Introduction to interpreting LSFB <> French

Teacher(s)

Gerday Chantal; Haesenne Thierry (coordinator);

Language

French

Main themes

General current affairs and social issues. Introduction to sight translation, consecutive (bi)directional interpreting (with or without note-taking), liaison interpreting, conference interpreting, etc.

Learning outcomes

At the end of this learning unit, the student is able to :

Contribution of learning unit to learning outcomes assigned to programme This unit contributes to the acquisition and development of the following learning outcomes, as assigned to the Master's degree in interpreting : 1.4, 1.5, 2.1, 2.2, 6.1, 6.2, 6.4, 8.6, FS-ILS-1. Specific learning outcomes at the end of the learning unit At the end of this learning unit, the student is able to: produce a short sight translation, a short consecutive interpretation and a short simultaneous interpretation (unidirectional or bidirectional) from prepared speeches, using an excellent command of French (level C2+) and a functional command of LSFB (level B2/C1), while respecting the overall meaning and intentions of the speaker; identify and convey the main ideas of a speech in sight translation, consecutive and simultaneous interpreting, ensuring the coherence, structure and clarity of the message conveyed; adapt his/her language register, attitude and speech to the audience and context, taking into account the author's intentions and the communication conventions specific to the interpreting situation; analyse his/her own interpreting performance critically, identifying strengths and errors of meaning or form, and suggesting ways of improving it; distinguish between the main professional interpreting situations (liaison, conference, school), and understand the specific requirements (posture, register, professional ethics); implement strategies for preparing speeches (identifying specialised vocabulary, anticipating content), and expand his/her LSFB and French vocabulary continuously.

Content

Introduction to sight translation (using texts taken from various media or of particular interest to the deaf community (e.g. child benefit, disability allowance, articles of association of a non-profit organisation, etc.)
Introduction to consecutive interpreting from French to LSFB and from LSFB to French (using texts and speeches taken from various media)
Introduction to simultaneous interpreting from French to LSFB and from LSFB to French

Teaching methods

Face-to-face lessons.
Tutorials in the interpreting studio.
Homework (individual exercises)
Students work individually or in groups and may mark each other’s work or work on the basis of feedback provided by the teacher, who will have reviewed their performance.
Sight translation: The teacher will present students with written texts of varying lengths, which they will be required to prepare quickly and translate at sight.
Consecutive interpreting: The teacher will present students with speeches for them to interpret, of increasing difficulty and lasting up to 4 minutes. The work will focus primarily on verbalising and reproducing the speech in idiomatic language that respects the eloquence or oratorical style of the target language. In addition, students will engage in reflective work on the structuring and memorisation of information. Finally, the teacher will guide students in discovering effective note-taking techniques.
Simultaneous interpreting from French to LSFB: interpreting exercises based on students’ impromptu speeches or audio recordings; in-class work marked by the teacher; and recordings of interpreting exercises in the booth to be submitted to the teacher.
Simultaneous interpreting from LSFB to French: interpreting exercises based on speeches delivered by LSFB speakers. Corrections and advice provided by the teacher and peers, analysis of the strategies employed, and self-analysis of one’s own work.
The texts selected in both languages will be short, varied and representative of the deaf community and the topics most relevant to them.

Evaluation methods

The activities carried out during the four-month term are designed for learning purposes and serve as preparation for the certification assessment.
The certification assessment consists of a sit-down examination accounting for 100 per cent of the final mark, comprising three components:
a sight translation test, involving the translation into LSFB of a French text of approximately 25 lines, accounting for 25 per cent of the final mark;
two consecutive interpreting tests with note-taking, accounting for 25 per cent of the final mark:
a 4–5-minute speech in French → LSFB
a 4–5-minute speech in LSFB → French;
two simultaneous interpreting tests, accounting for 50 per cent of the final mark,
a 4–5-minute speech from French into LSFB
a 4–5-minute speech from LSFB into French;
The three parts (sight translation, consecutive interpreting and simultaneous interpreting) are assessed separately. If a student fails one or more of the tests, only the failed tests – i.e. those for which the student obtained a mark below 10/20 – must be retaken in the next examination session. The marks obtained in the passed tests are retained.
If the course unit has not been passed by the end of the academic year, all assessments must be retaken the following year.
Attendance at face-to-face sessions is compulsory. Under Article 73 of the General Regulations for Studies and Examinations, a student’s unauthorised absence from a course may result in disciplinary action; course lecturers may propose to the examination board that a student who has not attended at least 80 per cent of the classes be barred from registering for the January or August/September examination sessions.

Faculty or entity

> LSTI