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2020/2021

Profesionalization and International Organisations

Code: 44348 ECTS Credits: 9
Degree Type Year Semester
4316479 Conference Interpreting OB 1 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Maria Guiomar Stampa García-Ormaechea
Email:
Guiomar.Stampa@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Prerequisites

None.

Objectives and Contextualisation

  • To learn about professional consecutive and simultaneous interpreting.
  • To begin to have contact with professional interpreters.
  • To grasp the importance of voice to professional interpreters.
  • To find out about available voice management tools.
  • To receive an introduction to the importance of reflective practice in professional development.
  • To learn about the national and international political and administrative framework in which professional interpreters and translators operate.

Competences

  • Act in accordance with the deontological principles of the profession.
  • Apply techniques, rules and professional standards for interpreting.
  • Continue the learning process, to a large extent autonomously.
  • Identify and apply basic theory to conference interpreting as an academic discipline.
  • Manage workload, and plan, organise and control bots execution.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use consecutive interpreting techniques at a professional level.
  • Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Learning Outcomes

  1. Act in accordance with the deontological principles of the profession.
  2. Apply problem-solving strategies in consecutive interpreting.
  3. Continue the learning process, to a large extent autonomously.
  4. Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of consecutive interpreting.
  5. Demonstrate an understanding of the professional context and labour market for consecutive and simultaneous interpreting.
  6. Explain the role and functions of large national and international organisations that rely on interpreters.
  7. Handle problems related to the professional practice of the interpreter.
  8. Identify the underlying cognitive processes in consecutive interpreting.
  9. Manage workload, and plan, organise and control bots execution.
  10. Reflect on and self-evaluate one's own performance in consecutive interpreting.
  11. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  12. Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Content

Professional practice

 

  • Voice projection, vocal resonation, vocal flexibility and the vocal apparatus.
  • Description of the conference interpreting profession’s current characteristics and analysis of market characteristics.
  • Professional associations.
  • Consecutive interpreting: varieties, characteristics and professional context.
  • Simultaneous interpreting: varieties, characteristics and professional context.
  • Customs and practices of professional interpreters. Professional ethics.
  • Reflective practice for interpreters. Guidelines for learning portfolios.

 

International organisations

 

  • Spanish and international institutions.
  • The role of interpreters in Spanish and international institutions.

 

Methodology

Virtual classes with the European institutions

Seminars given by professional interpreters

Assessment and self-assessment activities

Tutorials

Autonomous work and portfolio

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars given by professional interpreters 10 0.4
Virtual classes with the European institutions 15 0.6 2, 4, 8, 10
Voice seminar 10 0.4 2, 4, 8, 10
Type: Supervised      
Portfolio creation 35 1.4 1, 9, 11, 3, 12
Preparation of autonomous practice 7.5 0.3 1, 9, 11, 3, 12
Type: Autonomous      
Autonomous practice 97.5 3.9 1, 5, 6, 9, 7, 11, 3, 12

Assessment

Professional practice

50%

Portfolio creation

15%

Portfolio content

20%

Voice exercise

15%

International organisations

50%

Written assignment and oral presentation

25%

Knowledge acquisition test

25%

Students may retake or compensate for failed or missed assessment activities provided that those they have actually performed account for at least 66.6% (two thirds) of the final mark and that they have a weighted mark of 3.5 or over. Students may not retake assessment activities in which they are found to have engaged in misconduct (plagiarism, copying, personation, etc.).

When publishing final marks prior to recording them on transcripts, lecturers will inform students, in writing, of the procedure to follow to retake or compensate for assessment activities. Lecturers may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities.

In the case of retaking or compensating for an activity, the highest final mark that can be obtained is 5. If the assessment activities a student has performed account for 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.

Students who engage in misconduct in an assessment activity will receive a mark of 0 for the activity in question. Misconduct in more than one assessment activity will result in a final mark of 0 for the module.

NB: All information on assessment, assessment activities and their weighting is merely a guide. The lecturer responsible for the module will provide full information when teaching begins.  

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Knowledge acquisition test 25% 2 0.08 5, 6, 7
Portfolio content 20% 25 1 1, 2, 4, 9, 8, 11, 3, 10
Portfolio creation 15% 10 0.4 1, 9, 11, 3
Voice exercise 15% 3 0.12 1, 9, 11, 3, 12
Written assignment and oral presentation - International Organisations 25% 10 0.4 5, 6, 7

Bibliography

AIIC (International Association of Conference Interpreters). 2004/2012. Practical Guide for

Professional Interpreters. Geneva: AIIC. http://aiic.net/page/628/practical-guide-forprofessional-

conference-interpreters/lang/1 (Accessed July 24, 2015). Also published in

Communicate, March 2004. http://www.aiic.net/ViewPage.cfm/article21.htm (Accessed

December 10, 2015).

AIIC (International Association of Conference Interpreters). 2015. Code of Professional Ethics.

Geneva: AIIC. http://aiic.net/page/6724 (Accessed July 24, 2015).

Baigorri-Jalón, Jesus. 2015. The history of the interpreting profession. In Holly Mikkelson and

Renee Jourdenais (eds.), The Routledge Handbook of Interpreting, 11–28. London: Routledge.

Bancroft, Marjory. 2005. The Interpreter’s World Tour: An Environmental Scan of Standards of

Practice for Interpreters. Washington DC: National Council on Interpreting in Health Care

(NCIHC). http://www.ncihc.org/assets/documents/publications/NCIHC%20Environmental%

20Scan.pdf (Accessed March 7, 2016).

Cokely, Dennis. 2000. Exploring ethics: A case for revising the code of ethics. Journal of Interpretation

2000: 25–57.

Cunha Rodrigues, José Narciso. 2003/2005. Professional secrecy. http://aiic.net/page/1726/

professional-secrecy/lang/1 (Accessed July 24, 2015).

Donovan, Jeremy. 2014. How to Deliver a TED Talk: Secrets of the World’s Most Inspiring Presentations.

New York: McGraw-Hill.

Kurz, Ingrid. 2002. Physiological stress responses during media and conference interpreting. In

Giuliana Garzone and Maurizio Viezzi (eds.), Interpreting in the 21st Century: Challenges

and Opportunities, 195–202. Amsterdam: John Benjamins. doi: 10.1075/btl.43.19kur

Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A comparison of experts and novices. The Interpreter’s Newsletter 12: 51–67.

Shermet, Sheila. 2012. Communication, interpretation and ‘oral translation’: Contrastive analysis

of freelancing vs. working for a large organization. Presentation at Second UN Conference

of MOU Universities, University of Mons, Belgium, May 2012, Annex 2, 125–144. https://

languagecareers.un.org/sites/languagecareers.un.org/files/PDF/report_of_the_2nd_mou_

conference-final.compressed.pdf (Accessed July 25, 2015).

Zeier, Hans. 1997. Psychophysiological stress research. Interpreting 2 (1-2): 231–249.

doi: 10.1075/intp.2.1-2.09zei

 

Portfolios:

Ali, S.Y. (2002). Portfolio assessment: Motivating ESP students to write better through continuous assessment.  In Troudi, S., Riley, S.  & Coombe, C. (Eds.) EFL Challenges in the New Millennium. TESOL Arabia 2001 Conference Proceedings Vol. VI

Banta, T.W. (undated) Introduction: Why Portfolios? Retrieved January 03, 2003 from the World Wide Web:  http://media.wiley.com/product_data/excerpt/6X/07879728/078797286X.pdf

Barrett, H.C, 1999, 2000, Electronic Portfolios = Multimedia Development + Portfolio Development: The Electronic Portfolio Development Process, Retrieved January 01, 2003 from the World Wide Web: http://www.electronicportfolios.com/portfolios/aahe2000.html

Barrett, H.C, April 2000, Create Your Own Electronic Portfolio, Retrieved January 03, 2003 from the World Wide Web: http://www.electronicportfolios.com/portfolios/iste2k.html

Bergman, T., (undated). Feasible Electronic Portfolios: Global Networking for the Self-Directed Learner in the Digital Age, Retrieved January 13, 2003 from the World Wide Web: http://www.mehs.educ.state.ak.us/portfolios/why_digital_portfolios.html

Cooper, T., & Love, T., (December 2001). Online portfolios: issues of assessment and pedagogy. In Australian Association for Research in Education conference papers, Retrieved January 12, 2003 from the World Wide Web: http://www.aare.edu.au/01pap/coo01346.htm

Galloway, J.P. (2002). Electronic Portfolios for Educators. Retrieved March 2, 2005 from the World Wide Web: http://jerrygalloway.com/pro/portfoliosforeducators.htm

McGraw-Hill Higher Education. Retrieved January 12, 2003 from the World Wide Web: http://highered.mcgraw-hill.com/sites/0072486740/student_view0/chapter9/glossary.html

Morris, J.L. (undated). Rubric for Assessing Electronic Portfolios. The University of Vermont. Retrieved March 01, 2005 from the World Wide Web: http://www.uvm.edu/~jmorris/rubricep.html

Worcester, T., (undated). Electronic Portfolios Homepage, Retrieved January 12, 2003 from the World Wide Web: http://www.essdack.org/port/what.html    

 

Organitzacions internacionals:

Álvarez Conde, E. 1990, El régimen político español, Tecnos, Madrid. (4ª edició)

Arenal, C. del. 1990. Introducción a las Relaciones Internacionales. Tecnos, Madrid. (3a edició)

Barbé, E. 2003. Relaciones Internacionales. Madrid, Tecnos. (2ª edición)

Díez de Velasco, M. 1995. Las organizaciones Internacionales. Madrid, Tecnos Madrid. (9a edició)

Duroselle, J.B. 1982. Història universal contemporània Vol. 2 Les relacions internacionals 1918-1945, Edicions Universitàries Catalanes, Barcelona.

Duroselle, J.B. 1982. Història universal contemporània Vol. 3 Les relacions internacionals 1945-1978,Edicions Universitàries Catalanes, Barcelona.

Renouvin, P. 1998. Historia de las relaciones internacionales (siglos XIX y XX), Akal Ediciones, Madrid 1998

Rodríguez Arana, J. (Dir.) La administración pública española, Instituto Nacional de Administración Pública, Madrid 2002

Tamames, R. 2010. Estructura Economica Internacional, Alianza.(25a edició)

Huntington, S. P. 1997. El choque de civilizaciones y la reconfiguración del orden mundial,

Paidós Barcelona.

Zorgbibe, C. 1988. Dictionnaire de politique internationale, Presses universitaires de France, Paris.