CHIN 5012 - Professional Translation and Translators

North Terrace Campus - Semester 1 - 2017

This unit aims to provide substantial coverage of ethical, legal, and professional issues relevant to translators and interpreters. Students will be trained in professional ethics in general, as well as ethics of professional translation and interpreting in particular. Students are expected to understand accountability and the responsibilities of translators and interpreters and to articulate the business, legal and ethical frameworks under which professional interpreting and translating practices operate. Students will be equipped to identify potential conflicts and to reflect on strategies for problem solving. For students enrolled in the Master of Arts (Translation and Transcultural Communication) or Graduate Diploma in Translation and Transcultural Communication, the final exam result of the course will be used as evidence for determining eligibility for recommendation for NAATI Accreditation.

  • General Course Information
    Course Details
    Course Code CHIN 5012
    Course Professional Translation and Translators
    Coordinating Unit Asian Studies
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange
    Assumed Knowledge Fluency in both Chinese and English
    Restrictions Students who are enrolled in a postgraduate program
    Assessment Workshop participation 10%, Mid-semester exam (1500 words) 20%, Translation Projects (2000 words) 20%, Essay (2000 words) 20%, Final Exam 30%
    Course Staff

    Course Coordinator: Dr Hong Cai

    Course co-ordinator/Lecturer
    Dr. Hong Cai
    RM 641, Kenneth Wills Building
    Ph: +61 8 83132598
    Consultation hours: Wednesday 2pm-4pm or by appointments
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. gain comprehensive and in­depth knowledge of the major theoretical frameworks in translation and interpreting studies
    2. develop a good understanding of the link between the practice of translation and interpreting and relevant theories
    3. gain a broad understanding of the field of translation studies, including how other disciplines (e.g. linguistics) relate to the field of study
    4. develop critical thinking skills and ability to assess translation and interpreting practice from theoretical perspectives
    5. achieve a good command of code of ethics for translation and interpreting
    6. develop skills in managing and dealing with clients from diverse cultural and social backgrounds
    7. develop skills in identifying potential conflicts and reflect on strategies for problem solving
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    4, 5, 6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 5, 6, 7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3, 5, 6, 7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    6, 7
  • Learning Resources
    Required Resources
    Munday, Jeremy, Introducing Translation Studies: Theories and Applications, 3rd edition, Routledge, London and New York, 2013 (available at the Ebook Library)

    Australian Institute of Interpreters and Translators Inc, AUSIT Code of
    Ethics (full version)
    Recommended Resources
    Baker, Mona. In other words: a coursebook on translation (2nd Edition), 2011. Florence, KY, USA: Routledge, e-book available
    Gambier, Y. and Doorslaer, L. (Ed) (2010). Handbook of Translation Studies. Amsterdam/Philadelphia: John Benjamins Publishing Company, e-book available
    Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins Publishing Company, e-book available
    Gouadec, D. (2007). Translation as a Profession. Amsterdam: Benjamins, e-book available
    Levý, J., Corness, Patrick, & Jettmarová, Zuzana. (2011). The Art of Translation. Amsterdam/Philadelphia: John Benjamins Publishing Company, e-book available
    Valerie Pellatt, Eric T. Liu, Yalta Ya-Yun Chen. Translating Chinese culture: the process of Chinese-English translation; 2014, Call No. 495.1802 P385tr, e-book available
    Catford, J. (1965). A linguistic theory of translation: An essay in applied linguistics / J.C. Catford (Language and language learning). London: Oxford University Press. Call No. 808 C359
    Newmark, P. (1991). About translation. (Multilingual matters (Series) ; 74). Clevedon [England] ; Philadelphia: Multilingual Matters., Call No. 418.02 N556ab
    Nida, E., & Taber, Charles R. (1974). The theory and practice of translation / by Eugene A. Nida and Charles R. Taber (Helps for translators ; v.8). Leiden: Brill. Call No. 418.02 N664

    Babel; Chinese Translators Journal (Zhong Guo Fan Yi‘); Meta; Target; Translation; TTR (Traduction, Terminologie, Rédaction); The Translator

    Code of ethics:
    NAATI (2013), The Ethics of Interpreting and Translation: A Guide to Professional Conduct in Australia. Canberra: NAATI.
    Online Learning
    Course plans, assessment arrangments and learning materials will be provided on MyUni via Announcements, Course Outline, Week by Week, Lecture Recordings, Assessment, etc.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 1 - lecture per week 12 hours per semester
    1 x 2 – hour workshop per week 24 hours per semester
    5 hours practice per week 60 hours per semester
    3 hours reading and research per week 36 hours per semester
    2 hours assignment preparation per week 24 hours per semester
    TOTAL = 156 hours per semester
    Learning Activities Summary

    Week 1 Introduction; Translation as a profession; Main issues of translation studies
    Week 2 Translation theory before the twentieth century; Equivalence and equivalent effect
    Week 3 Studying translation product and process; Functional theories of translation
    Week 4 Functional theories of translation (continued)
    Week 5 Discourse and register analysis approaches 
    Week 6 System theories
    Week 7 Cultural and ideological turns
    Week 8 The role of the translator: Visibility, ethics and sociology
    Week 9 Philosophical approaches to translation; New directions from the new media
    Week 10 Ethics test; Research and commentary projects
    Week 11 Presentation
    Week 12 Ethics test; Presentation
    Small Group Discovery Experience
    In-class practicum in small groups during each week's workshop.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Class participation  Formative and Summative


    12% 1-7
    Professional & ethical case analysis Formative and Summative

    Week 12 

     28% 5, 6, 7

    Essay on theoretical and
    professional aspects
    Summative 5pm, 24 June, 2016 40% 1, 2, 3, 4
    Class presentation Summative Week 11 & Week 12 in class 20% 1, 2, 3, 4

    Assessment Detail
    Assessment in this course is criteria-based, i.e. the desired learning outcomes are specified and are designed to indicate progress towards the learning outcomes. The assessment grade is a measure of the extent to which the student has achieved the learning outcomes. The standard of performance required for the award of a particular grade is a judgement based on the professional expertise of the staff who contribute to the assessment process and is informed by experience of accepted standards. There is no predetermined distribution of grades.

    Professional & ethical case analysis – 28% weighting

    A 1- hour test to be held in Week 10 as an in-class exam. It includes answering four questions on professional ethics within a specific timeframe and under specific examination conditions as per AUSIT's Code of Ethics. A supplementary ethics test is provided in Week 12 to those who fail the test in Week 10. The result of the exam will be used as evidence for determining eligibility for recommendation for NAATI Accreditation.

    Class participation – 12% weighting

    Students should actively engage in interaction in class activities (e.g. case studies) and cooperative sharing of materials and information.

    Essay on theoretical and professional aspects – 40% weighting

    Choose a topic in the theoretical and professional area of translation and interpreting and write an academic essay of 3000 words in English. The format of the essay is available on MyUni/Assessment. The due date of the academic essay is 5pm, 24th June, 2016.

    Class presentation – 20% weighting

    Choose a topic in the area of translation and/or interpreting theories and professional translation, and present a talk in English for 20 minutes in class in the form of a seminar in Week 11 & Week 12. The exact time of presentation to be decided in class based on the sign­up list.


    No information currently available.

    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.

  • 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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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