Interpreting Between International Sign and English (5cr)

Evaluation scale

0-5

Objective

This module builds upon the skills in International Sign (IS) students developed in modules 2.1 and 3.1 and further draws on the skills developed as part of the Developing Reflective Practice strand in modules 2.2, 3.2 and 4.2. Conference interpreting is introduced as a relevant context for the application of skills in IS. Students will practise interpreting between English and IS in conference settings at entry level and will explore IS interpreting practices in community settings. The course exploits the existing knowledge and skills of students and their actual experience as practitioners and professionals with the aim of providing students with knowledge and skills in interpreting between IS and English. The module focuses on the application of interpreting theories to the practice of interpreting between English and IS.

Accomplishment methods

Teaching methods
The module is delivered in blended mode over four Phases (A–D), with preliminary readings and face-to-face contact in the block seminar (FI) and a concluding event.
Students will be provided with required readings, which will be used in conjunction with learning activities throughout the study period.
It is recommended that students attend a conference during self-study time of this module. See for example efsli’s conference in September.
Phase A (50 h) – reading and practising
Reading: In the period of self-directed learning (phase A, 40 h) students will read key texts on conference interpreting. There will be questions focusing on conference interpreting, preparing assignments and team interpreting. Students will prepare a presentation for the block seminar (phase B, 30 h).
Practising: Students will practise interpreting (English-IS, IS-English). Through practice students will gain necessary background information to reflect their reading experiences. Practice can take place in authentic seminar contributions or authentic community settings (Deaf immigrants visiting authorities, for example). However, students may also practise in non-authentic, set-up situations, such as video sources.
Students will document their experiences in a learning diary. Minimum of diary entries 6; 3 of which in English (written or spoken) and 3 in IS. Students will focus on improving the use of language (English and IS) both as an interpreting tool and documenting thoughts.
Phase B (30 h) – the block seminar
The block seminar (Phase B, 40h), will include lecture as well as seminar elements. There will be tutor-led and student-led elements, as well as problem/task based learning in the seminar. The theoretical framework for the description of features of conference interpreting will be presented by lecturers and reflected in group discussions.
During the block seminar, students’ contributions conducted in phase A (English – IS – English) will be discussed. The conclusions of learning outcomes of phase A will be processed. Students clarify ways of preparing for conference interpreting assignments.
During the block seminar students will work together in transnational groups, preparing and carrying out small scale interpreting tasks. Results will be videotaped, discussed and evaluated. Discussion and evaluation of interpreting will be continued and selfdevelopment targets set up.
Assessment: One of the interpreting tasks will be assessed with a mark.
Phase C (50 h) – self-analysis and preparation
Students will deepen and elaborate interpreting skills in conference settings and reflect upon the differences between the outcomes of translation and interpreting processes.
1) Team preparation and practising. Transnational groups of students will work together online preparing for the interpreting tasks of concluding event (phase D). The task will be to interpret each other’s presentations of research plans prepared for module 4.2. Presentations in English will be interpreted into IS and vice versa. Members of the group must get organized, prepare coming interpreting event and predict challenges for conference settings. Presentations should be provided for the interpreting team in written text but also videotaped and available online so the students will have a chance to practise actual source text beforehand.
2) Self-analysis and discussion. After the experiences in phase B, and during the teamwork in phase C students must monitor their cooperation as individuals. They must reflect upon their own and others’ interpreting processes. All members of the group will produce self-analysis of the cooperation, preparation techniques and interpreting practises. The group will compare the different outcomes and discuss their experiences. Translation and interpreting theories from other modules will be used. After discussion and interpreting experiences & evaluation in phase D, students will further work with their self-analysis before giving it in.
Assessment: Self-analysis will be assessed with a mark.
Phase D (20 h) – interpreting and self-assessment
In Phase D students will act as interpreters in the concluding workshop of module 4.2. Thus, contributions to the workshop as well as the subsequent discussion will be interpreted by students into IS and English, respectively. After the interpreting assignment there will be group discussion and evaluation of interpreting.
On the basis of discussion in Phase C and interpreting in phase D, each team will review and revise what is done. They will provide a summary of experiences in team work, preparation and interpreting during the module. Assessment: Interpreting will be assessed with a mark.

Content

The module will cover topics such as:
– History and definition of conference interpreting
– Transnational conferences as an interpreting setting: constraints, demands and challenges
– Preparing assignments and team interpreting
– Usage of IS in conference interpreting
– Practical applications I: Interpreting from English to IS
– Practical applications II: Interpreting from IS to English
– Reinforcing and extending IS skills
– Identifying the linguistic potential and limitations of IS in interpreting process.

Materials

Davis, J. E., Davis, J. E., & McKee, R. L. 2010. Interpreting in multilingual, multicultural contexts. Washington, D.C.: Gallaudet University Press. [Specially Part 3: Globalizing.]
de Wit, Maya. 2010. “Sign language interpreting in multilingual international settings.” In
Interpreting in Multilingual, Multicultural Contexts [Studies in Interpretation, vol. 7], Rachel Locker McKee and Jeffrey E. Davis (eds), 226-246. Washington, D.C.: Gallaudet University Press.
Diriker, E. 2004. De-/re-contextualizing conference interpreting. John Benjamins.
Jones, Roderick. 2007. Conference Interpreting Explained. 2nd ed. Manchester: St. Jerome. Kurz, Ingrid. 1993. “Conference interpretation: Expectations of different user groups.” In The Interpreting Studies Reader, Franz Pöchhacker and Miriam Shlesinger (eds), 313–324. London and New York: Routledge.
Obler, Loraine K. 2012. “Conference interpreting as extreme language use.” International Journal of Bilingualism 16: 2: 177-182.
Turner, Graham. H. 2007. “Exploring inter-subdisciplinary alignment in interpreting studies: Sign language interpreting at conferences.” In Interpreting Studies and Beyond [Copenhagen Studies in Language 35], Franz Pöchhacker, Arnt Lykke
Jakobsen and Inger M. Mees (eds), 191–216. Frederiksberg: Samfundslitteratur
Press.
Vuorikoski Anna-Riitta. 2004. A Voice of its Citizens or a Modern Tower of Babel? The Quality of Interpreting as a Function of Political Rhetoric in the European Parliament. Tampere: Tampere University Press.
Additional reading
Street Levarage (www.streetleverage.com), specially article Conference Interpreting – There Are Rules of Engagement?! (07/2011)
The International Association of Conference Interpreters http://aiic.net/
AIIC Webzine aiic.net/webzine/
Efsli www.efsli.org/
WASLI www.wasli.org/ and wasli.org/your-wasli/publications Other conference interpreting related publications