CHIN 7011 - Professional Interpreting A

North Terrace Campus - Semester 1 - 2019

This course aims to prepare students for seeking professional qualifications and career readiness as certified interpreters and/or certified interpreters in specialized areas. Designed, supported and instructed by a team of highly qualified and experienced practitioners, this course not only offers knowledge and skills required for NAATI certification tests but also equips students with capabilities, competencies and confidence for intensive interpreting jobs in the real world. Apart from training for effective short term memory, note-taking techniques, content analysis, processing and production, students will learn to identify and develop optimal models that best suit their individual learning and practising demands. A state-of-the-art language lab is specifically dedicated to this interpreting course where students will have access to resources and support for practising interpreting covering a wide range of topics and contexts.

  • General Course Information
    Course Details
    Course Code CHIN 7011
    Course Professional Interpreting A
    Coordinating Unit Centre for 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
    Course Description This course aims to prepare students for seeking professional qualifications and career readiness as certified interpreters and/or certified interpreters in specialized areas. Designed, supported and instructed by a team of highly qualified and experienced practitioners, this course not only offers knowledge and skills required for NAATI certification tests but also equips students with capabilities, competencies and confidence for intensive interpreting jobs in the real world.
    Apart from training for effective short term memory, note-taking techniques, content analysis, processing and production, students will learn to identify and develop optimal models that best suit their individual learning and practising demands.
    A state-of-the-art language lab is specifically dedicated to this interpreting course where students will have access to resources and support for practising interpreting covering a wide range of topics and contexts.
    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 4388
    Course Timetable

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

  • 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)
    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, 4
    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
    2
    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
    3, 5
    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, 4, 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
    2, 5
    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
    3, 5
  • 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)




    Small Group Discovery Experience
    Students are encouraged to group up as soon as the semester begins. Usually there are 3-4 people in each group.Students are expected to meet as a group for at least one hour per week for SGDE activities including, but not limited to the following:
    1. Discussing on lecture content
    2. Practice interpreting
    3. Brainstorming on interpreting topics, techniques and materials
    4. Preparing for assessments
    SGDE activities are not supervised.
  • 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

    No information currently available.

    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

    Memory Training Task (5%)
    For this part of assessment, students are required to listen carefully to a number of recorded statements and one passage, and write down what they have heard. The audio soundtrack will be placed once only. This task aims at note-taking, information processing and memory capacity. Translation or interpreting is not required.

    Consecutive Interprting (20%)
    In this part of assessment, students are to listen to a pre-recorded speech and interpret what they have heard in consecutive mode. Students are expected to interpret the propositional content and intent of the message accurately and demonstrates ability to skilfully resolve all meaning transfer problems. Deductions will be made for unjustified omissions, insertions and distortions.


    3-Minute Public Speech (5%)
    This assessment component aims to evaluate a student's ability to consistently uses spoken language competently and idiomatically, demonstrated by accomplished use of pragmatics, lexicon, grammar, syntax, style and register. Students are required to give a 3 minute speech on one out of the eight given topics.

    Face-to-face Interpreting  (10%)
    In this part of assessment, students are to work with role players and interpret in a consecutive mode. Students are expected to consistently demonstrates competence in the use of the consecutive (dialogue) mode, skilfully applies accepted techniques relevant to the interpreting mode and setting, skilfully coordinates the communication where required. Coordination of communication may include dealing with overlapping talk and turn-taking, reacting to asides, applying appropriate techniques for cutting-in, and seeking clarification and self-correction.
    News Listening Logbook (5%)
    As a formative assessment task, students are required to spend a certain number of hours on training their listening skills and record their training efforts in a logbook on weekly basis. This task assesses efforts instead of content.

    Chuchotage (5%)
    This task aims at evaluating a student's simultaneous interpreting skills. Students are to listen to a passage of about 150 words and interpreting the passage into English/ Chinese simultaneously.

    Final Exam (40%)
    This is a full form intepreting exam that takes 1.75 hours. The exam is conducted in NAATI exam format, involving 8 tasks. The tasks will involve different situations fromdifferent domains, including at least one from the health domain and one from the legal domain.
    Two dialogues
    • One Consecutive Interpreting face-to-face dialogue task
    • One Consecutive Interpreting remote dialogue taskTwo sight translations (in the same domains as the dialogue tasks)
    • One Sight Translation into Language Other Than English (LOTE) task – related to, andimmediately after, face to face dialogue task
    • 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 task
    Submission
    The following assignments must be submitted via turnitin on MyUni. Submissions by email will not be considered.
    1. Memory training task
    2. Consecutive Interpreting tasks
    3. Chuchotage task
    4. News Listening logbook
    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 (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.

    Student feedback for 2018 is not availalbe as CHIN7011 is a new course and freshly offered in 2019.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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