Students
TRAN826 – Dialogue Interpreting in Professional Settings
2014 – 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
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MAuslEngInt or MTransInter in Interpreting Studies or PGDipTransInter in Interpreting Studies or PGCertTransInter in Community Interpreting or MTransInterMIntRel or MTransInterMAppLing or MConfInt
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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 community based interpreting (CBI), which encompasses interpreting that takes place in everyday situations in the community. CBI may apply to legal, health, education, or social service settings and can be described along a number of parameters that distinguish it from other forms of interpreting, such as conference interpreting. The settings 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 interpreters work in CBI. The unit explores parameters and practices of CBI, drawing on both descriptive texts and discourse-based research.
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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 relevant to context and setting
- 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 and explain the impact of these features 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 | Groupwork/Individual | Short Extension | AI assisted? |
|---|---|---|---|---|---|
| Group demonstration | 40% | Week of demonstration | No | ||
| Participation | 15% | N/A | No | ||
| Case study | 45% | Friday, 13th June 2014 5pm | No |
Group demonstration
Due: Week of demonstration
Weighting: 40%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
For this assessment task, students are required to enrol in a group which will study an aspect of interpreter role with reference to the literature. The group
1) identifies the issues relating to role and ethics
2) prepares a demonstration which briefly outlines the issues as they are presented in the literature
3) demonstrates through role-play how those issues play out in the interpreter-mediated encounter, and
4) leads a class discussion on those issues and how they might best be resolved.
Each member of the group must submit a short blog which describes the process of preparing and carrying out the demonstration.
On successful completion you will be able to:
- Describe the different roles of the interpreter relevant to context and setting
- 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 and explain the impact of these features on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
- Incorporate effective communicative strategies into students' interpreting
Participation
Due: N/A
Weighting: 15%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
On successful completion you will be able to:
- Describe the different roles of the interpreter relevant to context and setting
- Critique a range of contemporary literature on dialogue-interpreting
- Implement practices for life-long learning in interpreting
Case study
Due: Friday, 13th June 2014 5pm
Weighting: 45%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students are required to write a case study report about an instance of their interpreting practice. In this report students must firstly describe the interpreting assignment and outline the ethical issues raised. A brief review of the relevant literature is provided as the basis for an examination of these issues in relation to perspectives on role discussed in the literature (please refer to assignment description in iLearn for further details).
On successful completion you will be able to:
- Describe the different roles of the interpreter relevant to context and setting
- 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 and explain the impact of these features 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
Delivery and Resources
Delivery
TRAN826 Internal is delivered through a weekly 3 hour lecture and a 1 hour tutorial as well as online through iLearn.
Lecture: Tuesdays 3pm - 6pm in E5A110
Tutorial: Thursdays 9am - 10 am in W6B282. 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 Tuesday 4th March.
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/
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 - 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 relevant to context and setting
- Identify a range of settings in which interpreters work in the community and discuss the impact of these settings on interpreter-mediated communication
Assessment tasks
- Group demonstration
- Participation
- Case study
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 and explain the impact of these features on the task of the interpreter
- Critique a range of contemporary literature on dialogue-interpreting
Assessment tasks
- Participation
- Case study
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
Assessment task
- Case study
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
- Incorporate effective communicative strategies into students' interpreting
Assessment tasks
- Participation
- Case study
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 outcome
- Describe the different roles of the interpreter relevant to context and setting
Assessment tasks
- Group demonstration
- Participation
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 outcome
- Implement practices for life-long learning in interpreting
Assessment tasks
- Group demonstration
- Participation
Changes since First Published
| Date | Description |
|---|---|
| 02/10/2014 | This version of the guide has been updated for the Korea University cohort in the KUMU program. Additional mapping has been included. |
| 16/01/2014 | The Prerequisites was updated. |