Degree | Type | Year | Semester |
---|---|---|---|
4316479 Conference Interpreting | OB | 1 | 2 |
None.
The content of this module is divided into three units, namely epistemology, historical evolution, and deontology. In the first unit, PSI is defined as a specialisation within translation and interpreting studies, focusing on its distinctive features, as well as on the role and skills of public service interpreters in comparison to other related professionals, such as intercultural mediators and healthcare advocates. The second unit analyses the evolution of PSI from its origins to the present time, both in Spain and internationally. The third unit revolves around study and analysis of public service interpreters’ main deontological codes and professional standards.
Directed activities
Lectures with student participation
Supervised and autonomous activities
Assignments
Reading articles
Tutorials
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lectures with student participation | 27.5 | 1.1 | 1, 6, 5, 4, 8 |
Type: Supervised | |||
Revision and preparation of materials | 23 | 0.92 | 7, 9, 2, 3 |
Tutorials | 2 | 0.08 | 7, 9, 2, 3 |
Type: Autonomous | |||
Article reading | 49.5 | 1.98 | 1, 6, 5, 4, 7, 9, 2, 3, 8 |
Exam preparation | 45 | 1.8 | 1, 6, 5, 4, 8 |
Written and oral test on epistemology |
33.3% |
Written and oral test on historical evolution |
33.3% |
Written and oral test on deontology |
33.3% |
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Written and oral test on deontology | 33,3% | 1 | 0.04 | 1, 7, 9, 2, 3 |
Written and oral test on epistemology | 33,3% | 1 | 0.04 | 1, 6, 5, 4, 8 |
Written and oral test on historical evolution | 33,3% | 1 | 0.04 | 1, 6, 5, 4, 8 |
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ARUMÍ RIBAS, M.; GIL-BARDAJÍ, A. i VARGAS-URPÍ, M. (2011). "Traducció i immigració: la figura de
ARUMÍ RIBAS, M.; GIL-BARDAJÍ, A. i VARGAS-URPÍ, M. (2011). "Traducció i immigració: la figura de l'intèrpret als serveis públics de Catalunya", a , 18, pp. 199-218. URL: < Quaderns. Revista de la traducció >.http://ddd.uab.cat/pub/quaderns/11385790n18/11385790n18p199.pdf
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BRUNETTE, L. et al. (ed.). (2003). . Amsterdam/Filadèlfia: The Critical Link 3: Interpreters in the Community John Benjamins.
CORSELLIS, A. (2009). Palgrave Macmillan. Public Service Interpreting: The First Steps.
DE PEDRO, R.; PÉREZ, I. i WILSON, C. (2009). Interpreting and Translating in Public Service Settings. Policy, Practice, Pedagogy.
GARCÍA BEYAERT, S. (2013). Código Deontológico: principios éticos y pautas de buenas prácticas para la URL: <interpretación en los servicios públicos y elámbito comunitario. >. (Data d'última consulta: 4 de juliol de 2014).http://www.l-in-k.org/Codigo_deontologico_ISPC.pdf
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HALE, S. (2007). . Palgrave Macmillan. Community Interpreting
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MARTÍN, M. C. i PHELAN, M. (2009). Interpreters and Cultural Mediators - Differents but Complementary . URL: <Roles Translations: Migration and Social Change. An Inter-Disciplinary Open Access E-Journal. >.http://www.translocations.ie/Martin%20and%20Phelan.pdf
OZOLINS, U. (2000). "Communication Needs and Interpreting in Multilingual Settings: the International Spectrum of Response", a ROBERTS, R. P. et al. (ed.). pp. The Critical Link 2: Interpreters in the Community, 21-34.Amsterdam/Filadèlfia: John Benjamins.
PÖCHHACKER, F. (2002). "Getting Organized: the Evolution of Community Interpreting", a , 1, Interpreting 4 pp. 125-140.
PÖCHHACKER, F. (2004). Londres: Routledge. Introducing Interpreting Studies.
ROBERTS, R. P.; CARR, S. E.; ABRAHAM, D. i DUFOUR, A. (2000). The Critical Link 2: Interpreters in the . Amsterdam/Filadèlfia: John Benjamins.Community
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WADENSJÖ, C. (1998). Nova York: Longman. Interpreting as Interaction.
WADENSJÖ, C.; DIMITROVA, D. E. i NILSSON, A. L. (2007). The Critical Link 5: Interpreters in the . Amsterdam/Filadèlfia: John Benjamins