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2021/2022

Advanced Simultaneous Interpreting

Code: 44363 ECTS Credits: 6
Degree Type Year Semester
4316479 Conference Interpreting OT 2 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:
Maria Pilar Garcia Crecente
Email:
Pilar.Garcia.Crecente@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Marta Arumi Ribas
Teresa Perramon Llado

Prerequisites

To have attended the following modules of the first year: Techniques of interpretation and contextualization of the discipline; Consecutive Interpreting; Simultaneous Interpreting, in the corresponding language combinations.

Objectives and Contextualisation

Strenghten the practice of simultaneous interpretation and confront the student with speeches of greater specialization and duration.

Competences

  • Automate strategies for problem solving and decision making under pressure of time.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Comprehend competently on a formal and professional level in language C.
  • Continue the learning process, to a large extent autonomously.
  • 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.
  • Speak competently on a formal and professional level in language A.
  • Use sight translation 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. Apply comprehension strategies in language C.
  2. Apply problem-solving strategies in simultaneous interpreting.
  3. Automate strategies for problem solving and decision making under pressure of time.
  4. Be able to handle the simultaneous interpreting booth and its equipment.
  5. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  6. Continue the learning process, to a large extent autonomously.
  7. Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of simultaneous interpreting.
  8. Efficiently apply problem solving strategies in sight translation.
  9. Infer meaning from the context of the discourse.
  10. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  11. Produce a coherent and cohesive discourse in Language A.
  12. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  13. Understand shades of meaning in the discourse of language C.
  14. Understand the intention of the speaker.
  15. Use appropriate registers in language A.
  16. Use coherent, fluent discourse with the appropriate intonation in language A.
  17. Use language that is rich in vocabulary and rhetorical resources in language A.
  18. Use new technology applied to the professional practice of simultaneous interpreting.
  19. Use the voice as a professional work tool.
  20. Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Content

Specialised simultaneous interpreting practice (English, French or German).

Specialised simultaneous interpreting exercises up to 20 minutes long (English, French or German). .

Methodology

Directed activities: 

-Practical sessions

Supervised and autonomous activities

-Autonomous Practice

-Tutorials

-Seminars

Autonomous Practice

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 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17
Type: Supervised      
Supervised 25 1 8, 1, 2, 16, 13, 14, 7, 9, 11, 4, 15, 19, 18, 17
Type: Autonomous      
Autonomous 75.5 3.02 8, 1, 2, 16, 13, 14, 7, 9, 11, 4, 15, 19, 18, 17

Assessment

Apart from the reflections in the portfolio, this module is evaluated through a final exam, which will consist of the two tests previously specified. 

The final exam  is evaluated by a committee composed of the master's trainers as well as other active interpreters from the collaborating European institutions and freelance interpreters from the private market.

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
Selfevaluation of a minimum of 3 simultaneous interpreting exercises English-Spanish, in the portfolio 10% 10 0.4 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 4, 20, 15, 19, 18, 17
Selfevaluation of a minimum of 3 simultaneous interpreting exercises French or German-Spanish, in the portfolio 10% 10 0.4 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 4, 20, 15, 19, 18, 17
Simultaneous interpreting exam English-Spanish 40% 1 0.04 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17
Simultaneous interpreting exam French or German - Spanish 40% 1 0.04 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17

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

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

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

Setton, Robin and Dawrant, Andrew (2016). Conference Interpreting: A Complete Course. Amsterdam: John Benjamins.

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.

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.