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2021/2022

Mock Conference and Tutored Professional Practice

Code: 44347 ECTS Credits: 6
Degree Type Year Semester
4316479 Conference Interpreting OB 2 1
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:
Marta Arumi Ribas
Email:
Marta.Arumi@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Maria Guiomar Stampa García-Ormaechea

Prerequisites

To have attended the modules of the first year in the corresponding language combinations: Techniques ofinterpretation and contextualization of the discipline; Consecutive interpreting; Simultaneous interpreting.

Objectives and Contextualisation

To become familiar with all the procedures of different types of conferences through the recreation of real conference situations.

To practise consecutive and simultaneous conference interpreting with a real target audience.

To acquire documentation skills and learn to prepare an area’s specific terminology.

To learn to prepare for and carry out conference interpreting assignments.

To develop interpreting team organisation and leadership skills.

To apply acquired knowledge to real interpreting situations.

To acquire competences useful for preparation for future professional activities.

Competences

  • Act in accordance with the deontological principles of the profession.
  • Apply techniques, rules and professional standards for interpreting.
  • Automate strategies for problem solving and decision making under pressure of time.
  • Continue the learning process, to a large extent autonomously.
  • Demostrate specialist knowledge of applied economics and law in conference interpreting.
  • Identify and apply documentation and terminological preparation techniques.
  • 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.
  • Use simultaneous 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. Apply problem-solving strategies in simultaneous interpreting.
  4. Automate strategies for problem solving and decision making under pressure of time.
  5. Be able to handle the simultaneous interpreting booth and its equipment.
  6. Carry out a conceptual and terminological preparation on a professional level for an interpreting commission on economics and law.
  7. Continue the learning process, to a large extent autonomously.
  8. Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of consecutive interpreting.
  9. Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of simultaneous interpreting.
  10. Demonstrate an understanding of the professional context and labour market for consecutive and simultaneous interpreting.
  11. Handle problems related to the professional practice of the interpreter.
  12. Identify and apply documentation and terminological preparation techniques.
  13. Identify the underlying cognitive processes in consecutive interpreting.
  14. Identify the underlying cognitive processes in simultaneous interpreting.
  15. Organise and manage teams of interpreters.
  16. Reflect on and self-evaluate one's own perfomance in simultaneous interpreting.
  17. Reflect on and self-evaluate one's own performance in consecutive interpreting.
  18. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  19. Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Content

Preparation of an interpreting assignment’s terminology and contextual aspects.

Practical sessions: consecutive interpreting in a simulated conference.

Practical sessions: simultaneous interpreting in a simulated conference.

Relay interpreting.

Interpreting team organisation and leadership.

Consecutive interpreting work in real conferences.

Simultaneous interpreting work in real conferences.

Dummy booth simultaneous interpreting work in the European institutions. (in the academic year 21-22 the visit to the European institutions will be in virtual mode).

Methodology

Directed: Classroom practices

Supervised and autonomous:

Preparation of conferences

Tutorials

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Directed 27.5 1.1 1, 2, 3, 4, 8, 9, 10, 6, 11, 13, 14, 12, 15, 18, 7, 17, 16, 5, 19
Type: Supervised      
Supervised 25 1 1, 2, 3, 4, 8, 9, 10, 6, 11, 13, 14, 12, 15, 17, 16, 5, 19
Type: Autonomous      
Autonomous 32.5 1.3 1, 2, 3, 10, 6, 11, 13, 14, 12, 15, 17, 16, 19

Assessment

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.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Evidences of the management of the interpreting team in the mockconference or practical activities in the portfolio 10% 5 0.2 1, 15, 19
Report of all mockconference preparation 20% 15 0.6 1, 10, 6, 11, 12, 15, 18, 7
Report of all practical activities preparation in the portfolio 20% 15 0.6 1, 10, 6, 11, 12, 15, 18, 7, 19
Selfevaluation of the mockconferences in the portfolio 25% 15 0.6 1, 3, 9, 10, 11, 14, 12, 15, 16, 5, 19
Selfevaluation of the practical activities in the portfolio 25% 15 0.6 1, 2, 3, 4, 8, 9, 10, 11, 13, 14, 12, 15, 17, 16, 5, 19

Bibliography

Bowen, David and Margareta Bowen. 1984. Steps to Consecutive Interpreting. Washington: Penn and Booth. Chernov, Ghelly V. 2004. Inference and Anticipation in Simultaneous Interpreting. Edited with critical foreword and notes by Robin Setton and Adelina Hild. Amsterdam: John Benjamins.

Cheung, Andrew Kay-fan. 2008. Simultaneous interpreting of numbers: An experimental study. Forum 6 (2): 23-38. Collados Aís, Á. (2000): La evaluación de la calidad en interpretación simultánea: La importancia de la comunicación no verbal, Granada, Editorial Comares

Déjean le Féal, Karla. 1997. Simultaneous interpretation with 'training wheels'. Meta 42 (4):616-621. Dam, Helle V. 2004. Interpreters' notes: On the choice of language. Interpreting 6 (1): 3-17. doi: 10.1075/intp.6.1.03dam

Gaiba, Francesca. 1998. The Origins of Simultaneous Interpretation: The Nuremberg Trial. Ottawa:University of Ottawa Press. Gile, Daniel. 2004. Conference and simultaneous interpreting. In Mona Baker (ed.), RoutledgeEncyclopedia of Translation Studies, 40-45. Shanghai: Shanghai Foreign Language EducationPress.

Gillies, Andrew. 2005.: Note-taking for consecutive interpreting. Manchester, Uk St. Jerome Publishing.

Gillies, A. 2013. Conference Interpreting : A student's practice book. Londres: Routledge.

Herbert, J. 1965. Manuel de l'Interprète,. Librairie de l'Université de Genève. Ginebra: Georg & Cie.

Ilg, Gérard and Sylvie Lambert. 1996. Teaching consecutive interpretation. Interpreting 1 (1):69-99. doi: 10.1075/intp.1.1.05ilg

Ilg, Gérard. 1982. L'interprétation consécutive: la pratique. Paralleles 5: 91-109.

Ilg, Gérard. 1988. La prise de notes en interprétation consécutive. Une orientation générale. Paralleles 9:9-13.

Iliescu, C. 2001. introducción a la interpretación: la modalidad consecutiva. Publicaciones dela Universidad de Alicante: Alicante

Jiménez Ivars, A. 2008. "Sight Translation and Written Translation. A Comparative 4

Jiménez Ivars, A. 2008. "Sight Translation and Written Translation. A Comparative Analysis of Causes of Problems, Strategies and Translation Errors within the PACTE Translation Competence Model." Forum 6, 2, 79-104.

Jiménez Ivars, A. y Hurtado Albir, A. 2003. "Variedades de traducción a la vista. Definición y clasificación", Trans 7, 47-57.

Jones, Roderick.1998. Conference Interpreting Explained. Translation Theories Explained. Manchester, St. Jerome Publishing.

Kalina, Sylvia. 2000. Interpreting competence and how it is acquired. The Interpreters' Newsletter 10: 3-32.

Kirchhoff, Hella. 1976. Das Simultandolmetschen: Interdependenz der Variablen im Dolmetschprozess.In H. W. Drescher and S. Scheffzeck (eds.), Theorie und Praxis des Uebersetzens undDolmetschens, 59-71. Frankfurt am Main: Peter Lang. (English edition: 2002. Simultaneousinterpreting: Interdependence of variables in the interpreting process, interpreting models andinterpreting strategies. In Franz Pochhacker and Miriam Shlesinger (eds.), The InterpretingStudies Reader, 110-119. London: Routledge.)

Kohn, Kurt y Sylvia Kalina. 1996. The strategic dimension of interpreting. Meta 41 (1): 118-138.

Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A comparison of expertsand novices. The Interpreter's Newsletter 12: 51-67.

Lambert, Sylvie. 1989. Simultaneous interpreters: One ear may be better than two. TTR : Traduction,Terminologie, Redaction 2 (1): 153-162.

Lambert, S. 2004. "Shared Attention during Sight Translation, Sight Interpretation and Simultaneous Interpretation." Meta 49: 2, 294-306.

Lederer, M. 1981. La traduction simultanée. París: Minard.

Martin, A. 1993. "Teaching Sight Translation to Future interpreters." En Picken, C. (ed.) La Traduction au Coeurde la Communication. Proceedings of the XIII FIT World Congress. Londres: Institute of Translation and Interpretation, 398-405.

Matyssek, H. 1989. Handbuch der Notizentechnik für Dolmetscher. Heidelberg: Julius Groos Verlag.

Myers, Laura. 1976. Introduction to Consecutive Interpretation. Unpublished MA thesis. Monterrey:MIFS (Middlebury Institute of Foreign Studies).

Nolan, J. 2005. Interpretation Techniques and Exercises. Texas: Multilingual Matters.

Rozan, Jean-François. 1979. La Prise de Notes en Interprétation Consécutive. Ginebra, Université de Genève.

Setton, Robin. 1998. Meaning assembly in simultaneous interpretation. Interpreting 3 (2): 163-200. (Reprinted in abridged form in Pöchhacker, Franz and Miriam Shlesinger (eds.), 2002. The Interpreting Studies Reader, 178-202. London: Routledge.)

Setton, Robin. 1999. Simultaneous Interpretation: A Cognitive-pragmatic Analysis. Amsterdam:John Benjamin.

Setton, Robin. 2005. So what is so interesting about simultaneous interpreting? SKASE (Online)Journal of Translation and Interpretation 1 (1): 70-85. http://www.skase.sk/Volumes/JTI01/doc_pdf/06.pdf (Accessed July 24, 2015). 5

Sunnari, Marianna. 1995. Processing strategies in Simultaneous Interpreting: 'Saying it All' vs.Synthesis. In Jörma Tommola (ed.), Topics in Interpreting Research, 109-119. Turku: Universityof Turku, Centre for Translation and Interpreting.

Weber, Wilhelm K. 1990. The importance of sight translation in an interpreter training program.In David Bowen and Margareta Bowen (eds.), Interpreting - Yesterday, Today, and Tomorrow,44-52. Binghamton: SUNY.

Software

LMS: Moodle
Text processor: Word (or similar)
Pdf reader: Acroboat Reader (or similar)
Browser: Chrome (or similar)
Audio editor: Audacity (or similar)

In case of online classes, zoom platform (with interpreting function)

Notability: for notetaking with Ipads.