module specification

The aim of the module is to develop consecutive interpreting skills, strategies and techniques when interpreting into English (non native language / also referred to as B language). For English native speakers with two passive languages, they will use their second passive language (also referred to a language C) to interpret into their mother tongue (English).
Interpreting into a B language requires different techniques, decisions and skills as when interpreting into a mother tongue. This module offers the opportunity for students to apply new skills, tools and techniques such as reformulation skills, efficient communication skills and adapted note taking skills to the new language combination practised. The module will include exercises that will help develop these skills such as sight translations, text analysis, reformulation techniques and English enhancement strategies. The context of speeches will relate to the topics of module Conference Interpreting 3 in the second semester so that students are prepare to engage in simultaneous interpreting into A and B within a context they are familiar with.

This module runs in parallel to Conference Interpreting 1 but uses a new language combination, into English as a B language (for non English native speakers) or from a different passive language (Second C language) into English (mother tongue speakers, also referred to as an A language).
The module includes English specific language reinforcement, especially when understanding the strategies applied to interpret into a B language.
This is a very practical consecutive interpreting module that includes text analysis of speeches, memory exercises, communication (verbal and non verbal) and sight translation. The context of the speeches will refer to the topics selected for the simultaneous interpreting module in the second semester Conference Interpreting 3

The module offers face to face workshops dedicated to consecutive interpreting practice. The workshops then lead to guided independent practice that involve independent consecutive interpreting practice using a log book to collect reflection on interpreting performance and learning journey. In this module the logbook is not assessed but will encourage students to continue their reflective practice initiated in Conference Interpreting 1. Students will practise interpreting with peers but also individually and in small groups. In addition, they will have an opportunity to practise consecutive interpreting during virtual classes with partner universities across the world. Finally, online and face to face practice with interpreting graduates who have joined the Ambassadors Scheme for Interpreting Studies at London Met takes place on a weekly basis.

List and number the learning outcomes.
LO1. Ability to apply specific strategies, skills and techniques learnt during the module to interpret a consecutive interpreting speech (long consecutive) into English as a B language, or into English as an A language from a C language (for native English speakers)

LO2. Demonstrate the understanding and the application of specific key strategies, techniques and skills that relate to the language combination selected for the purpose of the consecutive interpreting assignment.

LO3. Ability to demonstrate confident communication and interpreting skills when working in the specific applied language combination

The students' competence in using the skills, techniques and strategies crucial to interpreting into English as a B language (for non English speakers) and from a new C language into English (Native speakers of English only) and developed during the course, using the context of current affairs, is assessed by a practice-based exam in long consecutive interpreting.

Where possible, the most current version of reading materials is used during the delivery of this module.  Comprehensive reading lists are provided to students in their handbooks.  Reading Lists will be updated annually.

Textbooks:

Danks, J. H., Shreve, G.M., Fountain, S.B. and McBeath, M.K. (eds) (1997)
“Cognitive Processes in Translation and Interpreting, Thousand Oaks, London: Sage

Gillies, A. (2004) “Conference Interpreting-A New Students' Companion”.Tertium Cracow

Gillies, A. (2005)Note-taking for Consecutive Interpreting-A Short Course. Translation Practices Explained”.Volume 8. St Jerome

Gillies, Andrew (2013) Conference Interpreting: A Student’s Practice Book: Routledge - London

Gillies, Andrew (2014) Note Taking for Consecutive Interpreting. Translation Practices Explained: Volume 8. Routledge

Hale, Sandra Beatriz (2007) Community Interpreting Basingstoke: Palgrave (available as E-Book)

Jones, Roderick (2002) Conference Interpreting Explained (second edition) Manchester: St Jerome

Nolan,  J. (2005)“Interpreting: Techniques and Exercises”, Multilingual Matters

Paneth, E. (1984) "Training in Note Taking (for interpreting), " in Wilss, W and Thome, G.(eds)

Pöchhacker, Franz & Shlesinger, Miriam (eds) (2002) The Interpreting Studies Reader London: Routledge

Pöchhacker, Franz (2004) Introducing Interpreting Studies London: Routledge (available as E-Book)

Rozan, JF.(1956)«La prise de notes en interprétation consécutive», Geneve. Georg

Rozan, JF(2003).“Note taking in Consecutive Interpreting”,Translation by A Gillies.Tertium

Szabó Csilla. Interpreting:
“From Preparation to Performance. Recipes for practitioners andTeachers”British Council, Budapest.ISBN963 20 6409 7

Valencia, Valerie (2013) Note Taking Manual: A Study Guide for Interpreters and Anyone Taking Notes. www.InterpreTrain.com

Widlund-Fantini Anne-Marie (2009)–«Danica Seleskovitch-interprete et temoin du XXe siecle»Editions l’age d’homme  (http://www.lagedhomme.com/boutique/liste_rayons.cfm to order)

Core Text:

Other Texts:
Tiselius, E. (2012). Experience and Expertise in Conference Interpreting. An investigation of Swedish Conference Interpreters. Dissertation for the degree of Philosophiae doctor (PhD). University of Bergen. Norway.

Journals:
Dam, H. V. (1996) " Text Condensation in Consecutive Interpreting. Summary of a Ph.D.
Dissertation," Herms. Journal of linguistics  no. 17: 273-81.

Damowicz, A. (1989) "The Role of Anticipation in Discourse: Text Processing in Simultaneous Interpreting, " Polish  Psychological Bulletin 20(2): 153-60.

Moser-Mercer, B. (1996) ‘Quality in interpreting: some methodological issues’. The Interpreter’s Newsletter 7: 43-55.

Padilla, P., Bajo, M.T., Canas, J.J. and Padilla, F. (1995) "Cognitive Processes of Memory in
Simultaneous Interpretation," in Tammola, J. (ed) Topics in Interpreting Research, Turku:University of Turku, Centre for Translation and Interpreting, pp. 61-71.

Websites:
ORCIT: http://www.orcit.eu/itc-video-archive/
The speech repository: https://webgate.ec.europa.eu/sr/
The knowledge centre on interpretation: https://ec.europa.eu/education/knowledge-centre-interpretation/knowledge-centre-interpretation_en

Electronic Databases:

Social Media Sources
Hoff, M. (2016) ‘The Interpreter Diary’. Available at: https://theinterpreterdiaries.com/about-this-blog/
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