CHIN 7010 - Professional Interpreting B

North Terrace Campus - Semester 2 - 2020

This course aims to provide students with appropriate knowledge and skills to prepare them for seeking professional qualifications and career readiness as certified interpreters and/or certified interpreters in specialized areas. The curriculum is based on contemporary theories of interpreting and adopts a distinctive communicative approach. Trained by highly qualified and experienced professionals, students will learn to communicate and facilitate communications effectively in bilingual and cross-cultural settings as competent interpreters. The teaching and learning activities surround knowledge and skills required for NAATI certification tests, and equips students with capabilities and confidence for interpreting jobs in the real world. Students will learn to do various interpreting tasks as specified in NAATI certification test format including dialogues, chuchotage, sight translation and monologues in consecutive modes in both directions. Apart from training for effective short term memory, note-taking techniques, content analysis, processing and production, they are encouraged to engage in collaborative work through small group discovery activities designed to suit both group and individual training and practicing demands. A state-of-the-art language lab is specifically dedicated to this interpreting course where students will have access to resources and support for practicing consecutive and simultaneous interpreting for dialogues, presentations and speeches in various community, business and professional contexts.

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Course Details

Course Code	CHIN 7010
Course	Professional Interpreting B
Coordinating Unit	Asian Studies
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	Students are assumed to have a high level proficiency in both Mandarin and English
Restrictions	Available to MA (InterpTrnsltnTrnscultComm), GDipInterpTrnsltnTrnscultComm students only
Assessment	Weekly Interpreting Tasks 30%, In-class interpreting practice 30%, Final Test 40%.

Course Staff

Course Coordinator: Dr Hong Cai

Course Coordinator/Lecturer
Dr. Hong Cai
RM 641, Kenneth Wills Building
Ph: +61 8 83132598
Email: hong.cai@adelaide.edu.au
Consultation hours: By appointments

Tutor:
Ms. Mengchang Shi
RM 558, Kenneth Wills Building
Email: mengchang.shi@adelaide.edu.au
Consultation hours: By appointments

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1. Have a good understanding of the criteria and requirements expected by NAATI in different forms of interpreting practice;
2. Use basic skills in performing dialogue interpreting, consecutive interpreting, simultaneous interpreting and sight translation;
3. Maintain integrity and quality when interpreting in emotional situations;
4. Develop critical analysis and problem-solving strategies pertaining to interpreting tasks;
5. Develop skills and confidence in participating in public discussions as an interpreter;
6. Communicate effectively in bilingual and cross-cultural settings;
7. Engage in collaborative work to identify issues and opportunities in interpreting;
8. Develop competence in exploring and using online resources;
9. Enhance capacity for NAATI certification test for certified interpreters for specific language pair;
10. Consolidate ethical awareness as a professional interpreter.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,4,5,8,9,10
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	4,7
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	6,7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	5,7,9
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3,6,10
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	3,5

Learning Resources

Required Resources

Hale, S. (2007). Community interpreting (Research and practice in applied linguistics). Basingstoke, Hampshire ; New York: Palgrave Macmillan.

Kelly, N. (2008). Telephone interpreting : A comprehensive guide to the profession. Victoria, B.C.: Trafford.

Tipton, R., Furmanek, O., & ProQuest. (2016). Dialogue interpreting : A guide to interpreting in public services and the community (Routledge interpreting guides). Milton Park, Abingdon, Oxon ; New York: Routledge.

Tang, F. (2018). Explicitation in consecutive interpreting / Fang Tang. (Benjamins translation library ; 135).

Setton, R., Dawrant, A., & ProQuest. (2016). Conference interpreting : A complete course(Benjamins translation library, volume 120). Amsterdam ; Philadelphia: John Benjamins Publishing Company.

Recommended Resources

Alvstad, C., Hild, A., & Tiselius, E. (Eds.). (2011). Methods and strategies of process research : integrative approaches in translation studies. Retrieved from https://ebookcentral.proquest.com

ÄÂeÅÂková, Ivana. (n.d.). Sight Translation: Prima Vista. In Handbook of Translation Studies, Volume 1 (pp. 320-323). Amsterdam, Netherlands: Benjamins.

Gambier, Y., & Doorslaer, Luc van. (2010). Handbook of translation studies. Vol. 1 edited by Yves Gambier, Luc van Doorslaer. (Handbook of Translation Studies). Amsterdam ; Philadelphia: John Benjamins Pub.

Gambier, Y., & Doorslaer, Luc van. (2010). Handbook of translation studies. Vol. 2 edited by Yves Gambier, Luc van Doorslaer. Amsterdam ; Philadelphia: John Benjamins Pub.

Gambier, Y., & Doorslaer, Luc van. (2012). Handbook of translation studies Volume 3 / edited by Yves Gambier, Luc van Doorslaer. (Handbook of translation studies ; 3). Amsterdam ; Philadelphia: John Benjamins Pub.

Gambier, Y., & Van Doorslaer, Luc. (2013). Handbook of translation studies. Volume 4 / edited by Yves Gambier, Luc van Doorslaer. (Handbook of Translation Studies).

Tang, F. (2018). Explicitation in consecutive interpreting. Retrieved from https://ebookcentral.proquest.com

Valencia, Virginia. 2013. Note-Taking Manual: A Study Guide for Interpreters and Everyone Who Takes Notes. Createspace Independent Publishing Platform

Online Learning

http://interpreters.free.fr/index.htm

http://interpreting.info/questions/507/recorded-conferences-or-presentations-for-practising-simultaneous-interpretation

https://learningenglish.voanews.com/p/5611.html

http://www.toastmasters.org/Resources/Video-Library

https://www.abc.net.au/news/

http://www.aussieeducator.org.au/resources/teaching/eslresources.html

https://orcit.eu/resources-shelf-en/story_html5.html

https://www.vsotd.com/
Learning & Teaching Activities

Learning & Teaching Modes

Workshops in a language lab equipped with the Televic interpreting software.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

WORKLOAD TOTAL HOURS
3 x 1 hour workshop per week 36 hours per semester

WORKLOAD – SELF-DIRECTED LEARNING TOTAL HOURS
2 hours reading and research per week 24 hours
3 hours assignment preparation per week 36 hours
4 hours self-guided practice per week 48 hours
1 hour small group learning activities per week 12 hour

TOTAL = 156 hours per semester

Learning Activities Summary

WEEK TOPIC

1 Introduction: Interpretation theories and communicative approach
2 Note-taking, face-to-face dialogue, discussion and group practice
3 Remote dialogue, discussion and group practice
4 Consecutive interpreting, discussion and practice
5 Simultaneous interpreting and practice
6 Sight translation and practice
7 Interpreting in health and social welfare
8 Legal interpreting
9 Interpreting in education and immigration
10 Interpreting in tourism
11 Interpreting in trade
12 Review
13 Training and Assessment: final test

* The learning activities may be subject to change depending on how students are progressing.

Specific Course Requirements

Students are expected to have a native or near-native level of fluency in English and Chinese.

Small Group Discovery Experience

Students will do role play in a group of three for dialogue interpreting, pair practice for consecutive interpreting and simultaneous interpreting and discussions in a small group.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Weekly interpreting tasks	Formative & Summative	30%	1, 2, 3, 4, 5, 8, 9, 10
In-class interpreting practice	Summative	30%	1, 4, 5, 6, 7
Final test	Summative	40%	1, 2, 3, 4, 5, 8, 9, 10

Modified arrangements have been made to assessments and the details provided here reflect recent updates.
1. Weekly interpreting tasks - now 60%.
2. In-class interpreting practice - no longer an assessment task.
3. Final test - no change.

Assessment Related Requirements

N/A

Assessment Detail

Weekly Interpreting Tasks: Interpreting tasks in NAATI format will be assigned as homework to be completed on a weekly basis. – 30% Weighting.

In-class interpreting practice: Students will participate in interpreting practice in class, which will cover dialogue interpreting, remote interpreting, consecutive interpreting, simultaneous interpreting and sight translation, involving various techniques including memory, note-taking and paralinguistic skills. The practice will take place in different forms including role play, whole class practice, pair practice and individual practice.– 30% Weighting.

Final Exam: A 1.5-hour exam in NAATI format to be held at the end of the semester. – 40% Weighting.

Submission

Some of the assessment items will need to be submitted on MyUni. Specific submission requirements for each assignment can be found on MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator