Degree | Type | Year | Semester |
---|---|---|---|
4316479 Conference Interpreting | OB | 2 | 1 |
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.
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.
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).
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.
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 |
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.
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 |
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.
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.