| CODE | LLT5370 | ||||||||||||||||||||
| TITLE | Sign Language Interpreting - Theory and Practice - Skills and Techniques and Professional Issues | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||
| DEPARTMENT | Institute of Linguistics and Language Technology | ||||||||||||||||||||
| DESCRIPTION | This study-unit aims to train students in interpreting between spoken languages (English and Maltese) and Maltese Sign Language (LSM). The main focus will be on simultaneous interpreting in a range of settings. The study-unit will continue and advance the theory and practice of consecutive interpretation and introduces simultaneous interpretation. The focus of this study-unit is on interactive discourse (dialogues) and talks in educational contexts and at conferences. Particular attention is given to processes involved in the transition from consecutive to simultaneous interpreting, and determining when to use each mode of interpretation. The advantages and limitations of both types of interpreting are compared. Students will also apply theoretical information to the process of simultaneous interpreting. Study-Unit Aims: This study-unit aims to give students the opportunity to reflect on the differences between consecutive and simultaneous interpreting and to become skilful spontaneous interpreters using Maltese Sign Language (LSM), English and Maltese as required. Students should be able to prepare for an assignment, draw on the literature in the interpreting field and in the domains in which they will work, and apply this to their work as independent interpreters, as members of an interpreting team, and as members of the interpreting profession. They should be able to manage the social factors (understanding the pragmatics of the situation) in a non-dominating manner . They should be able to take responsibility for the quality of their work and their working relationships (with colleagues and clients). Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain when simultaneous and consecutive interpreting are best used within and across different settings; - Explain differences between expressions in spoken English and/or Maltese and in Maltese Sign Language; - Identify when clients require explanations related to the interpreting situation; - Identify ethical requirements; - Identify difficulties related to interpreting itself and to different settings and providing solutions. 2. Skills: By the end of the study-unit the student will be able to: - Interpret to different clients using the variety of Maltese Sign Language that is the most familiar to the client; - Recognise when to interpret simultaneously and when to interpret consecutively; - Explain briefly to enable a client's understanding of the situation; - Recognise a client's difficulty in understanding and quickly rectify the matter; - Interpret simultaneously in an efficient and effective manner to do justice to what is being interpreted. Main Text/s and any supplementary readings: Main Texts: - Dean, R. K., & Pollard Jr, R. Q. (2011). Context-based ethical reasoning in interpreting: A demand control schema perspective. The Interpreter and Translator Trainer, 5(1), 155-182. - Roy, Cynthia B. (2000) Innovative Practices for Teaching Sign Language Interpreters (The Interpreter Education Series, Vol. 1). - Sheneman, Naomi () "Deaf Interpreters’ Ethics: Reflections on Training and Decision-Making," Journal of Interpretation: Vol. 25: Iss. 1, Article 8. Available at: http://digitalcommons.unf.edu/joi/vol25/iss1/8. - Stewart, David and Jerome D. Schein (2003) (2nd ed) Sign Language Interpreting: Exploring Its Art and Science. Supplementary Readings: - Llewellyn-Jones, P., & Lee, R. G. (2013). Getting to the Core of Role: Defining Interpreters' Role Space. International Journal of Interpreter Education, 5(2), 54-72. - Anna Mindess (2014) (3rd ed) Reading Between the Signs: Intercultural Communication for Sign Language Interpreters. Selections from: - Napier, Jemina (2010) Sign Language Interpreting: Theory and Practice in Australia and New Zealand. - Pöchhacker, Franz. & Shlesinger, Miriam. (2002). The Interpreting Studies Reader. London: Taylor & Francis Ltd. - Winston, Elizabeth A. (Ed.). (2005). Educational Interpreting : How it Can Succeed. Washington D.C.: Gallaudet University Press. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: Maltese Sign Language Levels 2 | ||||||||||||||||||||
| STUDY-UNIT TYPE | Lecture and Practical | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Debra Russell Lorraine Leeson Marie Alexander (Co-ord.) Christopher Stone |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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