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CHN 386 – Chinese-English-Chinese Interpreting I (Paraprofessional level)

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Lan Zhang
Contact via lan.zhang@mq.edu.au
W6A232
Credit points Credit points
3
Prerequisites Prerequisites
(39cp at 100 level or above) and permission by special approval
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit is an introductory unit for Chinese-English interpreting. Students who can speak both English and Chinese will understand that to be a professional interpreter needs more than the fluency in both languages. They will learn the main interpreting theories and skills and how professional interpreters work in different scenarios. Students will be familiar with community and conference interpreting practice and conduct short Chinese-English dialogue interpreting. Students will also develop general inter-lingual communication skills.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Understand the main interpreting theories.
  2. Demonstrate key interpreting skills in interpreting practice.
  3. Conduct short Chinese English dialogue interpreting.
  4. Develop inter-lingual communication skills.
  5. Identify what knowledge they need to improve their interpreting skills.

General Assessment Information

Apart from attending the class each week, you are expected to spend 11-12 hours on your assignments and reflection on your translation.

Indicative examples of assessment tasks will be available on iLearn or in class.

Assessment Tasks

Name Weighting Hurdle Due
Classroom participation 20% every week
Group presentation 30% week 6 or 7
2 Reflective journals 20% Week 7 and 13
Final test 30% week 13

Classroom participation

Due: every week
Weighting: 20%

 

Class attendance and participation in discussion is required.  Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of in-class interpretation and responding to questions. Students are expected to be well prepared in order to participate in class discussion, which will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion. You need to reflect on your assignments and think about the interpreting issues you have encountered and share your thought with others.Your marks for class attendance and performance will be determined by

a)    Whether you attend class regularly or not;

b)    How much effort you have taken to prepare for the class;

c)    How actively you participate in class discussion;

d)    How helpful your comments are on the work of our fellow students; and

e)    The quality of your in-class interpreting practice.


This Assessment Task relates to the following Learning Outcomes:
  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Group presentation

Due: week 6 or 7
Weighting: 30%

 

In week 6 or 7, there will be one group presentation including 2 tasks. You are to deliver a 3-5 minute speech in English/Chinese on a given topic (20%), and one of your classmates will interpret it into Chinese/English.(The source language and the target language in this task will be directed by the teacher.) You also need to interpret one of the speeches delivered by your classmates (10%). The speech topic will be given in week 3 and the interpreter will be chosen randomly on the day of the presentation. The main criteria of this assessment will address your ability to communicate effectively with your audience. A sense of energy and spontaneity will be expected and you should be very careful to avoid a style that is overly memorized.


This Assessment Task relates to the following Learning Outcomes:
  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

2 Reflective journals

Due: Week 7 and 13
Weighting: 20%

 

You are required to submit two 500-word reflective journals in English on iLearn. This task aims to learn how to justify your interpreting decisions. The journals should contain problems identified, possible solutions and the decision in selecting the best solution. You are allowed to quote the issues emerge from your presentations and in-class interpreting practice. However, journals are written assignments, your language skills will be taken into account when marking this task.

 

In preparing to your journals, you may wish to consider the following questions:

1)      What are the functions of interpreting?

2)      What difficulties do you have in your interpreting practice?

      3)      What difficulties do you have in finding equivalent expressions in Chinese or English?

      4)    What makes a good interpretation?

      5)    What can you prepare for interpreting?

These assignments should be your own original work.  Plagiarism is not acceptable (For further information and advice, see www.student.mq.edu.au/plagiarism). 


This Assessment Task relates to the following Learning Outcomes:
  • Understand the main interpreting theories.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Final test

Due: week 13
Weighting: 30%

There will be a final oral test for this unit in week 13. The test weighs 30% of your final mark of this unit. In the final test, you are to have two tasks:

1). You will have 10 minutes to read a short story and will then have approximately 5 minutes to retell it in your own words (15%).

2). Interpret a dialogue between an English speaker and a Chinese (15%).

 

 

The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available under the Extension and Special Consideration section of this Unit Guide. It should also be stressed that failing to turn up for exams without prior notification to (WITH DOCUMENTATION ) and obtaining approval from the lecturers for resitting the exams will mean that the students have forgone (that is, given up the opportunity to sit for) the exams.  In which case, no supplementary exams can be arranged.

 

If a Supplementary Examination is granted as a result of the Special Consideration process, the examination will be scheduled after the conclusion of the official examination period. Individual Departments should contact the Associate Dean Learning and Teaching to confirm when Supplementaries are scheduled.

You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.

 


This Assessment Task relates to the following Learning Outcomes:
  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Delivery and Resources

 

recommended texts

 

 

Zhong, Weihe, 2006. A Coursebook of Interpreting Between English and Chinese. Higher Education Press, Beijing

Paltridge, B., 2006. Discourse Analysis: An Introduction. Continuum, London.

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_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

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 Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity 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.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • Final test

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.

Assessment tasks

  • Classroom participation
  • 2 Reflective journals
  • Final test

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Understand the main interpreting theories.
  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate key interpreting skills in interpreting practice.
  • Conduct short Chinese English dialogue interpreting.
  • Develop inter-lingual communication skills.
  • Identify what knowledge they need to improve their interpreting skills.

Assessment tasks

  • Classroom participation
  • Group presentation
  • 2 Reflective journals
  • Final test

late submissions

Late assignment policy – International Studies, 11 December 2012

 Assignments are compulsory and must be submitted on time. As a general rule, extensions will not be granted without a valid and documented reason (e.g. medical certificate). Late submissions will be penalised by 5% for each day (including weekends) the assignment task is late. No assignments will be accepted after assignments have been corrected and feedback has been provided. Assignment tasks handed in early will not be marked and returned before the due date.