Consecutive Interpreting B - Polish Sign Language - lev.3 3200-M2-4TKOBM3
The course focuses on developing practical skills in consecutive interpreting in the context of sign language interpreting. It includes the analysis of academic articles, shadowing, memory, and translation exercises, the development of note-taking techniques, and simulations of professional interpreting scenarios (including court hearings, meetings in public administration offices, and medical consultations). Particular emphasis is placed on discourse analysis, register adaptation, accurate rendering of the speaker’s intentions, and the development of linguistic flexibility. The course also includes a comparison of consecutive and simultaneous interpreting modes.
Course Content
1. Introduction – review and consolidation of theoretical knowledge related to consecutive interpreting acquired in the TKO1 module.
2. Memory Training – development of short-term and long-term memory skills; introduction to basic mnemonic techniques (chunking, associations, visualization); memorization of the structure of texts lasting between one and three minutes.
3. Interpreting without Note-Taking – practice with texts lasting one to four minutes without the use of notes.
4. Analysis of Note-Taking Systems – identification of common note-taking errors and challenges; development of individual note-taking systems based on principles of clarity, visual representation of logical structure, and conceptual symbols.
5. Discourse Analysis – identification of main and supporting ideas in spoken discourse, logical and rhetorical structure, introduction to discourse mapping, and message reformulation strategies.
6. Alternative Modes of Consecutive Interpreting – discussion and practice of interpreting formats such as liaison interpreting, ad hoc interpreting, and sim-consec (simultaneous-consecutive interpreting).
7. Professional Ethics – discussion of ethical principles governing the work of interpreters, including issues specific to consecutive interpreting.
8. Quality Assurance – strategies for improving interpreting performance and self-assessment, including self-reflection exercises and analysis of recordings (both self-produced and peer-produced) using simple assessment rubrics.
9. Workspace Organization – arranging and managing the interpreting environment during consecutive interpreting assignments in both on-site and mobile settings.
10. Remote Consecutive Interpreting – principles and challenges of remote (online) interpreting, including the selection of appropriate tools and online communication etiquette.
Student Workload
2 ECTS credits
• 30 contact hours (1 ECTS)
• 30 hours of independent study (1 ECTS), including homework assignments and preparation for course assessment
If it is not possible to conduct classes on campus, the course will be delivered using remote communication tools designated by the University of Warsaw.
The course is delivered as part of the “Integrated Teaching Development Programme – ZIP 2.0” project, co-financed by the European Social Fund under the European Funds for Social Development Programme 2021–2027 (FERS) (Grant Agreement No. FERS.01.05-IP.08-0365/23-00).
Course coordinators
Type of course
Mode
Prerequisites (description)
Learning outcomes
Upon completing the course, the student:
Knowledge
- Understands the differences between consecutive and simultaneous interpreting
S1_W01);
- knows a notation system based on structural and conceptual symbol principles (S1_W02);
- knows and understands working environment of a signed language interpreter (S1_W07).
Skills
- can analyze and map utterances in terms of logical structure and speaker intent (S1_U01);
- can adapt register, style, and cultural nuances in interpreting (S1_U04);
- can manage interaction and make informed interpreting decisions (S1_U05);
- can apply self-reflection and self-assessment techniques, as well as plan his/her professional development (S1_U08).
Social competences
- understands his/her role and adapts to different working environment (S1_K07);
- is aware of professional ethics in in-person and remote interpreting (S1_K08).
Assessment criteria
Metody i kryteria oceniania
The course grade is based on the following components:
• Attendance and active participation in class – 20%
• Presentation of an academic article or book chapter, including the preparation of three discussion questions for the group – 30%
• Final assignment – 50%, consisting of:
o the preparation of a vlog based on a consecutive interpreting task; and
o the analysis of a fellow student’s vlog as part of collaborative group work.
Students are permitted up to 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.
The resit assessment is conducted under the same conditions and in the same format as the initial assessment.
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. 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