject specific knowledge. Classes will be conducted in both BSL and English as appropriate thereby enhancing student's language learning.
• BSL does not have a written form, has regional variations, and each signer has their own personal style. Therefore extensive use will be made of videoed examples of Deaf people using BSL in different situations for interpreting practice.
• Interpreting is a skill that is often used in live, face-to-face situations, and must be learned and practiced live. Simulated interpreting tasks will prepare students for the linguistic, cultural and ethical decisions that interpreters have to make throughout an interpreting assignment, and the practicum componant will allow students to observe these skills in use in 'real' interpreting situations in the Deaf community.
• The assessment scheme for this module is designed to test both theoretical knowledge about interpreting and students' simultaneous interpreting skills. Student performance in simulated interpreting situations will be recorded regularly on audiotape and video for self-evaluation and tutor feedback (formative assessment).
• Summative assessments will be in the form of interpreting exams (simulated interpreting situations in the classroom recorded on video for marking and feedback).
• Both summative and formative assesments will address the acuracy of students' Interpretations (into both BSL and English), as well as their ability to manage their role, the communication process, and their ethics. A log book of both observations of qualified interpreters will also be formatively and summatively assessed to evaluate students' ability to apply subject-specific knowledge to real-life interpreting situations.
• An essay - either written in English or presented in BSL - will be used to assess subject-specific knowledge.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Interpreting tasks in simulated interpreting situations in the classroom will be recorded on video for evaluation and feedback. Tutors will collect the video tapes for viewing prior to one-to-one and group feedback sessions. Log book entries will be discussed in classes and feedback given

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University