Teacher(s)
. SOMEBODY; Hanquet Nicolas (coordinator);
Language
French
Prerequisites
Le(s) The prerequisite(s) for this Teaching Unit for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
Good practice of the profession in a specialised context, mastery of professional jargon, analysis of concrete situations using the ethical codes of the profession and professional standards. Inter-vision seminars on the positioning of the FR-LSFB interpreter in complex situations.
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 an development of the following learning outcomes, as assigned to the Master's degree in interpreting : 7.1, 7.2, 8.2, 8.3, 8.4, 8.5. Specific learning outcomes at the end of the learning unit At the end of this learning unit, the student is able to:
|
|
Content
The course presents and explains the origins of the interpreting professions, with a specific focus on ethics and professional positioning when working with diverse audiences. The different deontological and teleological models of interpreting will be studied and analysed. Throughout the course, the following topics will be addressed: professional standards; interpreters’ rights and responsibilities; the procedures and specific tax requirements involved in becoming a self-employed interpreter, either as a main or supplementary occupation; and the various organisations representing the interpreting professions in Belgium and internationally.
- Development and analysis of the ethical and deontological issues involved in an interpreting assignment
- History of LSFB interpreting
- Models of interpreting, deontology and teleology
Teaching methods
- Sessions presenting the various facets of professional practice
- Theoretical presentations during class sessions
- Research assignments to be completed between sessions and presented to the group during class
- Reflective work conducted in small groups during class
- Reading assignments to be completed at home
- Case studies addressing interpreters’ ethical and professional positioning and its legal implications
- Oral presentation of a research assignment and summaries of scientific articles and/or accounts by professionals
- Group discussions and role-play activities
- Compulsory reading of scientific articles on interpreting ethics, selected from a provided list
Evaluation methods
June session:
Continuous formative assessment (attendance and participation during class sessions) and summative assessment at the end of the term. The final grade consists of an oral presentation delivered during one of the class sessions, accompanied by a document summarising the presentation. This assignment accounts for 70% of the final grade. An oral examination, consisting of a live analysis of a complex ethical situation and a justification of the ethical and professional choices made, accounts for 30% of the final grade. Students must demonstrate their ability to establish links with the theories covered in class, as well as their capacity for critical analysis and positioning when faced with a complex situation.
August/September examination period:
The examination arrangements are identical to those of the June examination period. The grade obtained for the assignment presented during the course, which accounts for 70% of the final grade, is carried over.
Continuous formative assessment (attendance and participation during class sessions) and summative assessment at the end of the term. The final grade consists of an oral presentation delivered during one of the class sessions, accompanied by a document summarising the presentation. This assignment accounts for 70% of the final grade. An oral examination, consisting of a live analysis of a complex ethical situation and a justification of the ethical and professional choices made, accounts for 30% of the final grade. Students must demonstrate their ability to establish links with the theories covered in class, as well as their capacity for critical analysis and positioning when faced with a complex situation.
August/September examination period:
The examination arrangements are identical to those of the June examination period. The grade obtained for the assignment presented during the course, which accounts for 70% of the final grade, is carried over.
Bibliography
- Adam, R., Carty, B., & Stone, C. (2011). Ghostwriting : Deaf translators within the Deaf community. Babel. Revue Internationale de La Traduction / International Journal of Translation, 57(4), 375-393. https://doi.org/10.1075/babel.57.4.01ada
- Bernard, A., Encrevé, F., Jeggly, F., (2008), L’interprétation en langue des signes, « La déontologie du métier », (pp. 37-65), Paris, Presses Universitaires de France.
- Baigorri, J. (2004). De Paris . Nuremberg : Naissance de l’interpr.tation de conf.rence. Presses de l’Universit. d’Ottawa. https://doi.org/10.7202/011620ar
- Bloxs, A., & Stone, C. (2025 in press). Briser le silence juridique : L’impact de l’absence de cadre juridique protégeant les interpr.tes professionnelles français–LSFB surles droits des personnes sourdes. In Y. Cartuyvels, V. Aucouturier, L. Bertrand, M. Boldrini, S. De Spiegeleir, A. Franssen, B. Gomes, N. Hanquet, O. Rasquinet, N.Rimbourg, & L. Triaille (Dirs.), L’autonomie à l’épreuve du handicap, le handicap à l’épreuve de l’autonomie. Presses Universitaires Saint-Louis Bruxelles.
- Cokely, D. (2005). Shifting positionality : A critical examination of the turning point in the relationship of interpreters and the deaf Community. In M. Marschark, R. Peterson, & E. A. Winston (Eds) Sign language interpreting and interpreter education (3-28). Oxford University Press. https://psycnet.apa.org/doi/10.1093/acprof/9780195176940.003.0001
- Stahuljak, Alexandre, (2020), les fixeurs au Moyen-Âge, histoire et littérature connectées. UH Seuil, Paris.
- Dean, R., Pollard, R. (2022), Promoting the Use of Normative Ethics in the Practice of Community Interpreting, Gallaudet University Press, Washington D.C..
- Holcomb K., T., Smith, D. (2017), Deaf Eyes on Interpreting, Gallaudet University Press, Washington D.C..
- Hanquet, N., & Gomes, B. (2025). Quel . nous . dans le . Rien sur nous sans nous ? Analyse du cas particulier des interpr.tes en langue des signes. In Y. Cartuyvels, V. Aucouturier, L. Bertrand, M. Boldrini, S. De Spiegeleir, A. Franssen, B. Gomes, N. Hanquet, O. Rasquinet, N. Rimbourg, & L. Triaille (Dirs.), L’autonomie . l’épreuve du handicap, le handicap à l’épreuve de l’autonomie. Presses Universitaires Saint-Louis Bruxelles.
- Shaw, S., (2014), Preparing Interpreting Students to be Allies in the Deaf Community. The Interpreters’ Newsletter, 19 (2014), PP 1-11.
- Rudvin, M. (2002), How Neutral is ‘NEUTRAL’ ? Issues in Interaction and Participation in Community Interpreting, in Garzone (ed.). Pespective on Interpreting.
- Pöchhacker, Franz (2016) Introducting Interpreting Studies, Routledge, London.
- Stone, C., Shaw, E., Brunson, J. (2019), The Academic Foundations of Interpreting Studies, an Introduction to Its Theories, Gallaudet Press University, Washington.
- Schon, D. A. (2000). Educating the reflective practitioner : Toward a new design for teaching and learning in the professions (1ère .dition). Jossey-Bass. https://www.daneshnamehicsa.ir/userfiles/file/Manabeh/Educating%20the%20reflective%20practitioner.pdf
- Ladmiral, J.-R. (2005). Le . salto mortale de la d.verbalisation .. Meta, 50(2), 473-487. https://doi.org/10.7202/010994ar
- Dear, R et Pollard, R (2014), The Demand Control Schema: Interpreting as a Practice Profession, CreateSpace, United States.
- De Meulder, M., Pouliot, O., & Gebruers, K. (2021). Remote Sign Language Interpreting in Times of COVID-19. University of Applied Sciences Utrecht.
- De Meulder, M., & Haualand, H. (2021). Sign language interpreting services : A quick fix for inclusion ? Translation and Interpreting Studies, 16(1), 19-40.https://doi.org/10.1075/tis.18008.dem
- De Meulder, M., & Heyerick, I. (2013). (Deaf) Interpreters on television : Challenging power and responsibility. In L. Meurant, A. Sinte, M. Van Herreweghe, & M.Vermeerbergen (.ds.), Sign Language Research, Uses and Practices
- De Meulder, M., & Stone, C. (2024). Finally Free from the Interpreter's Gaze? Uncovering the Hidden Labor of Gaze Work for Deaf Consumers of Interpreter Services. International Journal of Interpreter Education, 15(1), Article 8. https://open.clemson.edu/ijie/vol15/iss1/8
- Encrevé, F. (2012). Les sourds dans la soci.t. fran.aise au XIXe si.cle : Id.e de progr.s et langue des signes. Cr.aphis .ditions. https://www.editionscreaphis. com/fr/catalogue/view/1095/les-sourds-dans-la-societe-francaise-auxixe-siecle/?of=3
- Encrevé, F. (2024). Les interpr.tes LSF/fran.ais en France depuis le R.veil Sourd et la linguistique: Langages, 235(3), 101-113. https://doi.org/10.3917/lang.235.0101 Etherington, K. (2007). Ethical research in reflexive relationships. Qualitative
- Facchini, I.| (2023)Queer (mis)representation in interpreting: investigating feasibility and acceptability in institutions (IPCITI conference procedings).
- Convention Internationale du Droit des Personnes Handicapées (CDPH)
- Roy, C. B., Brunson, J. L., & Stone, C. (2018). The academic foundations of interpreting studies : An introduction to its theories. Gallaudet University Press. https://gupress.gallaudet.edu/Books/T/The-Academic-Foundations-of-Interpreting-Studies
- Pointurier, S. (2016). Th.ories et pratiques de l’interpr.tation de service public. Presses Sorbonne nouvelle. https://www.erudit.org/fr/revues/alterstice/2016-v6-n2-alterstice03141/1040633ar/resume/
Faculty or entity
