Week |
Subject |
Related Preparation |
1) |
Preliminaries and syllabus reading; what is community interpreting, differences between conference and community interpreting |
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2) |
The concept of community and public service interpreting; competencies required for community interpreting; responsibilities and tasks of community interpreters
|
• Marjory A. Bancroft, “Community interpreting: A profession rooted in social justice”, chap. 14 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 217-235. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk); **National Standard Guide for Community Interpreting Services, Canada: [online: http://www.saludycultura.uji.es/archivos/HIN_National_Standard_Guide_for_CI_(Canada).pdf |
3) |
Ethics; code of professional conduct and guidelines; challenges experienced by community interpreters |
• Marjory A. Bancroft, “Community interpreting: A profession rooted in social justice”, chap. 14 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 217-235. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk); **National Standard Guide for Community Interpreting Services, Canada: [online: http://www.saludycultura.uji.es/archivos/HIN_National_Standard_Guide_for_CI_(Canada).pdf |
4) |
Settings and modes in community interpreting; developing dialogue and liaison interpreting skills |
• Marjory A. Bancroft, “Community interpreting: A profession rooted in social justice”, chap. 14 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 217-235. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk); **National Standard Guide for Community Interpreting Services, Canada: [online: http://www.saludycultura.uji.es/archivos/HIN_National_Standard_Guide_for_CI_(Canada).pdf |
5) |
Healthcare interpreting |
• Interpeting texts from online sources Cynthia E. Roat and Ineke H. M. Crezee, “Healthcare interpreting”, chap. 15 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 236-253. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk); Hanneke Bot “Interpreting in mental health care”, chap. 16 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 254-264. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk). |
6) |
Legal interpreting |
• Interpeting texts from online sources Jieun Lee, “Court interpreting”, chap. 12 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 186-201. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk). |
7) |
Interpreting in public institutions such as police, social security, housing, etc. |
Interpreting texts from online sources |
8) |
Midterm |
|
9) |
Educational and social care interpreting |
• Melissa B. Smith, “Interpreting in education”, chap. 17 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 265-279. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk). |
10) |
Community interpreting in conflict zones |
• Interpreting texts from online sources Barbara Moser-Mercer, “Interpreting in conflict zones”, chap. 19 in Holly Mikkelson and Renée Jourdenais, The Routledge handbook of interpreting (Abingdon and New York: Routledge, 2015), 302-316. ISBN: 978-0-415-81166-8 (hbk) ISBN: 978-1-315-74538-1 (ebk). |
11) |
Community interpreting during disasters and emergencies |
Interpreting texts from online sources |
12) |
Role-play |
Dialogues written by the students |
13) |
Role-play |
Dialogues written by the students |
14) |
Role-play |
Dialogues written by the students |
|
Program Outcomes |
Level of Contribution |
1) |
He / She acquires the professional skills theorical and practical translation and interpretation can use those skills for didactic and research purposes. |
3 |
1) |
He / She uses modern teaching methods and techniques of teaching English as a foreign language. |
3 |
1) |
He / She knows modern language and linguistics theories in a comprehensive way. |
|
1) |
He / She knows the historical developmental process of translation and interpretation and develops an independent attitude on the role of translators and interpreters for modern research and applications. |
|
1) |
He / She uses the academic language skills effectively and efficiently as by mastering the functional and structural form of English language. |
|
2) |
He / She uses a second foreign language at least at B1 General Level according to European Language Portfolio criterion. |
|
2) |
He / She knows the impact of fundamental and modern works in the translation and interpretation field, presents evaluations relying on them. |
2 |
2) |
He / She knows the periods of English Literature, important genres and major works in detail with its cultural and historical features. |
2 |
2) |
He / She uses information and communication technologies together with computer software at least at the fundamental level of European Computer Driving License. |
2 |
2) |
He / She can evaluate the English language teaching materials and develop original teaching materials. |
3 |
3) |
He / She takes responsibilities by adopting fundamental universal values and developing a prudent, respectful, open to communication and learning attitude towards different language, race, gender, religion and social class groups. |
3 |
3) |
He / She develops practical and theoretical solutions for interpreting and translatological problems. |
3 |
3) |
He / She takes ethical and practical training from beginning to advanced levels to develop consecutive and simultaneous interpreting skills in various fields such as health, media and law etc. Thanks to this training, he / she practices his/her profession in accordance with the standards of conference interpreting in various legal, health and media-communication fields nationally and internationally. |
|
3) |
He / She acquires the ability to understand multicultural approaches in the field of translation and interpretation and reflects the efficient bilingual and bi-cultural practices on his/her works. |
|
4) |
He / She knows and applies professional ethics, professional standards and practices in the field of translation and interpretation. |
|
5) |
He / She applies basic research methods and theories in social sciences. |
3 |