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2020/2021

Introduction to Public Service Interpreting

Code: 44349 ECTS Credits: 6
Degree Type Year Semester
4316479 Conference Interpreting OB 1 2
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:
Anna Gil Bardaji
Email:
Anna.Gil.Bardaji@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Prerequisites

None.

Objectives and Contextualisation

  • To be aware of the distinctive traits of public service interpreting (PSI) within the field of translation and interpreting studies.
  • To analyse the evolution of PSI in Spain and internationally.
  • To be aware of the role and deontology of public service interpreters.
  • To become familiar with the professional aspects of PSI.

Competences

  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Continue the learning process, to a large extent autonomously.
  • Identify and apply basic theory to conference interpreting as an academic discipline.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use liaison interpreting techniques at a professional level.

Learning Outcomes

  1. Apply the principles of deontological codes and quality standards in public service interpreting.
  2. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  3. Continue the learning process, to a large extent autonomously.
  4. Identify the main functions of the interpreter.
  5. Identify the main skills of the interpreter.
  6. Identify underlying cognitive processes in interpreting.
  7. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  8. Recognise and define a communicative situation in liaison or bilateral interpreting in different areas.
  9. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.

Content

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.

Methodology

Directed activities

Lectures with student participation

Supervised and autonomous activities

Assignments

Reading articles

Tutorials

Activities

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

Assessment

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.  

Assessment Activities

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

Bibliography

ABRIL MARTÍ, L. I. (2002). La interpretación en los servicios públicos. Caracterización como género, Tesi doctoral.contexturalización y modelos de formación. Hacia unas bases para el diseño curricular. Granada: Universidad de Granada. URL: < >. http://hera.ugr.es/tesisugr/16235320.pdf

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

ANGELELLI, C. (2004). Revisiting the Interpreter's Role: a Study of Conference, Court, and Medical Amsterdam/Filadèlfia: John Benjamins.Interpreters in Canada, Mexico, and the United States.

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

GRUP MIRAS. (2012). . Comunicar en la diversitat. Traductors, intèrprets i mediadors als serveis públics Barcelona: Linguamón - Casa de les Llengües. URL: < >.http://www10.gencat.net/casa_llengues/AppJava/pt/index.jsp

HALE, S. (2007). . Palgrave Macmillan. Community Interpreting

HALE, S.; OZOLINS, U. i STERN, L. (2008). The Critical Link 5: Quality in Interpreting. A Shared . University of Western Sidney, Royal Melbourne Institute of Technology University, TheResponsibility University of New South Wales.

HALE, S. (2010). . La Interpretación Comunitaria. La interpretación en los sectores jurídico, sanitario y social Granada: Comares.

LINGUAMÓN (coord.). (2010). Els serveis de traducció, interpretació i mediació en els processos d'acolliment Barcelona: Linguamón - Casa de les Llengües. URL: <lingüístic a Catalunya. http://www10.gencat.cat/casa_llengues/binaris/informe_linguamon_serveis_interpretacio_immigracio_tcm302-116935.pdf >.

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

SALES SALVADOR, D. (2005). "Panorama de la mediación intercultural y la traducción/interpretación en los servicios públicos en España", a , vol. 9, nº 1. URL: < Translation Journal >.http://accurapid.com/journal/31mediacion.htm

SALES SALVADOR, D. (2008). "Mediación intercultural e interpretación en los servicios públicos: ¿Europa intercultural?", a , nº 7-8, pp. 77-82. URL: < Pliegos de Yuste >. (Data d'última consulta:6 de març de 2014).

SANDERS, M. (2000). As Good as your Word: a Guide to Community Interpreting and Translation in Public . Londres: Maternity Alliance.Services

CARR, S. E.; ROBERTS, R. P.; DUFOUR, A. i STEYN, D. (1997).  The Critical Link: Interpreters in the Amsterdam/Filadèlfia: John Benjamins.Community.

VALERO GARCÉS, C. (ed.). (2003).  Traducción e Interpretación en los Servicios Públicos. Contextualización, Granada: Comares.actualidad y futuro.

VALERO GARCÉS, C. (ed.). (2006). Formas de mediación intercultural: traducción e interpretación en los Granada: Comares.Servicios Públicos: conceptos, situaciones y práctica.

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