Students
TRAN826 – Dialogue Interpreting in Professional Settings
2015 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Helen Slatyer
Contact via helen.slatyer@mq.edu.au
C5A505
Monday 11-1pm
Unit Convenor
Jennifer Lane
Contact via 9850 7011
W6A332
n/a
Margaret Wood
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to PGCertTransInter or TRAN821
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit introduces students to dialogue interpreting in professional contexts. Dialogue interpreting is the mode of interpreting generally used in legal, health, education, social service and business settings. The settings in which the interpreter works impact on the nature of the encounter and the response required by the interpreter. Recent discourse-based research has contributed to a better understanding of how professional interpreters carry out their work. The course guides students in their transition into professional practice by examining the theories, specific techniques and strategies used by professional interpreters to adapt their interpreting and their role to suit the demands of different settings.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Describe the different roles of the interpreter
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
- Incorporate effective communicative strategies into students' interpreting
- Implement practices for life-long learning in interpreting
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Quizzes | 15% | Week 2 & Week 10 |
| Group demonstration | 40% | Week of demonstration |
| Interpreting essay | 30% | Tuesday, 9th June 2015 |
| Participation | 15% | N/A |
Quizzes
Due: Week 2 & Week 10
Weighting: 15%
Quiz on tutorial readings.
On successful completion you will be able to:
- Identify the interpersonal features of interpreter-mediated encounters
- Critique a range of contemporary literature on dialogue-interpreting
- Incorporate effective communicative strategies into students' interpreting
Group demonstration
Due: Week of demonstration
Weighting: 40%
For this assessment task, students are required to enrol in a group which will demonstrate an aspect of interpreting practice with reference to the literature.
On successful completion you will be able to:
- Describe the different roles of the interpreter
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
- Incorporate effective communicative strategies into students' interpreting
Interpreting essay
Due: Tuesday, 9th June 2015
Weighting: 30%
Essay on an interpreting issue raised during the lectures, readings and discussions.
On successful completion you will be able to:
- Describe the different roles of the interpreter
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
- Implement practices for life-long learning in interpreting
Participation
Due: N/A
Weighting: 15%
Contribution to in-class discussion, online forums and glossary development
On successful completion you will be able to:
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
- Implement practices for life-long learning in interpreting
Delivery and Resources
Delivery
TRAN826 Internal is delivered through a weekly 2 hour lecture and a 1 hour tutorial as well as online through iLearn.
Lecture: Mondays 9am - 11am in E6A131
Tutorial: Mondays 1pm - 2pm in E6A131. Please note there is NO tutorial in Week 1
Lectures will be recorded via Echo and available through a link from the ilearn website.
Technologies used and required
Students will need to have access to a computer and the internet in order to access the iLearn site regularly. Echo recordings of lectures can be listened to on an iPod, tablet or computer.
Teaching and learning strategies
The teaching and learning strategies used in this unit are:
- interactive lecture format with targetted discussion activites
- regular roleplays and demonstrations
- online discussions
- scaffolded writing tasks
iLearn website
TRAN826 has a dedicated website through which students will be required to submit assignments (Turnitin assignments). A detailed schedule of the units is available on ilearn. Students should make sure they have access to the iLearn site before the first lecture on Monday 23rd February.
What has changed since this unit was last offered?
Two assignments have been modified since this unit was last offered. Students are no longer required to engage in assessed online discussions. Participation is now assessed.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Describe the different roles of the interpreter
- Identify the interpersonal features of interpreter-mediated encounters
- Implement practices for life-long learning in interpreting
Assessment tasks
- Quizzes
- Group demonstration
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Describe the different roles of the interpreter
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Incorporate effective communicative strategies into students' interpreting
Assessment tasks
- Quizzes
- Group demonstration
- Interpreting essay
- Participation
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Identify the interpersonal features of interpreter-mediated encounters
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
Assessment tasks
- Quizzes
- Group demonstration
- Interpreting essay
- Participation
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Critique a range of contemporary literature on dialogue-interpreting
- Incorporate effective communicative strategies into students' interpreting
- Implement practices for life-long learning in interpreting
Assessment tasks
- Group demonstration
- Interpreting essay
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Incorporate effective communicative strategies into students' interpreting
Assessment tasks
- Group demonstration
- Interpreting essay
- Participation
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Describe the different roles of the interpreter
- Explain the impact of interpersonal features of communication on the task of the interpreter
- Implement practices for life-long learning in interpreting
Assessment task
- Group demonstration
Changes since First Published
| Date | Description |
|---|---|
| 21/02/2015 | The details of the Unit delivery have been updated with the times and locations for s1 2015. |