module specification

This module aims at developing reflective interpreting practitioners who are able to use an array of key skills strategies required to perform long consecutive interpreting (6 mn) with the following language combinations:

- Non- English native students: from mother tongue (A language) into English (B language);
- English native students: from 2nd passive language (C language) into English (A Language).

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

Interpreting into a B language requires different techniques, decisions and skills compared to interpreting into a mother tongue (A language). This module offers the opportunity for students to apply adapted skills, tools and techniques such as reformulation skills, efficient communication skills and adapted note taking skills to the new language combination practised.

With the guidance of a team of tutors who are experienced conference interpreters, students will gradually build up the skills required to perform well in consecutive interpreting in the language combination mentioned above.

This module is aligned with module TR7093. It follows the same pace to develop skills and practice, which are:
- memory skills
- note taking skills
- communications skills (verbal and non- verbal)
- synthesising
- public speaking skills
- speech analysis
- speech writing with oral delivery
- anticipation skills
- confidence enhancement

The module includes English enhancement strategies to help reformulation into a B language (English). It includes sight translations, text analysis, and reformulation techniques.

The backdrop of the module focuses on three defined topics that reflect potential interpreting assignments on the market. The three topics will be constructed on contributions from students. They will research, discuss and present contributions   relevant to their national, cultural and linguistic identity. 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 three selected topics. They will research these topics and use them to create speeches they will use for interpreting practice. Students will develop a portfolio of practice.

This module is aligned with module TR793 which teaches students to adopt the appropriate strategies to prepare an interpreting assignment. It will be used to prepare for the three mock conferences that introduce students to the professional settings of interpreting. Students will have to demonstrate how they interpret under pressure in a simulated professional environment.

Furthermore, students will use the latest technology required for note taking skills, recording audio and video materials and uploading them on their own YouTube channel. This includes technology developed to practise interpreting online (synchronous and asynchronous) individually or in groups.

Module Aims: In this module:

1. you will learn to interpret consecutively in the dedicated language combination for 6 mn with notes;
2. you will develop strategies to interpret into English as a B language (non English native students) or from a second C language into English (English native students);
3. you will learn how to make decisions fast whilst interpreting under pressure in a simulated event;
4. you will develop a reflective approach to your own interpreting performance;
5. you will get acquainted three relevant topics that are of professional interest for interpreters;
6. you will develop a collaborative approach to enhance deliberate interpreting practice.

N/A
Available for Study Abroad? NO.

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

It starts with short interpretations from memory without notes, focusing on active listening and the development of analytical skills to identify the structure of a speech, the primary and secondary ideas, and the intention of the speaker. Students are then able to develop their memory skills and embrace more challenging speeches. (LO.1; LO.2; LO.3; LO.4;LO.5).

As speeches get longer and more complex, students identify the need for note taking skills which are introduced gradually, together with communication skills. (LO.1;LO.2; LO.3; LO.4; LO.5; LO.6).

The content of speeches is based on the three topics that are selected for the mock conferences. Students are encouraged to present political, societal, economic and environmental issues relating to their culture, country, nationality, language and identity. This enriching backdrop enhances the inquisitiveness of students who pursue their research on the topics that are presented in speeches; as a result students build long term general knowledge that contributes to more informed interpreting performances. They are well-prepared for the three mock conferences where they will have to perform for colleagues, often as relay interpreters, from their mother tongue into English. (LO.1; LO.2; LO.3; LO.5; LO.6)

Students are required to practise in class regularly but also individually and in groups (language specific or mixed language groups) to make progress. Their work is collected in a portfolio of practice which is included in the assessment. It includes a reflective component whereby students record (audio, video or in writing) their feedback on their SMART objectives, which also contributes to setting some new ones. This specific work allows them to build their confidence in the technology required for interpreting. (LO.1; LO.2; LO.3; LO.4; LO.5; LO.6)

Students are encouraged to work collaboratively, online or face to face. This collaborative approach across identities and cultural differences is not only essential for their personal and professional development, but it is also essential to prepare students to confidently work with peer interpreters they don’t know during their professional life.(L.O1; LO.2; LO.3; LO.4; 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 combination adopted for the module, you will:

LO1. be familiar with and integrate the relevant consecutive interpreting skills such as note taking, memorising, synthesising, critical listening, anticipating and presentation skills to a 6 min consecutive interpreting performance;

LO2. understand the crucial role of these skills for the effective preparation and
delivery of consecutive interpreting under pressure during simulated professional events;

LO3. be able to demonstrate their competence in consecutive interpreting skills (6mn) in the context of the three dedicated topics that cover a wide range of political, societal, economic and environmental trends approached during the module.

LO4. adopt a reflective approach to the interpreting performance for self or peer assessment.

LO5. have developed confidence in building skills, making decisions during interpreting practice, and in the development of deliberate practice.

LO6. have developed confidence in using the new technologies and equipment required to perform consecutive interpreting online and face to face; this includes the technology that facilitates the interpreting process.

The assessment includes two assessment components.

One is formative and encourages students to regularly practise interpreting, reflect on their performance, research current affairs and practise public speaking skills with speeches they have to write and construct. This weekly guided practice provides flexibility to students who can choose 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 component is summative. It is aligned with the professional assignment for interpreters with international institutions. This assessment component not only provides an insight on the professional skills, techniques, knowledge and decision making of the interpreter, it also prepares students to take the accreditation tests with international institutions. The assessment is a 6mn consecutive interpretation with notes. The speech they will interpret is based on one of the three topics of the mock conferences.

To pass, students will have to demonstrate they are able to understand and analyse the source speech, interpret accurately with confidence and make sense. They will have to demonstrate they are making the relevant decisions when using their memory skills combined with their note taking skills. 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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