CHIN 7011 - Professional Interpreting A
North Terrace Campus - Semester 1 - 2021
General Course Information
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 Coordinator: Dr Baohui XieInstructor & Course Coordinator
Dr Baohui Xie
Room 639a Kenneth Wills Building
Tel: 8313 4282 Fax: 8313 4388
The full timetable of all activities for this course can be accessed from Course Planner.
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
Required ResourcesGile, 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 ResourcesBabel: 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 ModesSkills 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.
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 ExperienceStudents 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.
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 TASK WEIGHTING
Formative interpreting tasks 50%
Role play interpreting (Mock test) 10%
Major Quiz 40%
Assessment Related RequirementsExtensions
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.
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.
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.
Formative interpreting tasks include the following components
Weekly Interpreting tasks (40%)
In this part of the 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 the ability to skillfully resolve all meaning transfer problems. Deductions will be made for unjustified omissions, insertions, and distortions.
Group role-play and reflection (10%)
Students will group up in the beginning of the week and engage in small group discussing about their weekly interpreting tasks on techniques, issues and problem solving strategies. They are required to give a presentation reflecting on their learning process and experiences towards the end of the semester.
Mock Test (10%)
A mock test consists of consecutive and simultaneous interpreting tasks in directions of both C-E and E-C.
Major Quiz (40%)
This is a full form interpreting quiz that takes about 1.75 hours. The exam is conducted in NAATI exam format and 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
• 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, and immediately 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
SubmissionAll online assignments must be submitted on MyUni. Submissions by email will not be considered.
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.
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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