Bidirectionnal interpreting techniques

Teacher(s)

Hanquet Nicolas;

Language

French

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.

Main themes

General current affairs and social issues. Sight translation techniques, two-way consecutive 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 outcomesassigned to programme This unit contributes to the acquisition and development of the following learning outcomes, as assigned to the Master's degree in interpreting : 1,3, 1.4, 1.5, 2.1, 2.2, 6.2, 6.4, 8.6, FS-ILS-2. Specific learning outcomes at the end of the learning unit At the end of this learning unit, the student is able to: provide bi-directional interpreting (French-LSFB) in consecutive mode (with or without note-taking), or simultaneous mode, using relevant specialist vocabulary (French, level C2+ and LSFB, level B2+/C1), ensuring the fluency, accuracy and coherence of the message; adopt the professional posture of liaison interpreter, managing speaking turns and interactions between deaf and hearing speakers, and maintaining a respectful and functional climate of communication; use techniques specific to conference or liaison interpreting, including the management of blowing, relay and passage, in accordance with professional standards; produce a sight translation in LSFB of a specialised or semi-specialised text written in French, ensuring accuracy of content, structuring of discourse and adaptation to the target audience; render a message in LSFB or French in a structured, nuanced manner appropriate to the register, respecting the speaker's intentions, the context in which it is said and the expectations of the audience; reflect critically on his/her/their performance, identifying points to watch (additions, omissions, misunderstandings, register, relay management, etc.) and formulating concrete suggestions for improvement; use speech preparation strategies (identifying specialist vocabulary, anticipating content), and enrich his/her/their LSFB and French vocabularies on a continuous basis.

Content

Introduction to the principles and practice of bidirectional French–LSFB liaison interpreting: preparation, comprehension and reformulation in both directions, turn-taking management, positioning, and interaction between participants. Learning activities focus on brief exchanges between two people in common and predictable situations.

Teaching methods

A combination of theoretical input (class presentations), demonstrations, analysis of recorded situations, and progressive practical exercises. Students work in triadic settings, rotating roles during prepared and subsequently semi-spontaneous simulations. Their interpreting performances are assessed through self-evaluation, peer feedback, and individual feedback from the instructors.

Evaluation methods

Évaluation certificative en deux parties sous (1)la forme d’une mise en situation d’interprétation de liaison bidirectionnelle français–LSFB entre deux interlocuteurs (80% de la note). La prestation est évaluée au regard de la restitution du sens, de la qualité linguistique, de la gestion de la bidirectionnalité et de l’interaction, ainsi que du positionnement professionnel. (2)Une courte analyse réflexive (20% de la note) permet ensuite à l’étudiant de présenter ses acquis lors des cours et ses perspectives de progression. Les deux évaluations seront successives lors d’une séance de 40 minutes et se dérouleront devant les trois enseignants du cours lors de la première session de juin. En cas d’échec ou d’absence, les modalités d’examen seront similaires lors de la seconde session. 

Bibliography

Bernard A., Encrevé F., Jeggli F. (2008) L'interprétation en langue des signes, Paris, Presses universitaires de France.
Bartłomiejczyk, M. (2006). Strategies of simultaneous interpreting and directionality.Interpreting. International Journal of Research and Practice in Interpreting, 8(2),149-174. https://doi.org/10.1075/intp.8.2.03bar
Cokely, D. R. (1992). Interpretation : A sociolinguistic model. MD Linstok Press. http://www.interpretereducation.org/wpcontent/ uploads/2014/05/CokelyModel.pdf Copland, F., & Creese, A. (2015). Linguistic ethnography : Collecting, analysing and presenting Data. SAGE Publications Ltd. https://doi.org/10.4135/9781473910607
Heyerick, I. (2021). A descriptive study of linguistic interpreting strategies in Dutch-Flemish Sign Language interpreting. Exploring interpreters’ perspectives to understand the what, how and why. Unpublished doctoral dissertation, KU Leuven. https://research.kuleuven.be/portal/en/project/3H140402
Gile, D. (2009). Basic concepts and models for interpreter and translator training (2. revised edition). John Benjamins Publishing Company. https://doi.org/10.1075/btl.8
Combe, X. (2009) : L'anglais de l'Hexagone : constats et reflexions d'un interprète de conférence, L'Harmattan.
Piron, C. (1994): Le défi des langues: du gâchis au bon sens, L'Harmattan.
Lederer M. et Seleskovitch D. (1984) : Interpréter pour traduire, Traductologiques les Belles Lettres.
Gillies, A. (2013): Conference interpreting: a student's practice book, Routledge.
Napier, J. (2004). Interpreting omissions : A new perspective. Interpreting. International Journal of Research and Practice in Interpreting, 6(2), 117-142. https://doi.org/10.1075/intp.6.2.02nap
Pochhacker, F. (2011). Simultaneous Interpreting. In K. Malmkjaer, K. Windle The Oxford Handbook of Translation Studies (275-293). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199239306.013.0020
Pochhacker, F. (2016). Introducing interpreting studies (seconde édition). Routledge. https://www.routledge.com/Introducing-Interpreting-Studies/Pochhacker/p/book/9781032030609?srsltid=AfmBOorRgOuCUsFXImbhMjWeVNznLDEmnH3rOM4H76vg1yTD0gG0ezVI
Pochhacker, F. (2022). Relay interpreting : Complexities of real-time indirect translation. Target. International Journal of Translation Studies, 34(3), 489-511.https://doi.org/10.1075/target.00009.poc

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