CHIN 7011 - Professional Interpreting A
North Terrace Campus - Semester 1 - 2022
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General Course Information
Course Details
Course Code CHIN 7011 Course Professional Interpreting A Coordinating Unit Asian Studies Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge Students are assumed to have a high level proficiency in both Mandarin and English Restrictions Available to MA (InterpTrnsltnTrnscultComm), GDipInterpTrnsltnTrnscultComm students only Assessment Learning Portfolio, Mock test, Oral presentation, Final quiz. Course Staff
Course Coordinator: Dr Baohui Xie
Instructor & Course Coordinator
Dr Baohui Xie
Room 639a Kenneth Wills Building
Email: baohui.xie@adelaide.edu.au
Tel: 8313 4282 Fax: 8313 4388Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1. Integrate interpreting theories with consecutive and simultaneous interpreting practice
2. Develop critical analysis and problem-solving strategies pertaining to intercultural phenomena in interpreting
3. Engage in collaborative work to identify issues and opportunities in interpreting
4. Enhance capacity for NAATI certification test for certified interpreters for specific language pair
5. Consolidate ethical awareness as a certified interpreter (formerly known as professional interpreter)
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 4, 8, 9, 10 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 4 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2, 5, 7 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3, 4, 5, 10 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 3, 4, 6, 10 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
6 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 6, 8, 9 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
3, 5, 7, 10 -
Learning Resources
Required Resources
Gile, D. (2009) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam, John Benjamins Publishing
Gutt, E. (1992) Relevance Theory: A Guide to Successful Communication in Translation. Dallas, Summer Institute of Linguistics
Gutt, E. (2014) Translation and Relevance: Cognition and Context. New York, Routledge
Newmark, P. (1981) Approaches to Translation, Oxford, Pergamon Press
Pellatt, V. and Liu, E. (2010) Thinking Chinese Translation, London and New York, Routledge.Recommended Resources
Babel: International Journal of Translation ISSN 0521-9744, E-ISSN 1569-9668
Chinese Translators Journal (China) ISSN 1000-873X
International Journal of English Language & Translation Studies ISSN 2308-5460
Meta: Translators’ Journal ISSN 1492-1421 (digital) 0026-0452 (print)
Target: International Journal of Translation Studies ISSN0924-1884, Online ISSN: 1569-9986
Translation ISSN 2169-0731 (Online)
Translation Journal ISSN 1536-7207
Translation Review ISSN 0737-4836 (Print), 2164-0564 (Online)
Translation Watch Quarterly, ISSN 1832-6951 -
Learning & Teaching Activities
Learning & Teaching Modes
Skills required for transcultural communication in translating and interpreting as certified translators and certified interpreters will
be developed through a task-oriented, skill-based approach. Students will be encouraged to participate actively at every stage of learning.
There are three contact hours per week:
Lecture 2 hours
Tutorial 1 hour
Interpreting theories and techniques will be taught in lectures. Students will engage in various interpreting practice in tutorials.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The total workload is 156 hours at minimum per semester, or 13 hours each week for 12 weeks. In addition to the three-hour in-class contact hours, students are expected to spend at least 9 hours out of class each week on average.
These include five hours on self-guided practice, two hours reading and research, and two hours assignment preparation.Learning Activities Summary
WEEK LECTURE TOPIC
1 Introduction: Interpretation theories and practice
2 Getting organized for interpreting jobs: note-taking and content processing
3 Simultaneous interpreting: chuchotage
4 Consecutive interpreting: format, style and context
5 Interpreting: Quality management
6 Training and Assessment: Role Play Interpreting 1
7 Interpreting cultures
8 Interpreting in medical settings
9 Training and Assessment: Role Play Interpreting 2
10 Interpreting in legal settings
11 Interpreting for businesses and community (1)
12 Interpreting for businesses and community (2)
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
ASSESSMENT TASK WEIGHTING
Learning portfolio 20%
Mock test 30%
Oral presentation 10%
Final Quiz 40%Assessment Related Requirements
Extensions
Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
Lateness Penalties
For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).
For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
For work with a formal extension, these penalties will apply from the extended due date.
Cut-off date
There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date unless otherwise stipulated on MyUni. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.
Variations to the cut-off date
Applications for variations to the cut-off date can only be made by the Course Coordinator on pedagogical grounds, and must approved by the relevant School Learning and Teaching Committee.Assessment Detail
Learning portfolio (20%)
The portfolio consists of weekly training tasks encompassing listening, note-taking, sight translation, consecutive and simultaneous interpreting tasks. These activities are to be recorded in a logbook and students are to update their logbook on MyUni on weekly basis. The portfolio will be collected and marked at the end of the semester.
Mock Test (30%)
A mock test consists of consecutive and simultaneous interpreting tasks in directions of both C-E and E-C.
Oral Presentation (10%)Each student is to give a presentation on a given topic.
Final Quiz (40%)
This is a full form interpreting quiz that takes about 1.75 hours. The exam is composed of 8 tasks. The tasks will involve different situations from different domains, including at least one from the health domain and one from the legal domain.
• One Consecutive Interpreting face-to-face dialogue task (recorded audio)
• One Sight Translation into Language Other Than English (LOTE) task – related to, and immediately after, face to face dialogue task
• One Consecutive Interpreting remote dialogue task (recorded audio)
• One Sight Translation into English task – related to, and immediately after, remote dialoguetaskFour monologues
• One Consecutive Interpreting – Monologue into LOTE task
• One Consecutive Interpreting – Monologue into English task
• One Simultaneous Interpreting – Monologue into LOTE task
• One Simultaneous Interpreting – Monologue into English taskSubmission
All online assignments must be submitted on MyUni. Submissions by email will not be considered.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Below are some of the feedback details.
2019 S1 - Course Report for CHIN 7011 Professional Interpreting A
Student Experience of Learning and Teaching (eSELT)
Project Audience 33
Responses Received 14
Response Ratio 42%
The overall marks distribution last year was good. 9.1% HDs, 36.4% Cs, and no fails were recorded.
Course evaluation result: Overall, I am satisfied with the quality of this course --- 93% broad agreement. -
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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