TRAM486 Simultaneous Interpreting I

By the end of the module students will be able to: 

• perform simultaneous interpreting from B/C language into A language in a range of unilateral situations such as speeches and conference talks, etc., and acquire the skills necessary to work with simultaneous interpreting equipment  
• Demonstrate the cognitive ability, processing and analytical skills and the appropriate interpreting strategies to grasp, transfer and express main ideas of a given source text reliably and relay small segments of speech accurately and coherently in the simultaneous mode 
• Identify the challenges of different interpreting situations and demonstrate the research skills necessary to prepare for interpreting tasks, e.g. terminological research and terminology management, through a variety of resources, including digital ones 
• Develop resilience and self-efficacy, as well as the ability to work effectively and thrive under pressure and to apply knowledge about different situations and institutions requiring simultaneous interpreting services 
• Appraise information and communication technologies used in situations of simultaneous interpreting and the challenges they create for interpreting in this mode 
• Develop awareness of the challenges surrounding the application of basic ethical principles, such as impartiality and neutrality, as well as of awareness of code of conduct nuances and limitations 
• Critically assess simultaneous interpreting performance by means of self- and peer assessment      

Indicative content includes: 

* A general introduction to interpreting skills and strategies for all interpreting modes (consecutive, dialogue and simultaneous interpreting) provides the bedrock of core interpreting skills necessary to operate professionally in all modes. Initial practical exercises are designed to develop and systematically improve the students’ ability to grasp the meaning of the source language and to produce, at the same time, an accurate and coherent version in the target language based on small segments from the incoming source language. 

* A language-pair specific component focusing on the consolidation of these skills and the development of strategies in relation to a given language pair and direction, and the associated linguistic, social and cultural challenges. The emphasis is on simultaneous interpreting into the student’s A language. Students are introduced to working in an interpreting booth; sight interpreting and interpreting from scripts are used at the beginning to familiarise students with the simultaneous mode of interpreting (e.g. to learn to split attention). Furthermore, the module provides an introduction to professional interpreting situations and interpreters' work environments. Throughout the semester, students analyse and discuss their own practice in relation to professional interpreting requirements and standards in order to reflect on the difficulties and to develop their solutions. Students also learn how to prepare for an interpreting assignment, i.e. how to gather information from clients, research relevant terminology etc. Materials include live speeches and recorded materials from general and semi-specialised registers of varied speech rates. 

* Group simulations of real-life interpreting situations (ranging from international conferences to business meetings and other relevant areas for interpreting practice), which provide students with opportunities for hands-on practice, to consolidate their interpreting skills; develop professional practice with regard to preparation; develop flexibility in switching from one mode to another; practise in front of live audiences, thus boosting confidence and public-speaking skills. Simulations will be covered in class as well as in student-led small group practice regularly throughout the module, where possible with role-players. As a by-product, students also develop skills related to interaction with clients, follow-up of interpreting assignments and working as a team.  

The learning and teaching strategy is designed to: 

• combine teacher-led input and discussion and hands-on activities allowing for extensive practice using the Department’s facilities 
• enable learning in language-pair specific small group workshops allowing students to develop their practical skills and expertise in interpreting 
• encourage critical self- and peer-evaluation of the students' performance 

The learning and teaching methods include 

• Foundational introductory classes to develop basic skills for interpreting which are language-pair independent. These include active learning activities, small group discussion, hands-on performance followed by generous teacher and peer feedback. 
• Language-pair specific practice workshops that enable students to further develop their interpreting skills through extensive practice and receive a large amount of formative feedback from their tutors and peers. Workshops include opportunities for hands-on practice in simulated real-life scenarios, thus enabling students to put their knowledge into practice and develop additional key technical and transferrable skills (e.g. teamwork, professionalism, communication), preparing them for the world of work. 
• Independent study during which students are expected to research the subject areas and are encouraged to develop digital and research skills to enable them to find appropriate materials for preparation; students are also expected to practise on interpreting materials, individually and in groups, and carry out regular (self-)recording to analyse and enhance different aspects of their performance; interpreting problems arising from assignments are discussed in class. 
• Students are encouraged to be active participants throughout the practical sessions, and support one-another during the process, and in doing so, develop as informed, confident, collaborative and independent learners.   

• One Assignment of Simultaneous Interpreting into the Student’s A Language at the end of the semester (60%)  
• One Reflective Presentation About the Simultaneous Interpreting Assignment, including a presentation by the student and follow up-questions at the end of the semester (40%) 

The assessment strategy is designed to provide students with the opportunity to demonstrate their practical interpreting skills as well as their reflective skills, alongside the other module outcomes, via both formative assessment (ongoing throughout the module) and summative assessment. Through this strategy, this module enables students to gradually build resilience towards simultaneous interpreting, by breaking down the process into manageable steps and testing students at different stages in their learning journey, so that they can appreciate what component(s) require further work and tailor their practice accordingly. Also, students are encouraged to identify which aspect(s) of their work they would like to request feedback, thus developing them into independent learners. 

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