Conference Interpreting I: English-Spanish
Code: 44357 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4316479 Conference Interpreting | OT | 2 | 1 |
Contact
- Name:
- María Pilar García Crecente
- Email:
- pilar.garcia.crecente@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Anna Suades Vall
- Maria Pearce Neermann
Prerequisites
To have attended the following modules of the first year: Techniques of interpretation and contextualization of the discipline; Consecutive Interpreting English-Spanish; Simultaneous Interpreting English-Spanish.
Objectives and Contextualisation
Master at an advanced level the two modalities of conference interpretation: consecutive and simultaneous
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.
- 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.
- Use consecutive interpreting techniques at a professional level.
- 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
- Apply problem-solving strategies in consecutive interpreting.
- Apply problem-solving strategies in simultaneous interpreting.
- Automate strategies for problem solving and decision making under pressure of time.
- Be able to handle the simultaneous interpreting booth and its equipment.
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Continue the learning process, to a large extent autonomously.
- Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of consecutive interpreting.
- Demonstrate a capacity for physical and mental resistance and stress management derived from the specific characteristics of simultaneous interpreting.
- Efficiently apply problem solving strategies in sight translation.
- 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 new technology applied to the professional practice of simultaneous interpreting.
- Use the voice as a professional work tool.
- Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.
Content
Consecutive interpretation exercises up to 6-7 minutes, and general and specialized topics
Simultaneous interpretation exercises up to 15 minutes, and general and specialized topics
Accent and dialect difficulties
Sight Translation
Methodology
Directed activities:
-Practical sessions
Supervised and autonomous activities
-Autonomous Practice
-Tutorials
-Seminars
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 | |||
| Dirigida | 27.5 | 1.1 | 9, 1, 2, 3, 7, 8, 4, 14, 13, 12 |
| Type: Supervised | |||
| Supervisada | 20 | 0.8 | 9, 1, 2, 3, 7, 8, 4, 14, 13, 12 |
| Type: Autonomous | |||
| Autonomous | 99.5 | 3.98 | 9, 1, 2, 3, 7, 8, 6, 4, 14, 13, 12 |
Assessment
Continuous assessment
Students must provide evidence of their progress by completing various tasks and tests. These activities are detailed in the table at the end of this section of the Study Guide.
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for. In case of retaking, maximum grade will be 5.
Classification as "not assessable"
In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the student involved will be given a final mark of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying,impersonation) are excluded from recovery.
Single assessment
This module may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the teacher responsible for the subject, for the record.
Single assessment will be carried out in person on one day during week 16 or 17 of the semester. The Academic Management Office will publish the exact date and time on the faculty website.
On the day of the single assessment, teaching staff will ask the student for identification, which should be presented as a valid identification document with a recent photograph (student card, DNI/NIE or passport).
Single assessment activities
The final grade for the subject will be calculated according to the following percentages:
consecutive interpreting: 40%
simultaneous interpreting: 40%
sight translation: 20%
Grade revision and resit procedures for the subject are the same as those for continual assessment. See the section above in this study guide.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Consecutive Interpreting English-Spanish | 40% | 1 | 0.04 | 1, 3, 7, 13 |
| Sight Translation English-Spanish | 20% | 1 | 0.04 | 9, 3, 10, 11, 5, 6 |
| Simultaneous Interpreting English-Spanish | 40% | 1 | 0.04 | 2, 3, 8, 4, 14, 13, 12 |
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 Coeurdela 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.