Module LANG40615: Interpreting Domains

Department: Language Centre

LANG40615: Interpreting Domains

Prerequisites

• a) Introduction to the Interpreting Process and Profession (Module One of 'Postgraduate Diploma in Interpreting with the Deaf Community') and Interpreting Skills and Ethics (Module Two of 'Postgraduate Diploma in Interpreting with the Deaf Community). b) a 2.1 degree with BSL, or equivelent qualification in BSL (Level 4), or 65% or above from BSL componants of the Postgraduate Certificate in Advanced BSL and Related Studies, or concession, which will include native/near native fluency and other relevent qulaifications and experience to be assessed by the Centre. c) The first two modules of Postgraduate Certificate in Advanced BSL and Related Studies, or concession, which will include other relevent qualifications and experience, to be assessed by the centre. d) English Langauge Criteria: For non-native English users (native BSL users) as English literacy level equivelent to IELTS 6-7 (writing does not have a half point assessment) will be required. This will be assessed by The Langauge Centre. For hearing international students, the normal University IELTS 6.5 entry criteria will apply, and BSL criteria will be the same as for all non-native BSL users. e) GCSE B/C or equivelent: This is necessarily low to allow a wide range of applicants. Support mechanisms will be implemented as necessary to ensure acheivement of the necessary level.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module aims to provide students with specialised language and interpreting skills. Theoretical accounts of interpreting settings such as legal, medical, religious, theatre, conference, television, mental health, and educational situations will be examined in the course, as different settings often make specific demands on an interpreter's linguistic skills and ethical practices. Specialist knowledge and vocabulary in both English and BSL will be discussed, as well as particular ethical and cultural issues that may arise in relation to these settings.
• Different models of interpreting will be examined a critically reviewed in relation to the domains of interpreting. Dialogue interpreting, for example, at a doctor's appointment, or group contexts, such as a meeting or tutorial will be examined and contrasted with interpreting events with minimal interaction such as formal contexts where an audience is involved (such as a lecture). The complex and dynamic relationship between the interpreter and their deaf and hearing consumers/users/clients in these different settings will also be explored.
• This module will also examine the specialised interpersonal and public speaking skills (in BSL and English) required of interpreters in some of these settings, and students will have the opportunity to develop such skills during simulated interpreting situations in the classroom. All of the above 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.
• This is the third module of four in the programme, and applies the simultaneous interpreting skills learned in Module Two to the study and experience of BSL/English interpreting in various domains.

Content

• The module will expand on the interpreting processes learned in Module Two to provide students with specialised language and interpreting skills. Interpreting in settings such as legal, medical, religious, theatre, confidence, television, mental health, and educational situations will be examined in the course, as different settings often make specific demands on an interpreter's linguistic skills and ethical practices. Specialist knowledge and vocabulary in both English and BSL will be discussed, as well as particular ethical and cultural issues that may arise in relation to these settings.
• This module will also examine the specialised interpersonal and public speaking skills (in BSL and English) required of interpreters in some of these settings, and you will have the opportunity to develop such skills during simulated interpreting situations in the classroom, and will apply knowledge of these skills to observations of qualified interpreters at work in the Deaf community.

Learning Outcomes

• Understand and demonstrate the specialised practical simultaneous interpreting skills required for various settings (for example legal, medical, religious, theatre, conference, television, mental health, and educational)
• Critically review complex theoretical knowledge about interpreting, and apply it to practical tasks
• Demonstrate depth of knowledge about and skills in preparation, self-analysis, peer support skills (giving and receiving feedback) and cultural mediation.

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.
• Specialist interpreting skills will be taught through guided practice in laboratory sessions using video and audio equipment, and through group practice sessions appropriate to the learning of a practical skill. Small-class teaching and lectures will be used for the 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 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. Where possible, videos of BSL users using vocabulary related to specific settings will be used.
• Interpreting is a skill that is most often used in live, face-to-face situations, and must be learned and practiced live. Simulated interpreting taks 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 these skills to be put to 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' interpreting skills in specific settings. Student performance in simulated interpreting situations will be recorded regularly on audiotape and video for self-evaluation and tutor feedback (formative assessment). A log book of students' own practicum experience will also be formatively and summatively assessed to evaluate students' ability to apply subject-specific
• Summative assessments will be in the form of interpreting experience in the Deaf community (videos of such evidence will be collected for marking).
• Both summative and formative assessments will address the accuracy and appropriateness of students' interpretations (both into BSL and English), as well as their ability to manage their role, the communication process, and their ethics in relation to specific domains of interpreting.
• 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:

Formative assessments: interpreting tasks in simulated interpreting situations in the classroom will be recorded on video for evaluation and feedback. Tutors will collect the videotapes 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