INTERPRETINGIN LEGAL-ADMINISTRATIVE SETTINGS

(ENGLISH-SPANISH)

European University Master's Degree in

Intercultural Communication, PSIT

University of Alcalá

Academic Year 2014/15

TEACHING GUIDE
Subject title: / INTERPRETATING IN LEGAL-ADMINISTRATIVE SETTINGS (ENGLISH-SPANISH)
Subject Code: / 200735
Degree in which it is integrated: / EUROPEAN UNIVERSITY MASTER'S DEGREE IN INTERCULTURAL COMMUNICATION, PUBLIC SERVICE INTERPRETING AND TRANSLATION (LANGUAGE COMBINATION: ENGLISH-SPANISH)
Department and Area of Knowledge: / MODERN PHILOLOGY (FILOLOGÍA MODERNA)
Type: / Compulsory
ECTS credits: / 8 ECTS
Academic year and term: / 2014-2015, annual
Teaching staff: / Carmen Valero-Garcés, Beatriz Sánchez, Mª Isabel del Pozo, Teresa Grau, Charis González[1]
Email:
Tutorial hours: / To be determined
Languages of instruction: / Spanish and English.
1. PRESENTATION

This subject is fundamentally practical, aiming atincreasing students' knowledge about the inherent characteristics of this type of Specialised Interpretation and the acquisition and improvement of specific abilities and skills.

Pre-requirements and Recommendations:

Extensive knowledge of the working languages is required: C1/C2 level (Common European Framework of Reference for Languages).

As the evaluation is continuous, the different assignments - which are part of the subject - will have to be completed (within the specified deadline) according to their corresponding instructions.

2. COMPETENCES

General competences:

1.Students must know how to use acquired knowledge and problem-solving capacities within a new or unfamiliar environment in broader (or multidisciplinary) contexts related to their area of study.

2.Students must be able to integrate knowledge and face the complexity of forming an opinion from information that, being incomplete or limited, may lead to a reflection on social and ethical responsibilities linked to the use of their knowledge and opinions.

3.Students must know how to communicate clearly and concisely their conclusions - as well as their knowledge and underlying reasons that justify them - to a specialised and non-specialised audience.

4.Students must possess the learning skills which will enable them to continue - to a great extent - self-directed or independent studies/training.

Specific competences:

It is expected that students will acquire the following specific skills:

  1. Acquire theoretical knowledge and the necessary skills, abilities and tools to act as a linguistic, communicative and cultural liaison between the Legal and Administrative Institutions' staff and users who do not speak fluent Spanish.
  2. Increase knowledge about the inherent characteristics of Public Service Interpreting.
  3. Become familiar with and use the primary techniques of this type of communication (Consecutive and Simultaneous Interpretation, Specialised Terminology, etc.).

4. Be able to identify factors that affect the Interpretation process (intention, agent, time, subject, etc.) and comply with a code of conduct.

5. Identify and use verbal registers of specialist legal language as well as specific extralinguistic aspects.

6. Recognize different cultural aspects that could be problematic when comparing both language systems, as well as to find solutions in order to avoid potential conflicts.

7.Use acquired knowledge regardingterminology and Interpretation primary techniques as well as cultural differences between the cultures involved - while being able to easily solve the different conflicts or problems that can arise in real situations.

3. CONTENT
Content categories / Credits
1. The Interpreter in Public Services: definition, professional qualifications and legal grounds.
2. Characteristics of Legal-Administrative Interpreting and specific topics related to this area of work. /
  • 2 ECTS

3. Use of Specialised Terminology.
4. Use of Interpretation in hospitals and health centres:
intensive practice of the different Interpretation modes:
  1. Monological Consecutive Interpretation (from and into Spanish).
  2. Dialogical Consecutive Interpretation.
  3. Simultaneous Interpretation (essentially whispered; from and into Spanish).
  4. Sight Translation (from and into Spanish).
/
  • 6 ECTS

TOTAL: / 8 ECTS
4. TEACHING AND LEARNING METHODS - TRAINING ACTIVITIES
4.1. Credits distribution (to be specified in hours)
Number of onsite hours: / 50. Including classes in big and small groups as well as tutorial hours.
Number of hours of students' personal work: / 150. Including hours of study, preparation of different activities (online activities, examination preparation).
Total hours / 200
4.2. Methodological strategies, material and educational resources
Fundamentally practical subject in which we focus on practice of Consecutive and Bilateral Interpretation, Sight Translation and the acquisition and use of Specialised Terminology through authentic texts and real situations. The pedagogical approach is based on a multilingual and multicultural model whose principles are:
  • Interpretation is a complex cognitive task which requires simultaneously linguistic and cultural skills from its professionals;
  • Interpreters must comply with a code of ethics to work as linguistic and cultural mediators.
/ The teaching and learning method will be based on:
Student active participation as well as the exchange of experiences related to Translation and Interpreting in Legal-AdministrativeSettings.
 Practice with authentic texts, role-plays and specific recordings in real situations where Interpretation is needed.
5. ASSESSMENT: procedures, evaluation and grades criteria[2]

For the evaluation of the course, participation and class assignments, as well as personal activities outside the classroom will be assessed according to the following percentages:

  • Exam: 40%
  • Class mark: 40%
  • Interpretation assignment online/Other assignments: 20%

Students' continuous work will be a guiding criterion of the evaluation system. Therefore, the global evaluation will be based on the participation of the students in theoretical and practical sessions; assignments and tests; the preparation and delivery of oral presentations; the use of bibliographic and electronic resources, and any other specific activities that the teacher considers to be adequate.

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6. BIBLIOGRAPHY

Basic bibliography:

  • Berk-Seligson, S. (2000). Interpreting for the police: Issues in the pre-trial Phases of the judicial process. Forensic Linguistics: The International Journal of Speech, Language and the Law 7(1), 213-238.
  • Black’s law dictionary (ed. Bryan Garner, 1999), 7.ª ed., West Publishing, St. Paul (Minnesota).
  • Colin, Joan & Ruth Morris. (1996) Interpreters and the Legal Process. Winchester: Waterside Press.
  • Corsellis, A (2008) Public Service Interpreting. London: Palgrave.
  • Eades, D. 2000. «I don’t think it’s an answer to the question: Silencing Aboriginal Witnesses in Court». Language in Society, 29,161-195.
  • Edwards, Alicia Betsy. (1995) The Practice of Court Interpreting. Amsterdam: John Benjamins.
  • Gile, D. 2005. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins.
  • Hale, S. (2004). The discourse of court interpreting. Amsterdam: John Benjamins.
  • Hale, S. (2007) Community Interpreting. Basinstoke/NY: Palgrave Macmillan.
  • Matoesian, G. (1999) «Intertextuality, Affect, and Ideology in Legal Discourse». Text, 19, 1,73-109.
  • Mikkelson, H. (2000). Introduction to court interpreting. Manchester: St. Jerome Publishing.
  • Moeketsi, R. (1999) Discourse in a multilingual and multicultural courtroom: A court interpreter’s guide. Pretoria: J. L. van Schaik.
  • Nolan, James. (2005) Interpretation: Techniques and Exercises. Clevedon: Multilingual Matters. (Also: books.google.com)
  • O'Barr, W. (1982). Linguistics Evidence: Language, Power, and Strategy in the Courtroom. New York: Academic Press.
  • Wadensjö, C., Englund Dimitrova, B. and Nilsson, AL. (Eds.). (2007) The Critical Link 4: Professionalisation of interpreting in the community. Selected papers from the 4th International Conference on Interpreting in Legal, Health and Social Service Settings, Stockholm, Sweden, 20-23 May 2004. Amsterdam/Philadelphia: John Benjamins.

Additional bibliography (optional):

  • Cobas, R y C. Valero Garcés(2010,traducción del libro Community Interpreting, autora Sandra Hale, England: Palgrave Macmillan). La interpretación Comunitaria. La interpretación en los sectores jurídico, sanitario y social. Granada: Comares.
  • Hale, Sandra (2007) Community Interpreting. England: Palgrave Macmillan.
  • Iliescu, C. (2001) Introducción a la interpretación. La modalidad consecutiva. Alicante: Publicaciones de la Universidad.
  • Martín, Anne (2000) "La interpretación social en España", en D. Kelly (ed.) Aspectos Profesionales de la Traducción e Interpretación en España. Granada: Comares, 27-223.
  • Niska, H. (2003) "Cuando fracasan las palabras. Métodos y herramientas del trabajo terminológico para intérpretes en los servicios públicos" en Carmen Valero (Ed, 2003). Traducción e Interpretación en los Servicios Públicos. Contextualización, actualidad y futuro. Granada: Comares, 91-124
  • Valero Garcés, C. y A. Martin. (eds. 2008)Crossing Borders in Community Interpreting. Definitions and dilemmas.Amsterdam: John Benjamins.

Recommended websites:


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[1] Proposed teaching staff who could be modified for specific reasons

[2]It is important to indicate the different assessment procedures: i.e. continuous, final evaluation, self-evaluation and co-evaluation. Means of assessment: assignments and activities. Criteria or indicators which will be taken into account to assess abilities: command of conceptual knowledge, use and transfer of knowledge. As for the evaluation system, it is necessary to take into account the Regulation of the Governing Council of July 16th 2009 (Normativa del Consejo del Gobierno del 16 de Julio de 2009): the continuous assessment qualification will represent at least 60%. This % can be higher in the guide.