Advanced Simultaneous Interpreting
Code: 44363 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4316479 Conference Interpreting | OT | 2 | 2 |
Contact
- Name:
- Susagna Guardiola Criach
- Email:
- susagna.guardiola@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
- Maria Pearce Neermann
- Marta Arumi Ribas
- María Pilar García Crecente
- 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
- Apply comprehension strategies in language C.
- 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 simultaneous interpreting.
- Efficiently apply problem solving strategies in sight translation.
- Infer meaning from the context of the discourse.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Produce a coherent and cohesive discourse in Language A.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Understand shades of meaning in the discourse of language C.
- Understand the intention of the speaker.
- Use appropriate registers in language A.
- Use coherent, fluent discourse with the appropriate intonation in language A.
- Use language that is rich in vocabulary and rhetorical resources in language A.
- 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
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
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 (Pass).
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.
This module is not suitable for single assessment.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Selfevaluation of a minimum of 4 simultaneous interpreting exercises English-Spanish and French-Spanish or German-Spanish , in the portfolio | 10% | 20 | 0.8 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 4, 20, 15, 19, 18, 17 |
| Simultaneous interpreting exam English-Spanish | 45% | 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 | 45% | 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.