Postgraduate Programme and Module Handbook 2015-2016 (archived)
Module MELA42930: Specialised Interpreting British Sign Language<>English
Department: Modern Languages and Cultures
MELA42930:
Specialised Interpreting British Sign Language<>English
Type |
Tied |
Level |
4 |
Credits |
30 |
Availability |
Not available in 2015/16 |
Module Cap |
|
Prerequisites
Corequisites
- MELA40430 Translation Theory.
Excluded Combination of Modules
- No more than two Specialised Translation modules can be taken.
Aims
- To provide students with a solid grounding and training in interpreting from British Sign Language into English and from English
into British Sign Language.
- To allow students to interpret in both directions so as to gain experience and confidence to interpret independently between British
Sign Language and English through practice.
- To enhance students comparative knowledge and understanding of the
linguistic characteristics of varieties of British Sign Language in
contrast to spoken and written varieties of English.
- To develop a professional and ethical approach to the management of the interpreter role in different contexts and be able to apply practical solutions in the areas of (potential) cultural conflict and
cultural mediation.
- To apply a theoretical understanding of dialogue interpreting as
contrasted with uni-directional interpreting.
- To help students develop domain specific knowledge and vocabulary in both languages.
Content
- The module provides intensive practice in both directions
of interpreting. A range of simulated interpreting situations and
domains are provided in class. Students will build a dossier of interpreted events. Simulated interpreting will be from a variety of
subject/domain areas and of both one-way and dialogue events.(meetings/discussions, assessments/tests, advice, a variety of
television programmes, education, technology, health/medical).
- Other modules focus on crucial stages and aspects of the
translation process and the comparison of source and target texts. This
module builds on that foundation and through a variety of examples brings in a focus on interpreting as social interaction through the
concepts of:
- Production Format;
- Relaying and Gatekeeping;
- Source attribution;
- Intercultural communication;
- Context: situation, purpose, actors;
- comparative linguistics and sociolinguistics of signed,
spoken, written language;
- language variation, including register, dialect, idiolect,
sociolect and jargon;
- Essential knowledge and skills for practitioners is an
understanding of professional ethics and their application in
interpreting practice. This is developed through sessions analyzing
dilemmas that arise in interpreting and the application of
Demand-Control Theory.
Learning Outcomes
- Students will acquire an in-depth knowledge of the skills and
other factors involved in British Sign Language<>English
Interpreting.
- Students will acquire knowledge of:
- the concepts and terminology related to interpreting into and from British Sign Language;
- social interaction theory related to interpreting
events;
- ethical issues related to professional
interpreting;
- Demand-Control Theory related to BSL/English interpreting;
- comparative BSL-English concepts and terminology related to a variety of domains/subjects.
- Students will acquire a thorough grounding in the skills required for interpreting between English and British Sign
Language;
- Students will acquire the ability:
- To interpret effectively and professionally in a variety of contexts;
- To interpret effectively and professionally in unidirectional
and in dialogue settings;
- Students will acquire a capacity to understand utterances in
context in the source language and render them contextually correctly
in the target language, using the register and other language
conventions that correspond to their intended purpose;
- to deal with the transference of connotative and denotative
meaning in British Sign Language<>English
interpreting;
- to deal with collocative aspects of British Sign
Language<>English interpreting;
- to deal with intertextual elements in British Sign
Language<>English interpreting;
- to deal with language variety in British Sign
Language<>English interpreting, including aspects related to
register, sociolect, dialect, and regional varieties;
- to deal with intercultural elements in British Sign
Language<>English interpreting;
- to deal with prosodic issues in British Sign
Language<>English interpreting: the emotional state of a
speaker; whether an utterance is a statement, a question, or a
command; whether the speaker is being ironic or sarcastic; emphasis, contrast, and focus;
- to use research tools and become familiar with research
skills;
- to locate, access and exploit relevant lexicological and terminological sources;
- to translate between the visual-gestural language structures of British Sign Language and the written and oral structures of
English in the appropriate target-language register and
style;
- to become competent in basic video recording and simple
editing techniques on computer.
- the development of organisational and time management
skills;
- the use of IT resources and facilities;
- the ability to work in a team;
- the ability to evaluate personal achievements;
- the ability to work independently;
- the ability to produce clearly structured and presented
written and filmed work.
Modes of Teaching, Learning and Assessment and how these contribute to
the learning outcomes of the module
- The module is taught in the form of seminars that adopt a
structured and incremental approach to interpreting. In-class simulated
interpreting is a way of developing confidence and skills of live
interpreting and promoting self-analysis. Students begin with in-class
consecutive interpreting to build up confidence and skills. Simulation
is through peers and tutors providing a live audience.
- This approach provides students with the largest possible
degree and range of active engagement with both peers and lecturer and
assures the delivery of effective direct feedback. The seminars offer
ample opportunity for a discussion of the principles underlying
effective interpreting strategies, with immediate feedback on strategiesand principles.
- The Specialised Interpreting module is taught in Michaelmas
and Epiphany terms. In Michaelmas students major focus is interpreting
from English into British Sign Language. In Epiphany the students major
focus is interpreting in the opposite direction, with English as target
language. Both terms will begin with consecutive one-way interpreting before moving on to simultaneous interpreting. Simulated Dialogue
interpreting (both ways) opportunities will also be incorporated into
both terms. The course is taught for two hours per week over the two
terms. The module provides students with a coherent structured approach
to developing their interpreting competence.
- The module is assessed by portfolio of student's work compiled
from a variety of interpreted events which the students have engaged in
during the module and a final interpreting exam. In week 8 of Michaelmas
term, students are filmed in-class interpreting into BSL (one-way 10
minutes) and submit this with a 10 minutes BSL commentary in week 9 for
feedback. In week 9, students produce a second, filmed, in-class interpreting performance: two-way dialogue interpreting for 10 minutes.
Students submit this at the beginning of Epiphany term with a 10 minutes commentary (BSL or English), for feedback.
- In week 8 of Epiphany term, students are filmed in-class interpreting into English (one-way 10 minutes) and submit this with a 10
minutes English commentary in week 9 for feedback. In week 9, students produce a second, filmed, in-class interpreting performance: two-way
dialogue interpreting for 10 minutes. Students submit this at the
beginning of Epiphany term with a 10 minutes commentary (English or
BSL), for feedback. In the final week of Easter Term students sit an
interpreting exam.
Teaching Methods and Learning Hours
Activity |
Number |
Frequency |
Duration |
Total/Hours |
|
Seminars |
18 |
Weekly |
2 hours |
36 |
Student Preparation and Reading Time associated with Contact
Hours |
|
|
|
114 |
General Background Reading: Interpreting |
|
|
|
150 |
Total |
|
|
|
300 |
Summative Assessment
Component: Commentary |
Component Weighting: 10% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Interpreting Commentary |
1,000 words or 10 minutes BSL |
100% |
Yes |
Component: British Sign Language > English Translation |
Component Weighting: 30% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
1st Text British Sign Language > English |
1,000 words or 10 minutes BSL |
50% |
Yes |
2nd Text British Sign Language > English |
1,000 words or 10 minutes BSL |
50% |
Yes |
Component: English > British Sign Language Translation |
Component Weighting: 30% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
1st Text English > British Sign Language |
1,000 words or 10 minutes BSL |
50% |
Yes |
2nd Text English > British Sign Language |
1,000 words or 10 minutes BSL |
50% |
Yes |
Component: Interpreting simulation |
Component Weighting: 30% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Interpreting into language of accreditation |
600 words or 6 minutes BSL |
100% |
Yes |
Seminar teaching allows tutors to provide direct feedback at every session. Direct feedback contributes to the development of the students' skill to comment on translation choices and to the students' improvement of interpreting skills.
■ 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