Consecutive Interpreting B - Polish Sign Language 3200-M1-4TKOBM
The course focuses on developing practical consecutive interpreting skills in the context of signed language interpreting. It includes shadowing,
memory, and translation exercises, development of notation, and simulation of professional settings (e.g., court hearing, administrative meeting, medical consultation). Emphasis is placed on discourse analysis, register matching, accurate representation of the speaker's intent, and
developing language flexibility. Academic readings on spoken and signed language interpreting are discussed to build theoretical knowledge of
consecutive interpreting, enabling students to consciously relate their practice to models, concepts, and ongoing debates in the field. The course
includes a comparison of consecutive and simultaneous interpreting modes.
Course Topics:
1. Introduction – review and consolidation of theoretical knowledge on consecutive interpreting acquired in previous coursework.
2. Memory training – development of short- and long-term memory; introduction to basic mnemonic techniques (chunking, association, visualization); memorization of structures in 1–3-minute texts.
3. Interpreting without notes – exercises with 1–4-minute texts without notation.
4. Notation analysis – identification of typical errors and challenges; development of individual notation systems with emphasis on clarity, graphical structure, and conceptual symbols.
5. Discourse analysis – identifying main and supporting ideas, logical and rhetorical structure, introduction to discourse mapping and reformulation strategies.
6. Alternative consecutive interpreting modes – discussion and practice of liaison, ad hoc, and sim-consec modes.
7. Professional ethics – discussion of ethical principles in the context of consecutive interpreting, including modern role models such as
the role-space concept.
8. Quality assurance – strategies for improving and self-assessing interpreting performance, including self-analysis and peer recording review using simple rubrics.
9. Workspace organization – arranging the working space for consecutive interpreting in both stationary and mobile contexts.
10. Remote consecutive interpreting – principles and challenges of online interpreting, including tool selection and screen etiquette.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
Upon completing the course, the student:
Knowledge
- Understands the differences between consecutive and simultaneous interpreting
- knows a notation system based on structural and conceptual symbol principles
Skills
- can analyze and map utterances in terms of logical structure and speaker intent
- can adapt register, style, and cultural nuances in interpreting
- can manage interaction and make informed interpreting decisions
- can apply self-reflection and self-assessment techniques
Social competences
- copes with stressful situations and adapting to different working environment
- is aware of the differences between in-person and remote interpreting
Assessment criteria
Assessment Components:
• Attendance and active participation in class – 20%
• Presentation of an article or chapter in PJM with three discussion questions – 30%
• Final task: Performing a consecutive interpretation in vlog format and analyzing a peer's vlog in a group setting – 50%
Attendance and Participation (20%)
Consistent attendance (max. 2 absences)
Active engagement in tasks
Involvement in post-exercise reflection and discussion
Collaboration in pairs/groups
Presentation in PJM (30%)
Clear and coherent presentation of main ideas
Ability to explain key concepts
Register/style adaptation to audience
Three relevant discussion questions
Interactive group engagement
Final Task (50%) Consecutive interpreting vlog and peer analysis
Criteria for Interpretation:
Accuracy and intent alignment
Use of personal notation
Fluency and cohesion
Register and style adaptation
Visible reflection on interpreting decisions (signed or written)
Criteria for Peer Analysis:
Constructive feedback
Evaluation of choices, form, and content
Application of assessment criteria
Respectful feedback delivery
Students are allowed a maximum of two absences per semester. Unexcused absences exceeding this limit will result in the inability to pass the course and receive a positive grade. In exceptional cases, students may be permitted to make up missed classes through additional work assigned by the course instructor.
Bibliography
Al-Rubai’i, A. M. H. A. (n.d.). Instructing novice consecutive interpreters: Steps to improve the performance of memory. University of Western Sydney.
Arumí Ribas, M. (2012). Teaching consecutive interpreting: A proposal for a multi-strategy approach. Meta: Journal des traducteurs, 57(1), 123–139.
Bale, R. (2013). Undergraduate consecutive interpreting and lexical knowledge: The role of spoken corpora. The Interpreter and Translator Trainer, 7(1), 1–24. https://doi.org/10.1080/13556509.2013.10798842
Baxter, R. N. (2012). A simplified multi-model approach to preparatory training in consecutive interpreting. The Interpreter and Translator Trainer, 6(1), 21–43. https://doi.org/10.1080/13556509.2012.10798828
Biernacka, A. (2019). (Nie)znaczące przesunięcia gramatyczno-stylistyczne w tłumaczeniu sądowym. Między Oryginałem a Przekładem, 2(44), 183–198. https://doi.org/10.12797/MOaP.25.2019.44.09
Colonomos, B. (1992). Processes in interpreting and transliterating: Making them work for you. Riverdale, MD: The Bicultural Center. https://www.youtube.com/watch?v=Wpnh-WZuXUs
Dong, Y., Liu, Y., Cai, R., & Lin, J. (2018). How does consecutive interpreting training influence working memory: A longitudinal study of potential links between the two. Frontiers in Psychology, 9, 875. https://doi.org/10.3389/fpsyg.2018.00875
Gillies, A. (2017). Consecutive Interpreting: A Short Course. Routledge.
Johnson, P. (2023). Writing a translation commentary. Routledge.
Kozin, A. V. (2016). Consecutive Interpreting: An Interdisciplinary Study. Berlin: Frank & Timme.
Llewellyn-Jones, P., & Lee, R. G. (2014). Redefining the role of the community interpreter: The concept of role-space.
Maroney, E. M., Smith, A. R., Hewlett, S., Trine, E., & Darden, V. (Eds.). (2023). Integrated and open interpreter education: The open educational resource reader and workbook for interpreters. Western Oregon University.
Roy, C. B. (2000). Interpreting as a Discourse Process. New York/Oxford: Oxford University Press.
Russell, D. (2000). Interpreting in Legal Contexts: Consecutive and Simultaneous Interpreting. Doctoral dissertation. University of Calgary, Calgary, Alberta.
Russell, D. (2005). Consecutive and simultaneous interpreting. In T. Janzen (Ed.), Topics in Signed Language Interpreting: Theory and practice (pp. 135–164). John Benjamins Publishing Company. https://doi.org/10.1075/btl.63.10rus
Russell, D., & Takeda, K. (2018). Consecutive interpreting. In H. Mikkelson & R. Jourdenais (Eds.), The Routledge handbook of interpreting (pp. 64–78). Routledge.
Someya, Y. (1997). Consecutive Notetaking and Interpreter Training.
Wadensjö, C. (1998). Interpreting as Interaction. London and New York: Longman.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: