Interpreting in specific contexts

Teacher(s)

Haesenne Thierry (coordinator);

Language

French Belgian Sign Language

Prerequisites

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.

Main themes

Interpreting in medical, paramedical, educational, legal and professional environments, 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 1.3, 2.6, 2.7, 3.1, 3.2, 3.4, 4.1, 4.5, FS-ILS-1. Specific learning outcomes at the end of thelearning unit At the end of this learning unit, the student is able to: provide professional interpreting in a specific context (educational, medical, paramedical, legal or professional), using a relevant specialist vocabulary (French, level C2+ and LSFB, level C1),ensuring that the message is fluent, faithful and coherent, and respecting the specific linguistic, interactional and ethical characteristics of each field; detect and transpose implicit meaning, cultural allusions, stereotypes or taboos specific to a professional context, in order to ensure accurate and respectful interpreting; prepare an interpreting assignment in a specific context by using documentary, terminological and technological research tools (including AI), ensuring the reliability of sources and the relevance of linguistic choices; analyse the ethical and cultural issues involved in interpreting in sensitive environments, particularly where there is an imbalance between hearing and deaf interlocutors (balance of power, accessibility, trauma, confidentiality, decision-making power, etc.); have sufficient general knowledge to quickly understand the contexts in which they work, identify the implicit issues and adjust their interpreting decisions accordingly; demonstrate rigour, flexibility and discernment in complex, unusual or stressful situations, while guaranteeing a quality of interpretation in line with professional expectations.

Content

• Specific features of interpreting in medical, paramedical, educational, legal and professional settings;
• Methods and tools for preparing for a community interpreting assignment, including the Demand and Control Schema (DC-S)
• Development of interpreting strategies tailored to the various contexts and communication situations covered in the course;
• Interpreting exercises based on live speech and audio and video materials, under a variety of conditions;
• Role-play interpreting scenarios in a range of professional contexts (legal, (para-)medical, professional, educational)
• Introduction to remote interpreting and a discussion of its specific features.

Teaching methods

Lectures, seminars, practical exercises, role-plays. 

Evaluation methods

Formative assessment of work completed during the four-month term and summative assessment in the form of two assignments to be submitted during the term (30 per cent of the final mark in the first sitting) and an oral examination (70 per cent of the final mark in the first sitting).
January sitting:
Two assignments to be submitted during the four-month term (30 per cent of the final mark).
Oral examination (70 per cent of the final mark): preparation and interpretation of a community-based scenario lasting 10 to 15 minutes, followed by a discussion of the interpretation strategies employed. Students are assessed primarily on their ability to manage a community-based interpreting situation and on their ethical choices.
September session:
Oral examination (100 per cent of the final mark): preparation and interpretation of a community interpreting scenario lasting 10 to 15 minutes, followed by a discussion of the interpreting strategies employed. Students are assessed primarily on their ability to manage a community interpreting situation and on their ethical choices.
In the first session, the final mark is calculated as the weighted average of the two assignments (30 per cent) and the oral examination (70 per cent). In the second session, the final mark is based solely on the oral examination (100 per cent).
Attendance at face-to-face sessions is compulsory. Pursuant to Article 73 of the General Regulations for Studies and Examinations, an student’s unauthorised absence from learning activities 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 sessions.

Bibliography

MINDESS, Anna, avec Thomas K. Holcomb, Daniel Langholtz et Priscilla Moyers. Interprétation en langue des signes, M. Companys; 3e edition (2020)

Faculty or entity

> LSTI