Introduction to Public Service Interpreting
Code: 44349 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4316479 Conference Interpreting | OB | 1 | 2 |
Contact
- Name:
- Sofía Garcia Beyaert
- Email:
- sofia.garcia.beyaert@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
Other comments on languages
Lectures obligatòriesTeachers
- Anna Suades Vall
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 protocols 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
- Apply the principles of deontological codes and quality standards in public service interpreting.
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Continue the learning process, to a large extent autonomously.
- Identify the main functions of the interpreter.
- Identify the main skills of the interpreter.
- Identify underlying cognitive processes in interpreting.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Recognise and define a communicative situation in liaison or bilateral interpreting in different areas.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
Content
This class combinese theory and practice. Throughout the course, two different dimensions are brought to interact: societal context and precepts of public service interpreting (theory) and protocols and decision-making strategies interpreters apply in their professional life (practice). After completing this course, students will have reviewed public service interpreting with an encompassing lens that inlcudes a historical review, contemporary considerations and different subfields. Students will be able to make decisions based on deontological and teleological considerations and will have learned the foundations of public service interpreting. For the practical dimension of this course, the emphasis is on the message transfer techniques and protocols that support communicative autonomy.
Methodology
Directed activities
- Practice oriented group activities
- Key concepts review
- Individual and group based reflection activities
Supervised and autonomous activities
- Articles and chapter readings
- Video watching
Office hours
Upon request. Contact your professors to schedule a time.
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 | |||
| 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 | 48 | 1.92 | 1, 6, 5, 4, 7, 9, 2, 3, 8 |
| Exam preparation | 45 | 1.8 | 1, 6, 5, 4, 8 |
Assessment
|
Written test 1 - Test 1 |
20% |
|
Written test 2 - Test 2 |
20% |
|
Written test 3 - Test 3 |
20% |
|
Written test 4 - Deontological reflexion |
40% |
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, professors 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 providefull information when teaching begins.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Written test 1 - Test 1 | 20% | 1 | 0.04 | 1, 6, 5, 4, 7, 9, 2, 3, 8 |
| Written test 2 - Test 2 | 20% | 1 | 0.04 | 1, 6, 5, 4, 7, 9, 2, 3, 8 |
| Written test 3 - Test 3 | 20% | 1 | 0.04 | 1, 6, 5, 4, 7, 9, 2, 3, 8 |
| Written test 4 - Deontological reflexion | 40% | 1.5 | 0.06 | 1, 5, 4, 7, 2, 8 |
Bibliography
Audiovisual Materials
- EXPANDING PROFESSIONAL BORDERS - Public Service Interpretingandthe Challenges of the New Millennium
https://pagines.uab.cat/expandingpsi/
-
SITUATED DIALOGUES - Audio Materials for the Practice of Dialogue Interpreting
https://grupsderecerca.uab.cat/miras/en/situated-dialogues
-
LINKTERPRETING – Recursos para la interpretación de enlace
http://linkterpreting.uvigo.es/
Bibliographical references
ABRIL MARTÍ, Maria Isabel. (2002). La interpretación en los serviciospúblicos. Caracterización como género, contexturalización y modelos de formación. Haciaunas bases para el diseño curricular. Tesi doctoral. Granada: Universidad de Granada. URL: <http://hera.ugr.es/tesisugr/16235320.pdf>.
ARUMÍ RIBAS, Marta; GIL-BARDAJÍ, Anna i VARGAS-URPÍ, Mireia. (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>.
ARUMÍ RIBAS, Marta “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”.
ANGELELLI, Claudia. (2004). RevisitingtheInterpreter'sRole: a Study of Conference, Court, and Medical Interpreters in Canada, Mexico, andthe United States. Amsterdam/Filadèlfia: John Benjamins.
BRUNETTE, Louise. et al. (ed.). (2003). TheCriticalLink 3: Interpreters in theCommunity. Amsterdam/Filadèlfia: John Benjamins.
CARR, Silvana; ROBERTS, Roda; DUFOUR, Aideen i STEYN, Dini (1997). TheCriticalLink:Interpreters in theCommunity. Amsterdam/Filadèlfia: John Benjamins.
CORSELLIS, Ann. (2009). Public Service Interpreting: TheFirstSteps. PalgraveMacmillan.
GARCIA-BEYAERT, Sofía. (2015). “Advocacy and the Community Interpreter”. In M.A. Bancroft (ed.), The Community Interpreter®: An International Textbook (pp. 380 - 393). Columbia, Maryland: Culture & Language Press.
GARCIA-BEYAERT, Sofia., BANCROFT, Marjory., ALLEN, Katharine., CARRIERO CONTRERAS, Giovanna., & SOCARRÁS-ESTRADA, Dennis. (2015). Ethics and Standards for The Community Interpreter® - An International TrainingTool. Culture & Language Press. URL: <https://ddd.uab.cat/pub/recdoc/2015/218104/Garcia-Beyaert_et_al_2015_TCii_Ethics_and_Standards.pdf>
GARCIA-BEYAERT, Sofía. (2015). “Communicative Autonomy and the Role of the Community Interpreter”. In M.A. Bancroft (ed.), TheCommunity Interpreter®: An International Textbook (pp. 362 - 370). Columbia, Maryland: Culture & Language Press. URL: <https://www.academia.edu/34450608/Communicative_Autonomy_and_the_Role_of_the_Community_Interpreter>
GARCÍA-BEYAERT, Sofía & SERRANO PONS, Jordi. (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>.
GIL-BARDAJI, Anna. (2016). Interpretar del árabe en los serviciossocio-educativos de Cataluña.Resultados de un estudio experimental entorno a las nociones de problema y estrategia. Granada: Comares.
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, Sandra. (2007). Community Interpreting. PalgraveMacmillan.
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, Mayte i PHELAN, Mary. (2009). Interpretersand Cultural Mediators – DifferentsbutComplementary Roles. Translations:Migrationand Social Change.An Inter-Disciplinary Open Access E-Journal. URL: <http://www.translocations.ie/Martin%20and%20Phelan.pdf>.
OZOLINS, Uldis. (2000). “Communication Needs and Interpreting in Multilingual Settings: the International Spectrum of Response”, a ROBERTS, R. P. et al. (ed.). TheCriticalLink 2: Interpreters in theCommunity,pp. 21-34.Amsterdam/Filadèlfia: John Benjamins.
PÖCHHACKER, Franz. (2002). “Getting Organized: the Evolution of Community Interpreting”, a Interpreting 4, 1, pp. 125-140.
ROBERTS, Roda; CARR, Silvana.; ABRAHAM, D. i DUFOUR, Aideen. (2000). TheCriticalLink 2: Interpreters in theCommunity. Amsterdam/Filadèlfia: John Benjamins.
SANDERS, Marsha. (2000). As Goodas your Word: a Guide to Community Interpreting and Translation in Public Services. Londres: MaternityAlliance.
VARGAS-URPI, Mireia. (2013). “ISP y/o mediación intercultural: la realidad de los profesionales que trabajan enel contextocatalán”, a Cuadernos de ALDEEU 15, pp. 131-164.
VARGAS-URPI, Mireia & ARUMÍ, Marta. (2014). “Estrategias de interpretación en los serviciospúblicos en el ámbito educativo: estudio de caso en la combinaciónchino-catalán”, a Intralinea16. URL: <http://www.intralinea.org/current/article/estrategias _de_interpretacion_en_los_servicios_publicos_en_el_ambito_edu>.
WADENSJÖ, Cecilia. (1998). Interpreting as Interaction. Nova York: Longman.
Software
- UAB's Virtual learning platform 'Campus Virtual',
- Text processor Word (or similar),
- Pdf reader Acrobat Reader (or similar),
- Browser Chrome (or similar),
- Audio editor Audacity (or similar).