​
Facultat de Traducció i Interpretació Subject programme Academic year 2015­16 Catalan Sign Language Interpreting III (20285) Degree programme: ​
Degree in Translation and Interpreting Year in the programme: ​
fourth Quarter: second Number of ECTS credits: ​
4 Hours of student dedication to the course: ​
100 Course Type: ​
Elective Plenary session teacher: ​
Esther de los Santos Language of instruction: ​
Catalan/Spanish/Catalan Sign Language 1. Course presentation This course develops skills for mid­level simultaneous conferences. Direct and inverse interpreting practice. Interpreting practice based on specific subjects in conference format, speaker, interpreters, public. Shadowing
2. Competencies to be acquired
Among the competencies to be attained by the end of the degree, in this course students work on the following general (G) and specific (S) competencies, specified below in terms of learning outcomes: G.4. Searches in documentary and research sources ●
●
●
●
Search and choose appropriate documentary resources for interpretation purposes
Select materials ​
to appropriately complete the interpreting assignment
Search appropriate terminology to complete the interpreting assignment
Anticipate potential terminology and content difficulties by using appropriate
searching sources S.1. Proficiency in sign and spoken languages. ●
Understand, carry out and produce spoken and signed discourses according to
sign-to-voice and voice-to-sign interpretation requirements, matching both register
and target language choices G.11. Knowledge of hearing and sign language cultures ●
Identify, distinguish and differentiate Deaf culture to acknowledge and solve
potential linguistic problems G.19. Quality motivation ●
Demonstrate knowledge of and apply quality criteria regarding target languages and
oral techniques
●
Produce spoken and signed discourses following discourse analysis principles and
prosodic adaptations ●
Develop and maintain acute and updated knowledge about the culture of target
languages ●
Identify different communication contexts in spoken and signed discourses
G.21. Ability to handle with new situations ●
●
Adapt techniques of text analysis and register to the interpreting assignment.
●
●
Carry out a quality interpretation from spoken language to LSC Prepare properly for an interpreting assignment according to the topic and prediction
skills. Carry out a quality interpretation from LSC to spoken language
S.3. Receptive and productive oral, signed and written proficiency in at least one foreign language ●
Interpret effectively a difficult text from LSC to Catalan or Spanish using accurate
register, terminology and prosody ●
Interpret effectively a difficult text from Catalan to Spanish and LSC using accurate
register, terminology and prosody 3. Course contents ­
Introduction to simultaneous interpretation: situation, methods, organisation. ­
Rendering techniques between sign and spoken language, and stress management. ­
Working memory analysis and optimisation. ­
Preparing and searches in documentary and research sources. ­
Applied interpreting to scientific and technical discourses. 4. Evaluation The student's performance is assessed throughout the trimester by continuous evaluation. ­ In­class activities and readings: 20% ­ Interpreting activities: 80% (20% assigned to preparation and 80% assigned to interpretation) If a student fails s/he can make it up during reassessment. Evaluation Reassessment Evaluation activities Percentage It can / cannot of the final be made up mark Percentage How is it of the final made up? mark 20% It cannot be made up Interpreting into LSC: 40% 30% Exam It can be made up ●
It can be made up 50% Exam In­class readings activities and Guided Tour to an art exhibition ●
●
Conference on Art Conference Astronomy on Interpreting into 40% Catalan/Spanish: Interpreting practice drill : police station (in groups) ●
Conference on Conference on biology ●
physics 5. Methodology: training activities In the classroom​
: 1) Lectures: 15% 2) Seminars: 30% 3) Face­to­face teacher­student counselling: 5% Outside the classroom​
: 5) Group work: 20% 6) Individual work: 30% 6. Basic bibliography ​
Baigorri, J. (2000) ​
La interpretación de conferencias: El nacimiento de una profesión. ​
Ed.
Comares. ISBN13 9788484440550 Winston, E. Ed. (2005) ​
Educational
1563683091. Interpreting. How It Can Succeed.
ISBN-10:
​
Taylor, V. (2007) ​
Conference Interpreting: Principles and Practice.​
BookSurge Publishing.
ISBN-10: 1419660691 Hoza, J. (2010) ​
Team Interpreting as Collaboration and Interdependence. ​
RID. ISBN:
978-0-916883-52-2 Nicodemus, B. I Swabey, L. Eds(2011) ​
Advances in Interpreting Research. ​
John Benjamins
Publishing Company. ISBN-10: 9027224471. 7. Compulsory bibliography ACILS (2014). Criteris i recomanacions que presenta ACILS sobre la figura de l'intèrpret de llengua de signes en l'àmbit educatiu, ​
http://www.acils.org/nova_web/​
. (01/09/2015) Llewellyn­Jones, P. i Lee, R. (2014) ​
Redefining the Role of the Community Interpreter: The Concept of Role­Space​
. SLI Press. RID (2010). An Overview of K­12 Educational Interpreting. RID: Maryland. Bar­Tzur, D. (2004) "Team Interpreting", https://www.theinterpretersfriend.org​
​
. (01/09/2015) CNSE (2002). Guía orientativa para el desarrollo de la labor del intérprete de Lengua de Signos Española (ILSE) en Centros Educativos. Madrid: CNSE.