module specification

This module is dedicated to simultaneous interpreting. It aims at developing reflective interpreting practitioners who are able to use an array of key skills strategies and dedicated equipment/technology required to perform simultaneous interpreting (10 mn) face to face and remotely (RSI) with the following language combinations:

- Non English native students: Language A with English, both ways;
- English native students: Two passive languages into English (A)

This is a highly practical module based on the experiential learning model.

This module is the logical progression of TR792 and TR793.
At this stage, students have already benefited from an introduction in simultaneous interpreting which was delivered in the Autumn semester. They have been introduced to the equipment and technology used for simultaneous interpreting for both face to face and remote simultaneous interpreting (RSI). They have already been introduced to split attention exercises and decalage management. From their consecutive interpreting practice in the Autumn semester, students have built strong skills in active listening, analytical skills and reformulation, and this in all their language combinations.

As a result, they are now ready to embrace the challenges of simultaneous interpreting in all languages combinations studied in the Autumn semester.

The backdrop of the module will focus on 4 topics that reflect the potential assignments students are more luckily to be presented with when they start working as professional interpreters (e.g European Works Council).

They will research, discuss and present contributions relevant to their national, cultural and linguistic identity within the dedicated topics framework. The languages offered on the course are English paired up with Arabic, Chinese, French, German, Italian, Japanese, Polish, and Spanish. This diversity encourages students to get familiar with a wide range of political, societal, economic and environmental features of the four selected topics. This advanced preparation will be uploaded weekly in a portfolio of practice that is included in the assessment strategy.

Students will practise simultaneous interpreting during their dedicated language specific tutorials and mock conferences. They will explore sight translation, skill- based exercises, simultaneous interpreting with and without text.

Students will finally develop collaborative strategies to work with their booth partner efficiently. This includes a collective approach to standardisation of terminology, taking turns using hard (face to face) and soft consoles (RSI), and supporting one another during the assignment.

Module Aims: In this module:

1. You will apply the appropriate skills and techniques to interpret simultaneously for a 10 mn speech in the two language combinations selected for the module;
2. You will learn how to master the equipment and technology required to interpret simultaneously face to face and remotely;
3. You will develop a collaborative approach to work strategically with your booth partner;
4. You will develop strategies to prepare an interpreting assignment using the relevant technology and software;
5. You will learn how to make decisions fast whilst interpreting under pressure in a simulated event;
6. You will develop a reflective approach to your own interpreting performance;

N/A

This highly practical module gradually engages students to identify and apply the main skills and strategies used by interpreters in performing simultaneous interpreting in the module specific language combinations, often as relay interpreters. (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6).

The module includes generic and language specific sessions. The generic sessions aim at practising the newly acquired skills of simultaneous interpreting into the first and second language combinations, using the authentic context of a professional environment. (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6)

During the generic sessions, students are encouraged to develop confidence when using technology in the booth (soft and hard consoles, relay functions for both face to face and remote interpreting) with practical exercises. (LO.2; LO.5)

The generic sessions are followed by language specific mock conferences and tutorials with a special focus on four dedicated topics that aim at preparing students for their potential first assignments as professional interpreters.  (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6).

The practical language specific sessions offer the opportunity to prepare for a dedicated interpreting mock conference, practise, get feedback, learn and reflect for independent studies and finally engage in a new interpreting assignment. This experiential learning model encourages students to make progress in interpreting skills, but also, in developing coping strategies when working with a booth partner under pressure. (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6).

Students engage in adapting their skills when interpreting with a text (sight interpretation).  They learn how to analyse a text to prepare simultaneous interpreting assignments in dedicated sessions but also during mock conferences. (LO.1; LO.5; LO.6)

This authentic approach helps students develop stamina and tools to optimise their practice during simultaneous interpreting assignments in their two language pairs. This includes booth management, booth manners and booth etiquette. Students learn how to communicate efficiently with their booth partner to collaboratively deliver a meaningful interpretation. (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6).

The module offers a blended learning approach. It includes face to face main classes dedicated to skills acquisition and interpreting practice during tutorials and mock conferences. All sessions are recorded and shared for students who cannot attend and for students who wish to revisit the practice done in class.

In addition, online or face to face language specific tutorials are delivered to practise interpreting, for feedback and feedforward. The mode of delivery is decided to suit students and staff.

Furthermore, students are required to build their own portfolio of practice. On a weekly basis, students have to research the three dedicated topics, set up relevant glossaries of terminology, deliver speeches they need to record and upload for collaborative practice. They will then need to select speeches from peers to interpret, upload their interpreting practice and add on a reflective component (audio, video or in writing). This is done online, using collaborative tools and dedicated software.

Students are encouraged to practise interpreting collaboratively to encourage reflection and mutual benefit. This can be done face to face or online depending on the flexibility of students.

In addition, students have an opportunity to practise consecutive interpreting during virtual classes with partner universities across the world.

Finally, online and face to face and online practice with interpreting graduates who have joined the Ambassadors Scheme for Interpreting Studies at London Met takes place on a regular basis.

By the end of this module, using the language combinations adopted for the module, you will:

LO.1 be familiar with and integrate the relevant simultaneous interpreting skills such as split attention, decalage management, analytical skills and reformulation skills to a 10 min simultaneous interpreting performance;

LO.2 have developed confidence in using the new technologies and equipment required to perform simultaneous interpreting face to face and remotely; this includes the technology that facilitates the interpreting process;

LO.3 be able to demonstrate competence in simultaneous interpreting in the context of the four dedicated topics that represent potential areas of employment;

LO.4 have developed and applied strategies to prepare an interpreting assignment using the relevant technology and software in collaboration with booth partner;

LO5. have developed confidence in building skills, making decisions fast whilst interpreting under pressure in a simulated event;

LO6. adopt a reflective approach to the interpreting performance for self or peer assessment.

The assessment includes three assessment components. The tariff has been increased from 2 components to 3 to include the formative portfolio of practice that encourages students to work in an organised way regularly. This was a request from students who confirmed that including the PoP in the formal final assessment acted as a motivational factor.

One is formative and encourages students to regularly practise interpreting, reflect on their performance, research the four dedicated topics for the module. This weekly guided practice provides flexibility to students who can choose an aspect of the topics they work on, the speeches they write, and the speeches they interpret. This weekly activity forms the portfolio of practice which will be assessed in week 15. It will be marked as a pass or fail. To pass, students will have to demonstrate their weekly assigned and independent practice which includes a reflective component.

The second and third components are summative. They are aligned with the professional assignment for interpreters with international institutions. They not only provide an insight on the professional skills, techniques, knowledge and decision making of the interpreter, but they also prepare students to take the accreditation tests with international institutions. They are both based on a 10mn simultaneous interpretation. Each component will represent a language combination. The speeches they will interpret are based on one of the four topics of the mock conferences.

To pass, students will have to demonstrate they are able to understand and analyse the source speech, interpret simultaneously accurately with confidence, and make sense. They will have to demonstrate they are making the relevant decisions when using their decalage management, analytical skills and reformulation. Finally, they will have to demonstrate appropriate communication skills that reflect the intentions of the speaker. They will need to communicate clearly and effectively so they are understood easily.

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