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2021/2022

Public Service Interpreting B-A

Code: 44389 ECTS Credits: 15

Degree	Type	Year	Semester
4316560 Translation and Intercultural Studies	OT	0	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)

Teachers

: Sofía García Beyaert
: Anna Suades Vall

Prerequisites

None.

Objectives and Contextualisation

The general objective of this module is for students to develop the necessary skills to work in public service interpreting (in hospitals, schools, Spain’s citizen services offices, etc.). Its specific objectives are for them 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; to acquire an in-depth understanding of the function and structure of the different areas in which public service interpreters work; to learn how to use specialised terminology and documentation resources; to learn how to use liaison / bilateral interpreting techniques and tools correctly; and to acquire the necessary knowledge and skills to bridge linguistic and cultural gaps between the public administration and foreign citizens.

Competences

Ability for teamwork and for resolving possible conflicts during professional activity.
Act with social and ethical responsibility.
Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
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.
Integrate knowledge to be able to make judgements about topics related to translation and intercultural studies.
Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
Solve relevant problems related to interculturality and justify the decisions made.
Solve relevant translation problems and justify the decisions made.
Use the necessary documentary and technological resources for translation and intercultural studies.

Learning Outcomes

Ability for teamwork and for resolving possible conflicts during professional activity.
Act with social and ethical responsibility.
Apply knowledge to solving problems in public-service interpretation.
Assess the impact of cultural specificities on public-service interpretation.
Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
Continue the learning process, to a large extent autonomously.
Demonstrate knowledge of public-service interpretation.
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 resources pertaining to interpretation in public services.

Content

This module is divided into three subjects:

1) Introduction to Public Service Interpreting

This subject aims to give students a theoretical introduction to epistemological and professional aspects of PSI. Its content is divided into three units: 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 agents. 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 debate of the main deontological codes and professional standards of public service interpreters.

2) Specific settings in Public Service Interpreting

This subject, of a theoretical-practical nature, aims to gain an in-depth understanding of some of the areas or contexts in which Public Service Interpreting is usually developed: police, social services, education and healthcare. The idiosyncrasy of each area will be addressed, as well as the specific challenges that each one of these settings can present for the interpreter. Ethics will also be addressed in a contextualized way and a systematic methodology for managing the specialized terminology of each area will be adopted.

To address each one of these dimensions, we will focus on relevant readings, testimonials from professionals in each field (invited key-note speakers), and activities aiming to promot critical reflection and to prepare terminological glossaries.

3) Practical training in Public Service Interpreting

In this subject, students perform practical PSI exercises with a view to applying the knowledge acquired in the first two subjects of this module, as well as module 2’s subject on liaisoninterpreting. Using simulations and/or recordings, situations that commonly arise in PSI are recreated and students act as liaison interpreters, putting the techniques and strategies they have learned into practice. These practical activities and role-plays also include sight translation exercises (of informed consent, application or school authorisation forms, for example) and consecutive interpreting in talks in the local community (on preventive health, for example). Additionally, students must document and prepare terminology before sessions.

Methodology

The methodology used in and outside the classroom varies in each of the module’s three subjects. The first subject (introduction to public service interpreting) involves a mainly theoretical methodology, with lectures and monitored group exercises. The second subject (specific settings in public service interpreting) combines theoretical and more practical classes, with different PSI professionals sharing their experiences with students in the latter. The third subject (practical training in public service interpreting) involves an entirely practical methodology based on role-plays and simulations.

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
Practical activities (subject 3)	119	4.76	2, 8, 9, 5, 6
Practical and theoretical activities (subject 2)	119	4.76	2, 8, 9, 5, 6
Theoretical activities (subject 1)	119	4.76	2, 8, 9, 5, 6

Assessment

Each student’s final mark for the module will be the arithmetic mean of their marks for its three subjects. The student must pass the three subjects in order to pass the module.

Each subject’s mark will be determined as follows:

1) Introduction to public service interpreting:

Written and oral test	Epistemology	33%
Written and oral test	Historical evolution	33%
Written and oral test	Deontological codes	33%

2) Specific settings in public service interpreting:

Written test 1	Settings	33%
Written test 2	Deontological reflextion	33%
Worksheets	Design of worksheets of the different settings	33%

3) Practical training in public service interpreting:

First interpreting exam	First interpreting exam	30%
Second interpreting exam	Second interpreting exam	55%
Role-Play and glossary design	Role-Play and glossary design	15%

Assessment Activities

Title	Weighting	Hours	ECTS	Learning Outcomes
Interpreting and role-play exams	33%	6	0.24	2, 3, 7, 8, 9, 5, 6, 1, 10, 4
Oral and written exams	33%	6	0.24	2, 3, 7, 8, 9, 5, 6, 1, 10, 4
Settings' worksheets and tests	33%	6	0.24	2, 3, 7, 8, 9, 5, 6, 1, 10, 4

Bibliography

The references are classified into the three sujects that form the module:

1) Introduction to Public Service Interpreting:

ABRIL MARTÍ, L. I. (2002). La interpretación en los servicios públicos. Caracterización como género, contexturalización y modelos de formación. Hacia unas bases para el diseño curricular. Tesi doctoral. 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 l’intèrpret als serveis públics de Catalunya”, a Quaderns. Revista de la traducció, 18, pp. 199-218. URL: <http://ddd.uab.cat/pub/quaderns/11385790n18/11385790n18p199.pdf>.

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

BRUNETTE, L. et al. (ed.). (2003). The Critical Link 3: Interpreters in the Community. Amsterdam/Filadèlfia: John Benjamins.

CORSELLIS, A. (2009). Public Service Interpreting: The First Steps. Palgrave Macmillan.

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 interpretación en los servicios públicos y elámbito comunitario. URL: <http://www.l-in-k.org/Codigo_deontologico_ISPC.pdf>. (Data d'última consulta: 4 de juliol de 2014).

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). Community Interpreting. Palgrave Macmillan.

HALE, S.; OZOLINS, U. i STERN, L. (2008). The Critical Link 5: Quality in Interpreting. A Shared Responsibility. University of Western Sidney, Royal Melbourne Institute of Technology University, The 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 lingüístic a Catalunya. Barcelona: Linguamón - Casa de les Llengües. URL: <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 Roles. Translations: Migration and Social Change. An Inter-Disciplinary Open Access E-Journal. URL: <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.). The Critical Link 2: Interpreters in the Community, pp. 21-34.Amsterdam/Filadèlfia: John Benjamins.

PÖCHHACKER, F. (2002). “Getting Organized: the Evolution of Community Interpreting”, a Interpreting 4, 1, pp. 125-140.

PÖCHHACKER, F. (2004). Introducing Interpreting Studies. Londres: Routledge.

ROBERTS, R. P.; CARR, S. E.; ABRAHAM, D. i DUFOUR, A. (2000). The Critical Link 2: Interpreters in the Community. Amsterdam/Filadèlfia: John Benjamins.

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

SALES SALVADOR, D. (2008). “Mediación intercultural e interpretación en los servicios públicos: ¿Europa intercultural?”, a Pliegos de Yuste, nº 7-8, pp. 77-82. URL: <www.pliegosdeyuste.eu/n78pliegos/pdf/2008-7-8-77-82.pdf>. (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 Services. Londres: Maternity Alliance.

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

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

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

WADENSJÖ, C. (1998). Interpreting as Interaction. Nova York: Longman.

WADENSJÖ, C.; DIMITROVA, D. E. i NILSSON, A. L. (2007). The Critical Link 5: Interpreters in the Community. Amsterdam/Filadèlfia: John Benjamins.

2) Fields of specialization in Public Service Interpreting:

Healthcare

ANGELELLI, C. (2008). “The Role of the Interpreter in the Healthcare Setting: A Plea for a Dialogue between Research and Practice”, a VALERO GARCES, C. i MARTIN, A. (eds.). Crossing Borders in Community Interpreting. Definitions and Dilemmas, pp. 139-152.Amsterdam/Filadèlfia: John Benjamins.

BANCROFT, M. (2005). The Interpreter's World Tour; The Environmental Scan of Standards of Practice for Interpreters. NCIHC. URL: <http://www.ncihc.org/assets/documents/publications/NCIHC%20Environmental%20Scan.pdf>.

BURDEUS DOMINGO, N. i ARUMÍ RIBAS, M. (2012). “Estudio de la práctica de la interpretación en los servicios públicos en el ámbito sanitario en el área metropolitana de Barcelona”, a Sendebar, nº 23, pp. 17-36. URL: <http://revistaseug.ugr.es/index.php/sendebar/article/view/28/239>. (Data d'última consulta: 11 de juliol de 2014).

GARCÍA-BEYAERT, S. i SERRANO PONS, J. (2009). “Recursos para superar las barreras lingüístico-culturales en los servicios de salud”, a MORERA MONTES, J. et al. (eds.). Manual de atención al inmigrante. URL: <http://www.actasanitaria.com/fileset/doc_49951_fichero_noticia_41735.pdf>.

Salud y Cultura. Portal informatiu per a la mediació intercultural i la interpretació en l'àmbit sanitari. URL: <http://www.saludycultura.uji.es/>.

TOLEDANO, C. i DEL POZO, M. (2015). Interpretación en contextos de violencia de género. València: Editorial Tirant Lo Blanch.

QURESHI, A. (2009). “Comunicación intercultural y relación terapéutica”, a Mediación intercultural en el ámbito de la salud. Programa de formación, cap. 13.Barcelona: Fundació La Caixa.

Social and educational settings:

ACCEM. Guía de mediación intercultural.

URL: <http://www.accem.es/ficheros/documentos/pdf_publicaciones/guia_mediacion.pdf>.

URL: <https://obrasocial.lacaixa.es/deployedfiles/obrasocial/Estaticos/pdf/Inmigracion/Mediacio_intercultural_ca.pdf>.

ARUMÍ RIBAS, M.; GIL-BARDAJÍ, A. i VARGAS-URPÍ, M. (2011). “Traducció i Immigració:(2011). “Traducció i immigració: la figura de l’intèrpret als serveis públics de Catalunya”, a Quaderns, Revista de la traducción, 18.

ARUMÍ RIBAS, M. i VARGAS-URPÍ, M. (in press). “Public Service Interpreting Strategies in the Social and Educational Contexts: a Study of Simulations of Chinese-Spanish/Catalan Interactions”.

ARUMÍ RIBAS, M. “The Fuzzy Boundary between the Roles of Interpreter and Mediator in the Public Services in Catalonia: Analysis of Interviews and Interpreter-Mediated Interactions in the Health and Education Context”.

BAIGORRI, J. et al. (2008). “Estudio contrastivo de las dificultades de mediación lingüística y cultural: experiencia histórica y nuevos retos en la Europa contemporánea (España, Alemania, Italia)”, a VALERO-GARCÉS, C. Investigación y práctica en traducción e interpretación en los servicios públicos. Desafíos y alianzas, pp. 24-38. Alcalá d'Henares: Universidad de Alcalá. (CD-ROM).

BARALDI, C. i GAVIOLI, L. (2007). “Dialogue Interpreting as Intercultural Mediation. An Analysis in Healthcare Multicultural Settings”, a BARALDI, C. i GAVIOLI, L. (ed.). Dialogue and Culture, pp. 297-326. Amsterdam/Filadèlfia: John Benjamins.

BERMÚDEZ, K. et al. (2002). Mediacion Intercultural. Una propuesta para la formacion. Madrid: AEP Desenvolupament Comunitari y Andalucia Acoge.

GARCÍA-BEYAERT, S. (2013). “Interpretación vs. Mediación. Explorando metáforas”. URL: <http://www.l-in-k.org/entry/interpretacion-vs-mediacion-explorando-metaforas.html>.

GIL-BARDAJI, A. (2016). Interpretar del árabe en los servicios socio-educativos de Cataluña. Resultados de un estudio experimental entorno a las nociones de problema y estrategia. Granada: Comares.

GRUP MIRAS. (2011). Comunicar en la diversitat. Traductors, intèrprets i mediadors als Serveis Públics. Barcelona: Linguamón - Casa de les Llengües. Departament de Cultura de la Generalitat de Catalunya URL: <http://llengua.gencat.cat/permalink/b907fe16-5382-11e4-8f3f-000c29cdf219>.

MERLINI, R. i FAVARON, R. (2003). “Community Interpreting: Re-Conciliation through Power Management”, a The Interpreters’ Newsletter 12, pp. 205-229.

NAPIER, J. (2004). “Interpreting Omissions. A New Perspective”, a Interpreting 6 (2), pp. 117-142.

PÉREZ, I. i WILSON, C. (2006). Translating, Interpreting and Communication Support: A Review of Provision in Public Services in Scotland. Edimburg: Scottish Executive. URL: <https://pureapps2.hw.ac.uk/portal/files/5062507/Translating_Interpreting_and_Communication_Support.pdf>.

PÖCHHACKER, F. (2008). “Interpreting as Mediation”, a VALERO-GARCÉS, C. i MARTIN, A. Crossing Borders in Community Interpreting. Definitions and Dilemmas, pp. 9-26. Amsterdam/Filadèlfia: John Benjamins.

PÖLLABAUER, S. (2004). “Interpreting in Asylum Hearings: Issues of Role, Responsibility and Power”, a Interpreting 6 (2), pp. 143-180.

VALERO-GARCÉS, C. (2005). “Terminology and Ad hoc Interpreters in Public Services. An Empirical Study”, a Jostrans. URL: <http://www.jostrans.org/issue03/art_valero_garces.php>.

VALERO-GARCÉS, C. (2005). “Emotional and Psychological Effects on Interpretersin Public Services. A Critical Factor to Bear in Mind”, a Translation Journal. URL: <http://translationjournal.net/journal/33ips.htm>.

VARGAS-URPI, M. i ARUMÍ, M. (2014). “Estrategias de interpretación en los servicios públicos en el ámbito educativo: estudio de caso en la combinación chino-catalán”, a Intralinea 16. URL: <http://www.intralinea.org/current/article/estrategias_de_interpretacion_en_los_servicios_publicos_en_el_ambito_edu>.

VARGAS-URPI, M. (2012). La Interpretació als Serveis Públics i la mediació intercultural amb el col·lectiu xinès a Catalunya. Tesi doctoral. Barcelona: Universitat Autònoma de Barcelona. URL: <http://www.tdx.cat/handle/10803/96486>.

VARGAS-URPI, M. (2013). “ISP y/o mediación intercultural: la realidad de los profesionales que trabajan en el contexto catalán”, a Cuadernos de ALDEEU 15, pp. 131-164.

3) Practice in Public Service Interpreting:

Chinese-Spanish

ARUMÍ RIBAS, M.; GIL-BARDAJÍ, A. i VARGAS-URPÍ, M. (2011). “Traducció i immigració: lafigura de l’intèrpret als serveis públics de Catalunya”, a Quaderns. Revista de la traducció, 18, pp. 199-218. URL: <http://ddd.uab.cat/pub/quaderns/11385790n18/11385790n18p199.pdf>.

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

BRUNETTE, L. et al. (ed.). (2003). The Critical Link 3: Interpreters in the Community. Amsterdam/Filadèlfia: John Benjamins.

CORSELLIS, A. (2009). Public Service Interpreting: The First Steps. Palgrave Macmillan.

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 interpretación en los servicios públicos y el ámbito comunitario. URL: <http://www.l-in-k.org/Codigo_deontologico_ISPC.pdf>. (Data d'última consulta: 4 de juliol de 2014).

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

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