3.

0 COURSE OUTLINE (12 weeks=36 hours)

3.1.1 MIT 6000: THEORY AND PRACTICE OF INTERPRETATION I

3.1.2 Purpose of the Course

This course will dwell on the history, theory and practice of interpretation. Students will be equipped
with knowledge and skills required to pursue a career as an interpreter. It will give an overview of the
discipline of interpreting studies, including concepts and interpreters' roles. After differentiating
between interpreting and translation emphasis will put the theories of interpretation into interpreting
practice, for students to exercises the basic practical skills in performing interpreting tasks: conference
preparation; the use of key concepts; use of information technology for various purposes; professional
ethics, working conditions, among others.

3.1.3. Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Apply major interpreting theories, concepts and principles

Distinguish the various modes of interpreting and the corresponding skills to perform well in each mode.

Analyse the role of the interpreters and the relevant information technology involved in the interpreting
process.

Establish issues in interpreting performance,

Proffer plausible solutions to issues in interpreting performance

3.1.4 Course Content

Introduction to the profession of interpretation; The mission and purpose of interpretation; The history
of interpreting, Key concepts of interpreting; Liaison interpreting, Public Service Interpreting, Business
Interpreting, Conference interpreting, Consecutive Interpreting, Simultaneous Interpreting, Theories in
interpreting, use of information technology in interpretation, The future of interpreting.

3.1.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.1.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.1.7 Course Assessment

Attendance and Participation 5%

Coursework 45%
Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.1.8 Core Reading Materials for the Course:

Textbooks

Ozolins, U. (2015) Ethics and the role of the interpreter, in Mikkelson, H. and Jourdenais, R. (eds) The
Routledge Handbook of Interpreting. London; New York: Routledge.

Recommended Readings:

Jonathan Downie, 2016. Being a successful interpreter - Adding Value and Delivering Excellence.
Routledge

Further Readings:

Daniel Gile., 2009 (Daniel Gile) – 2009 ., Basic concepts and models for interpreter and translator
training. Amsterdam/Philadelphia: John Benjamins.

Journals

International Journal of Research and Practice in Interpreting.

International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL)

E-materials

Thorne, S. (2016). Interpretive Description (2nd ed.). Taylor and Francis. Retrieved from
https://www.perlego.com/book/1569872/interpretive-description-qualitative-research-for-applied-
practice-pdf (Original work published 2016)
Course content Learning outcomes Activity Technology Teaching/ Duration Instruction
(topic/subtopic) description requirement facilitation al
s requirement equivalent
s

The history of Apply major Mission and LMS Instruction 3hrs 4 hrs.
interpreting. interpreting purpose of materials
E- library
theories, concepts interpretation;
Mission and
resources Text-based 6hrs
and principles 3hrs
purpose of The history of E-learning Materials;
interpretation. Distinguish the interpreting, materials
 Lecture
various modes of
Key concepts Internet Notes
General interpreting and
of interpreting; access 3hrs 6 hrs
overview on the corresponding  eBooks:
theories of skills to perform Liaison Computers
interpretation, well in each mode. interpreting,  Articles
and
Key concepts of Analyze the role of Public Service 18hrs
Research 9 hrs
interpreting: the interpreters Interpreting,
Papers
Liaison and the relevant
information Business
interpreting, Multimedia
technology Interpreting,
Public Service Content:
involved in the Conference
Interpreting,  Video
interpreting interpreting,
Business Lectures:
process.
Interpreting, Consecutive
 External
Conference Establish issues in Interpreting,
Links
interpreting, interpreting
Simultaneous relevant
Consecutive performance,
Interpreting, websites,
Interpreting, Proffer plausible articles, or
Simultaneous solutions to issues Theories in videos for
Interpreting in interpreting interpreting, further
performance Use of exploration.
information Suggested
Basic practical technology in readings for
skills in interpretation, 6hrs 12 hrs
students
performing interested
The future of
interpreting in delving
interpreting.
tasks. deeper into
topic.
Use of
information 6hrs 12hrs
technology in
interpretation

Future of 3hrs 6hrs

interpreting

3.2.1 MIT 6001: CONSECUTIVE INTERPRETATION I INTO WORKING LANGUAGE

3.2.2 Purpose of the Course

This course offers students the opportunity to apply consecutive interpretation techniques in a variety
of topics and settings. Topics are generalized and emphasis is placed on enhancing listening
performance and note-taking skills. The course will build on and reinforce the students’ budding skills in
consecutive interpretation in this first semester. Students will be trained to give fluent and effective
consecutive interpretation of speeches lasting up to 10 minutes into the target language (A), accurately
reproducing the content of the original (in B or C languages) and using appropriate terminology and
register. Training in these skills will require a variety of exercises, such as content analysis and memory
exercises, consecutive interpretation without notes, summarization, sight translation and note taking
techniques. Speeches used will expose the students to selected subject areas, styles, and registers.

3.2.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Demonstrate the nature of oral interpreting between languages, the skills required, the training
methods, the profession and the working environment.

Develop the professional interpreting skills in order to confidently select and undertake consecutive
interpreting assignments.

Articulate the general principles of Consecutive Interpreting as well as more advanced interpreting skills
and exercises.

Exhibit more experience in consecutive interpreting and sight interpreting exercises, and prepare for the
more advanced interpreting training

Course Content

General principles of Consecutive Interpreting, nature of oral interpreting between languages,

professional interpretation working environment, basic interpreting exercises.

3.2.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.2.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.2.7 Course Assessment

Attendance and Participation 5%

Coursework 45%
Mid-Semester Exam 20%
Final Exam 30%
Total 100%
3.2.8 Core Reading Materials for the Course

Textbooks

Farzaneh, F., Mir, S. M. R. & Parina, G.. (2020). Consecutive

interpreting: A Practice Book, (2nd ed.). Allameh Tabataba'i

University Press.

3.2.9 Recommended Reference Materials

Andrew, G. (2019). Consecutive interpreting: A short course (1st ed.). Taylor and Francis.

Journals

International Journal of Research and Practice in Interpreting

E-materials

Chunli, Y., Mansor, N. S., Ang, L. H., & Sharmini, S. (2021). Factors Influencing the quality of consecutive
interpretation from the perspective of interpreter. International Journal of Academic Research in Business and
Social Sciences, 11(3), 1356-1369.

. Course content Learning outcomes Activity Technology Teaching/ Durati Instructional

(topic/subtopic) description requirement facilitation on equivalent
s requirements

Identifying and Demonstrate the Content LMS Instruction 9 Hrs. 18 Hrs.

Exploring nature of oral analysis and materials
E- library
consecutive interpreting memory
resources Text-based
interpretation of between languages, exercises
Materials;
speeches into E-learning
Develop the Share
the target materials  Lecture
professional Speeches that
language(A), Notes
interpreting skills will expose the Internet
Reproducing and undertake students to access  eBooks: 9hrs 18hrs
the content of consecutive selected
the original (in interpreting subject areas, Computers  Articles
B or C assignments. styles, and and Research
languages), registers Papers
Articulate the
Multimedia 6hrs 12hrs
Consecutive general principles
interpretation of Consecutive Content:
without notes, Interpreting as and
 Video
exercises.
Summarization, Lectures:
2hrs 4hrs
Exhibit more
Sight translation
experience in
and note taking
consecutive
techniques, 3hrs 6hrs
interpreting and
Content sight interpreting
analysis and exercises.
memory. 6hrs 12hrs

3.3.1 MIT 6002: CONSECUTIVE INTERPRETATION II INTO WORKING LANGUAGE B

3.3.2 Purpose of the Course

This course will build on and reinforce the students’ budding-skills in consecutive interpretation in this
first year. Students will be trained to give fluent and effective consecutive interpretation of speeches
lasting up to 10 minutes into Working Language B, accurately reproducing the content of the original in
A and using appropriate terminology and register. Training in these skills will require a variety of
exercises, such as content analysis and memory exercises, consecutive interpretation without notes,
summarization, sight 3 translation and note taking techniques. Speeches used will expose the students
to selected subject areas, styles, and registers. Specific advice and guidance will be provided on
appropriate technique for working into a B language.

3.3.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Demonstrate knowledge of the nature of interpreting and the environment in which it takes place.

Identify the differences between in spoken and written styles and registers, awareness of the differences
between spoken and written styles and registers,

Apply the knowledge of interpreters and improve their memory retention ability through active listening
and note-taking skills.

Show competence and awareness of the importance of the knowledge base of given topics.

Analyze the importance of the knowledge base of given topics.

3.3.4 Course Content

Introduction to the profession as an interpreter - Public speaking skills, active listening 1 -memory as a
by-product of comprehension; Active listening 2 – building coherence.; Spot the plot with minimal
notes.; Active listening with split attention to details.; Consecutive Interpretation (CI) with minimal note-
 taking for expository talks.; CI with minimal note-taking for argumentative talks.; Note-taking and
Symbols choice.

3.3.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.3.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.3.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20Final Exam 30%

Total 100%

3.3.8 Core Reading Materials for the Course

Yasumasa Someya ,.2017; Consecutive Notetaking and Interpreter Training (Routledge Advances in
Translation and Interpreting Studies) 1st Edition., Routledge, Taylor and Francis.

3.3.9 Recommended Reference Materials

Dariusz, H. (2021). The choice of language for note-taking for the purposes of

consecutive interpreting. Sp. z o.o. Publishers.

Journals

International Journal of Research and Practice in Interpreting

International journal of interpreter education

E-materials

Roberto A. Valdeón (2021) Perspectives on interpreting, Perspectives, 29:4,441-453, DOI:

10.1080/0907676X.2021.1922130

Mingxia Shen & Junying Liang (2021) Self-repair in consecutive interpreting: similarities and differences
between professional interpreters and student interpreters, Perspectives, 29:5, 761-
777, DOI: 10.1080/0907676X.2019.1701052

Interpreting accuracy revisited: a refined approach to interpreting performance analysis (Perspectives)

Article in Perspectives Studies in Translatology · 20221080/0907676X.2022.2088296DOI: 10.

Course content Learning outcomes Activity Technology Teaching/ Durat Instruction

description requirement facilitation ion al
(topic/subtopic) s requirements equivalent

Introduction to Demonstrate Public LMS Text-based

the profession knowledge of the speaking skills, Materials:
nature of Active E- library
as an  Lecture
interpreting and the
listening 1 - resources
interpreter; Notes:
environment in memory as a E-learning
Public speaking which it takes by-product of  eBooks:
materials
skills; active place. comprehension 6hrs
Multimedia 3hrs
; Active Internet
listening- Identify the
listening 2 – access Content:
memory as a differences between
building
by-product of spoken and written Computers  Video
coherence.;
comprehension; styles and registers. Spot the plot Lectures:
LMS
Awareness of the with minimal Discussion
building 6hrs
differences between notes.; Active E- library and 3hrs
coherence;
spoken and written listening with resources Interaction:
Spot the plot styles and registers, split attention
to details; E-learning  Discussion 6hrs
with minimal Apply the materials Prompts: 3hrs
Consecutive
notes.; knowledge of Interpretation Questions or
interpreters and Internet topics to
(CI) with
memory retention access initiate online
minimal note-
Consecutive and note-taking taking for Computers discussions.
skills. expository
Interpretation  Discussion
(CI) with Show competence talks.; 6hrs
Forum 12hrs
and awareness of CI with
minimal note- Guidelines:
taking for the knowledge base minimal note- Instructions
of given topics. taking for
expository and etiquette
argumentative
for online
talks.; Analyze the talks; Note-
discussions.
importance of the taking and
CI with minimal knowledge base of
Symbols Supplementa 6hrs 12hrs
note-taking for given topics. choice. ry Resources:
argumentative
talks.;  External
Links: Links
Note-taking and to relevant 6hrs 12hrs
Symbols choice. websites,
articles, or
videos for
further
Specific
exploration. 3hrs 6hrs
Simultaneous
skills of  Additional
reformulation of Readings
any given
speech.

Simultaneous
3hrs 6hrs
interpretation
from texts.

Simultaneous
interpretation 6hrs
techniques and 3hrs
team interaction
into working
language B.

3.4.1 MIT 6010: CONSECUTIVE INTERPRETATION III INTO WORKING LANGUAGE A

3.4.2 Purpose of the Course

This advanced practical course will reinforce the students’ intermediate skills in consecutive
interpretation into language A. Students will be trained to give fluent and effective consecutive
interpretation of speeches lasting up to 10 minutes into the target language (A), accurately reproducing
the content of the original (in B and/or C) and using appropriate terminology and register. Reinforcing
these skills will require advanced training in content analysis and memory exercises, consecutive
interpretation without notes, summarization, sight translation and note taking techniques. Speeches
used will expose the students to other subject areas, styles, and registers not previously covered; and
their length, information density and degree of technicality and specificity will be at a professional level.

3.4.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Identify different types of strategies and techniques in consecutive interpretation.

Recognize the language varieties of the source language and target language and outline effective ways
of preparatory work before interpretation.

Apply appropriate techniques in interpreting from English to language B and/or C and vice versa in the
given situation.

Solve problems in difficult situations in interpretation

Show competence in interpreting dialogues and speeches for official functions such as business
negotiation, and conferences of a considerable level of difficulty, with accuracy, clarity and coherence.

Course Content

This course covers the following units.

 Introduction: Revisiting and summing up theory of consecutive interpreting; Consecutive interpreting
with notes.; Development of note-taking skills and techniques for structure and content.; Practical
exercises.; Identification of challenges and mistakes in note taking; Alternative consecutive modes in
language B and/or C Varieties.; Preparation before Interpretation/ Cross-cultural Communication.;
Coping techniques in Interpretation; Interpreter’s ethical conduct.; Quality assurance interpreting.

3.4.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.4.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.4.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.4.8 Core Reading Materials for the Course

Textbooks

Holly, M. & Renee, J. (2015). The Routledge handbook of interpreting. Routledge.

Recommended Reference Materials

Pöchhacker, F. (2015). Routledge encyclopedia of interpreting studies. Routledge

Journals

Target. International Journal of Translation Studies

International Journal of Research and Practice in Interpreting

E-materials

Michaela, A.,(2021). Conference interpreting and English as a lingua

franca Book. The Routledge Handbook of Conference Interpreting Edition 1st Edition Imprint Routledge
eBook ISBN978042929787847.

Course content Learning outcomes Activity Technology Teaching/ Durat Instructional

(topic/subtopic) description requirement facilitation ion equivalent
 s requirements

Revisiting and Multimedia

summing up Content:
Identify different LMS 3 Hrs 6 Hrs
theory of Styles, and
types of strategies  Video
registers. E- library
consecutive and techniques in Lectures:
interpreting. consecutive resources Pre-recorded
The length,
interpretation. video
Consecutive information E-learning
lectures
Recognize the density and materials
interpreting
language varieties degree of  Audio 3hrs 6hrs
with notes.; Internet
of the source technicality Lectures/Pod
and specificity access
Development of language and target casts
note-taking language and of the above
Computers
outline effective speeches Discussion
skills and 6hrs
ways of preparatory should be at a LMS forums 3hrs
techniques for professional
work before  Discussion
structure and level. E- library
interpretation. Prompts:
content.; resources
Apply appropriate Questions or
Practical techniques in E-learning topics to 6hrs
exercises.; interpreting from materials initiate online 3hrs
English to language discussions.
Internet
Identification of B and/or C and vice
access  Discussion 3hrs
challenges and versa in the given Forum 6hrs
mistakes in situation. Computers Guidelines:
note taking; Instructions
Solve problems in
difficult situations and etiquette
Alternative
in interpretation for online 3hrs
consecutive discussions. 6hrs
modes in Show competence
language B in interpreting
and/or C dialogues and
Varieties. speeches for
official functions
Preparation such as business 3hrs 6hrs
before negotiation, and
Interpretation/ conferences of a
considerable level
Cross-cultural
of difficulty, with
Communication
accuracy, clarity
.; and coherence.

3hrs 6hrs
Coping
techniques in
Interpretation;

Interpreter’s
ethical 6hrs
3hrs
conduct.;

Quality
3hrs 6hrs
assurance
interpreting

Reproducing
the content of 6hrs
the original (in 3hrs
B and/or C) and
using
appropriate
terminology and
register.

Sight translation 6hrs

for multi- 3hrs
tasking in
simultaneous
interpreting.

3.5.1 MIT 6011: CONSECUTIVE INTERPRETATION IV INTO WORKING LANGUAGE B

3.5.2 Purpose of the Course

This course is aimed at developing students’ knowledge and skills necessary for successful consecutive
interpretation. The core of the course is the practical component: exercises with texts of different
lengths. Throughout the course the students develop their note-taking techniques and learn to spot
issues in their notes. Throughout the entire course the instructor presents practical information on the
profession of the consecutive interpreter and the interpreter’s work ethics. Apart from practicing
consecutive in the “conventional” mode, the students also learn about and practice liaison/ad hoc
interpreting. This advanced practical course will reinforce the students’ intermediate skills in
consecutive interpretation into language A and B. Students will be trained to give fluent and effective
consecutive interpretation of speeches lasting up to 10 minutes into Working Language B, accurately
reproducing the content of the original (in A) and using appropriate terminology and register.
Reinforcing these skills will require advanced training in content analysis and memory exercises,
consecutive interpretation without notes, summarization, sight translation and note taking techniques.
Speeches used will expose the students to other subject areas, styles, and registers not previously
covered; and their length, information density and degree of technicality and specificity will be at a
professional level.

3.5.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Deliver a consecutive interpretation (with notes) of a general text.

Deliver a consecutive interpretation (with notes) of a specialist text.

Assess own delivery and errors.

Describe the interpreter’s ethical conduct.

Develop advanced critical thinking and analytical skills.

Course Content

Collective reflection on the specifics of reverse consecutive interpretation (difficulties, strategies).;Direct

consecutive interpretation (from language B to language A) of real speeches delivered in conferences.;
Introduction to reverse consecutive interpretation (from language A to language B).; Public Speaking:
Analysis of Non-Verbal Language.; Note-taking: analysis of basic techniques; customization of the note-
taking system.; Perfection of languages A and B; optimization of B language resources.; Synthesis of
discourses from language A to language B.

3.5.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.5.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.5.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.5.8 Core Reading Materials for the Course

Textbooks

Gerard, I. & Sylvie, L. (2016). Teaching consecutive interpreting (3rd ed.)., John Benjamins Publishers.
 Jones, R.. (2018). Conference interpreting explained. Taylor and Francis.

3.5.9 Recommended reference materials

Sylvia Kalina, Robin Setton and Andrew Dawrant, 2017. Conference Interpreting – A Complete Course.
John Benjamins Publishers

Andrew Gillies, (2013). Conference Interpreting: A Student’s Practice Book . Routledge. Taylor and
Francis.

Phelan, M., Rudvin, M., Skaaden, H., & Kermit, P. S. (2020). Ethics in public service interpreting.
https://doi.org/10.4324/9781315715056

Journals

Introducing Interpreting Studies.

E-materials

Interpreter Training Resources. Resources for students of conference interpreting

http://interpreters.free.fr

Course content Learning outcomes Activity Technology Teaching/ Durat Instruction

(topic/subtopic) description requirement facilitation ion al
s requirements equivalent

Collective Deliver a Consecutive LMS Multimedia 3 Hrs 6 hrs

reflection on consecutive interpreter and Content:
interpretation (with the E- library
the specifics of  Video
notes) of a general interpreter’s resources
reverse Lectures:
text. work ethics. E-learning
consecutive Pre-recorded
interpretation. Deliver a materials video
Practice
consecutive lectures
Intermediate consecutive in Internet
interpretation (with 6hrs
the access  Audio 3hrs
skills in notes) of a
“conventional” Lectures/Pod
consecutive specialist text. Computers
mode, casts
interpretation
Assess own
into language A Practice Discussion
delivery and errors.
and B. liaison/ad hoc forums
Describe the interpreting.
Direct interpreter’s ethical  Discussion
consecutive conduct. Prompts: 6hrs
Synthesis of
interpretation Questions or 3hrs
Develop advanced discourses
(from language topics to
critical thinking and from language initiate online
B to language A to language
analytical skills. discussions.
A) of real B.
speeches  Discussion
delivered in Forum
conferences.; Guidelines:
Instructions
Introduction to and etiquette 6hrs
3hrs
reverse for online
consecutive discussions.
interpretation
(from language
A to language
B).;

Public Speaking:
Analysis of Non- 6hrs
3hrs
Verbal
Language.;
6hrs
Note-taking: 3hrs
analysis of basic
techniques;

Customization 6hrs
of the note- 3hrs
taking system.;
6hrs
Perfection of 3hrs
languages A and
B; optimization
of B language
resources.;

Synthesis of
discourses from
language A to 3hrs 6hrs
language B.

Intermediate
skills in
consecutive 3hrs 6hrs
interpretation
into language A
and B.

Advanced
training in these
areas: Content
analysis and 3hrs 6hrs
memory
exercises;
Consecutive
interpretation
without notes;
Summarization;
Sight translation
and note taking
techniques.

3.6.1. MIT 6012 INTRODUCTION TO SIMULTANEOUS INTERPRETATION

3.6.2 Purpose of the Course

This course offers an overview of Simultaneous interpreting as a mode of interpreting in which the
speaker makes a speech and the interpreter reformulates the speech into a language his audience
understands at the same time (or simultaneously). In this transition phase from Consecutive interpreting
to Simultaneous interpreting, students will be taught how to achieve simultaneity and fluidity in the
interpreting process, as well as achieve a balance between good listening and accurate speech
production. The course is also designed to train students to interpret simultaneously from their passive
and second active languages to the most active language (C and B into A). They will be trained in the
specific skill of reformulation in order to tease out and render the essence of any given speech, however
complex. Students will be taught how to synthesize when interpreting into English, where appropriate,
and to expand when interpreting into French or any other language offered by the programme.

3.6.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Demonstrate preparatory exercises for simultaneous interpreting.

Carry out multi-tasking exercises and perform basic simultaneous interpreting practices.

Apply basic simultaneous interpreting skills/strategies and interpret speeches of increasing length on
various subject areas from the basic level

Carry out basic RSI operations of online conferences, including working with booth-mate-at- distance.

Monitor peer- and self-evaluation skills based on the models of simultaneous interpreting.

3.6.4 Course Content

Theoretical models of interpreting and understanding your work space and equipment, including the
latest development in remote interpreting, or RSI.; How to deal with numbers, and multi-tasking
exercises (smart shadowing).; The role of background knowledge as a comprehension strategy in SI.;
Multi-tasking with audio and visual information inputs.; Ear-Voice-Span management: how close or how
far to follow the speaker.; Developing the communicative sense in interpreting.; How to deal with
cultural differences, including humour, in speeches.; Managing different paces of speeches and
interpretation delivery.; Working professionally as a team in real-life assignments.

3.6.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.6.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform.

3.6.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.6.8 Core Reading Materials for the Course

Textbooks

Seeber, K. G. (2015). Simultaneous interpreting. In H. Mikkelson, & R. Joudenais (Eds.), The

Routledge Handbook of interpreting. Routledge.

3.6.9 Recommended Reference Materials

Journals

Translation Journal: TJ

The Journal of Specialised Translation

Translation and Interpreting Studies. The Journal of the American Translation and Interpreting Studies
Association, Volume 7, Issue 2, Jan 2012,

Gumul, E. (2021). Explication and cognitive load in simultaneous interpreting.

Interpreting, 23 (2), 45–75.

Mason, I., & Ren, W. (2012). Power in face-to-face interpreting events. Translation and

Interpreting Studies, 7(2), 234–253.

E-materials
Ewa Gumul,. Explicitation and cognitive load in simultaneous interpreting .Product- and process-
oriented analysis of trainee interpreters’ outputs University of Silesia Article published in: Interpreting
Vol. 23:1 (2021)

Course content Learning outcomes Activity Technology Teaching/ Durat Instructio

(topic/subtopic) description requirements facilitation ion nal hour
requirements equivale
nt

Theoretical
models of Simultaneity LMS 3 hrs 6 hrs
Demonstrate Multimedia
interpreting and and fluidity in
preparatory Content:
the E- library
understanding exercises for
interpreting resources  Video
your work simultaneous
process, Lectures:
space and interpreting. E-learning
materials
Pre-recorded
equipment. video
Carry out multi- Good listening
Internet lectures
Latest tasking exercises and accurate 6hrs
access 3hrs
development in and perform basic speech  Audio
remote simultaneous production. Computers Lectures/Pod
interpreting, interpreting casts
practices. interpreting
Dealing with simultaneously Discussion
numbers, and Apply basic from passive forums 6hrs
multi-tasking simultaneous and second
3hrs
 Discussion
exercises (smart interpreting active Prompts:
skills/strategies and languages to Questions or
shadowing).;
interpret speeches the most topics to 6hrs
Simultaneous of increasing length active initiate online 3hrs
interpreting as on various subject language (C discussions.
a mode of areas from the and B into A)
basic level  Discussion
interpreting.
Forum
Carry out basic RSI Dealing with Guidelines:
Consecutive 6hrs
operations of cultural Instructions
interpreting to 3hrs
online conferences, differences, and etiquette
Simultaneous including
including working for online
interpreting humour, in
with booth-mate- discussions.
knowledge as a at- distance. speeches.
Interactive 3hrs
comprehension Monitor peer- and 6hrs
Multi-tasking Tools:
strategy in SI self-evaluation with audio and
skills based on the  Online
Multi-tasking visual
models of Simulators:
with audio and information
simultaneous Virtual labs 3hrs 6hrs
visual inputs.
or
information interpreting. simulations
inputs. Managing for hands-on
different paces learning.
Ear-Voice-Span of speeches 3hrs 6hrs
management.  Interactive
and
Exercises:
Developing the interpretation
Self-
delivery.;
communicative assessment
6hrs
sense in quizzes or 3hrs
Working
interpreting. exercises
professionally
with
Dealing with as a team in
immediate
cultural real-life 6hrs
feedback 3hrs
differences, assignments
including
humour, in
speeches.

Managing
different paces 6hrs
of speeches 3hrs

Working
professionally
as a team in 3hrs
real-life 6hrs
assignments

3.7.1 MIT 6013: SIMULTANEOUS INTERPRETATION INTO WORKING LANGUAGE

3.7.2 Purpose of the Course

This practical course will build on and reinforce the students’ budding skills in simultaneous
interpretation in this third semester. Students will be trained to provide fluent and effective
simultaneous interpretation of speeches into the target language A, accurately reproducing the content
of the original (in B and/or C) and using appropriate terminology and register. While building on the
same skills as in consecutive interpretation, students will additionally be trained in booth techniques and
team interaction. Speeches used will expose the students to selected subject areas, styles, and registers;
and students shall be required to interpret from texts.

3.7.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Identify the basic skills, strategies and techniques of simultaneous interpreting

Interpret, in the simultaneous mode, narrative and argumentative texts related to current news,
moderately advances in terms of vocabulary and phraseology

Develop knowledge on professional conduct and standards, i.e., how to behave in the booth and work in
teams

Enhance the knowledge on quality assessment criteria: accuracy – clarity - completeness – fluency

Observe the basic rules of preparing for an assignment and self-enhancement.

Course Content

Introduction to interpreting modes and the characteristics of interpreting;; Introduction to methods,

strategies and techniques of simultaneous interpreting from language B to language A ; ;Introduction to
working in the booth: working with the microphone, interpreter desk, using ‘‘mute/cough”; switching
from interpreter passive to active mode and vice versa;; Developing interpreting skills by means of
interpreting gradually more difficult texts;; Developing skills such as attentional switching bilingual
activation, ear-voice span management and anticipation; developing the interpreter’s working memory;
Enhancing the techniques of interpreting narrative and argumentative, circa 10-minute-long texts;
Enhancing the quality of interpreting based on the following criteria: accuracy, fluency, target text logic
and correctness; . Ethical issues related to the work of conference interpreter

3.7.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.7.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.7.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.7.8. Core Reading Materials for the Course

Textbooks

Pöchhacker, F. (2016). Introducing interpreting studies (2nd ed.). Routledge.

3.7.9 Recommended Reference Materials

Gillies, A. (2017). Note-taking for consecutive interpreting: A short course(2nd ed.).

Routledge.
Zwischenberger, C., & Behr, M. (2015). Interpreting quality: A look around and ahead.

Frank & Timme.

Journals

Journal of research and interpreting

E-materials

Seeber, Kilian. (2015). Simultaneous Interpreting. 10.1075/bct.72.03see.

https://www.researchgate.net/publication/312611562

Yudes C, Macizo P, Bajo T. The influence of expertise in simultaneous interpreting on non-verbal

executive processes. Front Psychol. 2011 Oct 28;2:309. doi:10.3389/fpsyg.2011.00309. PMID: 22059084;
PMCID: PMC3203554.
 https://orcit.eu/resources-shelf-en/story_html5.html

Course content Learning outcomes Activity Technology Teaching/ Durat Instructio

(topic/subtopic) description requirement facilitation ion nal hour
s requirements equivalent

Introduction to Identify the basic Development LMS  Video 3 hrs 6 hrs

interpreting skills, strategies and on attentional Lectures:
techniques of switching and E- library Pre-recorded
modes and the
simultaneous bilingual resources video
characteristics
interpreting activation; E-learning lectures
of interpreting.
explaining
methods, Interpret, in the materials
ear-voice span course topics.
simultaneous mode,
management Internet
Strategies and narrative and  Audio
and access 3hrs 6hrs
techniques of argumentative texts Lectures/Pod
anticipation
simultaneous related to current Computers casts
skills;
interpreting news, moderately
techniques of Interactive
from language advances in terms
interpreting Tools:
of vocabulary and
B to language A. narrative and
phraseology  Online
argumentative;
Working in the Develop knowledge Simulators:
booth: working on professional Quality of Virtual labs 6hrs
3hrs
with the conduct and interpreting or
microphone, standards, behavior based on simulations
interpreter in booth and work accuracy, for hands-on
in teams fluency, target learning.
desk, using
text logic and
‘‘mute/cough”; Enhance the  Interactive 3hrs
correctness. 6hrs
Switching from knowledge on Exercises:
interpreter quality assessment Self-
interpretation
criteria: accuracy – assessment
passive to from texts
clarity - quizzes or
active mode
completeness – exercises
and vice versa;; with
fluency
Developing Observe the basic immediate
interpreting rules of preparing feedback.
3hrs 6hrs
skills by means for an assignment
Discussion
and self-
of interpreting forums
enhancement.
gradually more
difficult texts;;

Developing
3hrs 6hrs
skills such as
attentional
switching
bilingual
activation,
6hrs
Ear-voice span 3hrs
management
and
anticipation;

Developing the
6hrs
interpreter’s 3hrs
working
memory;

Developing the
interpreter’s 3hrs
working 6hrs
memory;
3hrs
circa 10- 6hrs
minute-long
texts;

Enhancing the
quality of
interpreting 3hrs 6hrs
based on the
following
criteria:
accuracy,
fluency, target
text logic and
correctness.
Ethical issues
related to the
3hrs 6hrs
work of
conference
interpreter

3.8.1 MIT 6014: SIMULTANEOUS INTERPRETATION INTO WORKING LANGUAGE

3.8.2 Purpose of the Course

This practical course will successively build on and reinforce the students’ budding skills in simultaneous
interpretation. Students will be trained to provide fluent and effective simultaneous interpretation of
speeches of up to 30 minutes into working language B, accurately reproducing the content of the
original in A and using appropriate terminology and register. While building on the same skills as in
consecutive interpretation, students will additional be trained in booth techniques and team interaction.
Speeches used will expose the students to selected subject areas, styles, and registers; and students
shall be required to interpret from texts.

3.8.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Consolidate the necessary strategies to express in public in an appropriate way.

Convey the message coherently and comprehensibly.

Optimize his knowledge of language B in order to reproduce the message faithfully and in the correct
style.

Exercise the ability to paraphrase a speech, especially from language A to language B to optimize
resources in the foreign language.

Improve the oral expression of working languages by enriching the terminology of various fields,
idiomatic expressions and improving diction.

Course Content

Collective reflection on the specifics of reverse consecutive interpretation (difficulties, strategies).;

Direct consecutive interpretation (from language B to language A) of real speeches delivered in
international organizations and/or congresses.; Introduction to reverse consecutive interpretation (from
language A to language B).; Public Speaking: Analysis of Non-Verbal Language.; The role of background
knowledge as a comprehension strategy; Multi-tasking with audio and visual information inputs.; Note-
taking: analysis of basic techniques; customization of the note-taking system.; Perfection of languages A
and B; optimization of B language resources.; Synthesis of discourses from language A to B.; Developing
the communicative sense in interpreting.; Managing different paces of speeches and interpretation
delivery.; How to deal with cultural differences, including humour, in speeches.
3.8.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.8.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.8.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.8.8 Core Reading Materials for the Course

Textbooks

Setton, R., & Dawrant, A. (2016). Conference interpreting. A complete course and trainer’s guide. John
Benjamins.

3.8.9 Recommended Reference Materials

Christoffels, I.K./de Groot A.M.B. (2015): Simultaneous interpreting: a cognitive perspective. In J. F.

Kroll/A.M.B. de Groot (Eds.): Handbook of bilingualism: psycholinguistic approaches. Oxford: Oxford
University Press, 454-479

Harley T.A. (2014): The psychology of language: From data to theory( 4th ed.). Psychology Press

Journals

Vranjes, J. & Bert, O. (2022). Anticipation and timing of turn-taking in dialogue interpreting Target.
International Journal of Translation Studies 34

Bilingualism: Language and Cognition

Working papers in TESOL and applied linguistics 3/1, 1-21

Journal of Quantitative Linguistics

E-materials

Daejin Kim daejkim and Hyang-Ok Lim Creativity and simultaneous interpretation—the two shall never
meet? Volume 23, Issue 6. https://doi.org/10.1177/1367006918786472

Pieter Boulogne (ed.). Translation and Its Others. Selected Papers of the CETRA Research Seminar in
Translation Studies 2007.
Course content Learning outcomes Activity Technology Teaching/ Durat Instructio
(topic/subtopic) description requirement facilitation ion nal hour
s requirements equivalent

Collective Consolidate the Direct LMS Multimedia 3hrs 6hrs

reflection on the necessary consecutive Content:
strategies to interpretation E- library
specifics of  Video
express in public (from language resources
reverse Lectures:
in an appropriate B to language E-learning
consecutive Pre-recorded
way. A) of real
interpretation materials video
speeches
(difficulties, lectures
delivered in Internet
strategies).; Convey the international access  Audio
message organizations Lectures/Pod
Collective and/or Computers
coherently and casts
reflection on the comprehensibly. congresses;
specifics of Discussion
reverse Optimize his Reverse forums 6hrs
3hrs
knowledge of consecutive
consecutive  Discussion
language B in interpretation
interpretation Prompts:
order to reproduce (from language
(difficulties, the message Questions or
A to language
strategies).; faithfully and in topics to
B).;
the correct style. initiate online
Collective discussions.
Exercise the Public
reflection on the
ability to Speaking:  Discussion
specifics of
paraphrase a Analysis of Forum 6hrs
reverse Non-Verbal 3hrs
speech, especially Guidelines:
consecutive Language; Instructions
from language A
interpretation to language B to and etiquette
(difficulties, optimize resources Role of for online
strategies).; in the foreign background discussions.
language. knowledge as a
Public Speaking: comprehension Case
Analysis of Non- Improve the oral strategy; Studies:
6hrs
expression of Multi-tasking Real-world
Verbal 3hrs
working languages with audio and examples
Language.; illustrating
by enriching the visual
background terminology of information the
various fields, inputs.; application of
knowledge as a
idiomatic Note-taking: course
comprehension 3hrs 6hrs
expressions and analysis of concepts.
strategy;
improving diction. basic Interactive
Multi-tasking techniques; Tools:
with audio and Customization
of the note-  Online
visual taking system.; Simulators: 3hrs 6hrs
information Perfection of Virtual labs
inputs.; languages A or
and B; simulations
Perfection of for hands-on
languages A and Optimization learning. 3hrs 6hrs
B; optimization of B language
 Interactive
resources.;
of B language Exercises:
resources.; Self-
Synthesis of
assessment
Synthesis of discourses
quizzes or
discourses from from language 6hrs
exercises 3hrs
A to B.;
language A to B.; with
Developing the
immediate
Developing the communicative
feedback.
communicative sense in
interpreting.; 6hrs
sense in 3hrs
interpreting.;

Managing Managing
different paces
different paces
of speeches
of speeches and and 6hrs
interpretation interpretation 3hrs
delivery.; delivery.
Fluent and
effective
simultaneous
interpretation of
speeches of into 3hrs
6hrs
working
language B/

Reproducing the
content of the
original in A and
using appropriate
terminology and 3hrs 6hrs
register

3.9.1 MIT 6015: SIGHT TRANSLATION

3.9.2 Purpose of the Course

The purpose of this course is to enable students to further develop their professional skills to support
interpreting through sight translations of more complex written documents. This course will continue to
build on the student’s capacity to do correct, coherent and fluent interpretations through fast reading,
skimming, scanning and reading comprehension exercises. The skills developed shall include processing
information fast, working with complex texts. The course will also emphasize synthesis and expansion as
a means to avoiding awkward sentences and calques, resulting from the influence of source texts, and
rendering the essence of a given speech. As a transition exercise, sight translation will help students
begin multi-tasking as a vital requirement for simultaneous interpreting.

3.9.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Use sight translation practices and strategies.

Distinguish between written and spoken registers (frozen, formal, informal, colloquial and intimate),
styles and implicit discoursal organization in different topic areas.

Indicate the cultures of the languages in which to interpret and their conventions for communication,
and the implications of these aspects to produce sight translations.

Enhance research skills and preparation techniques for interpreters.

Course Content

Introduction to sight translation.; ST process, challenges, and procedures.; Skills and strategies needed
to produce an accurate and fluent ST.; Overview of settings in which ST is used in community
interpreting.; Practice in sight translating typical texts.; Tips for further practice and improvement of ST
skills.

3.9.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.9.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.9.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.9.8 Core Reading Materials for the Course

Textbooks

Gambier, Y., & Van Doorslaer, L. (2013). Handbook of translation studies. Volume 4 / edited by Yves
Gambier, Luc van Doorslaer. (Handbook of Translation Studies).
 3.9.9 Recommended Reference Materials

Äková, I. (2016). Sight translation: Prima vista. In handbook of translation

studies, Volume 1.Benjamins.

Pedersen, E. H., & Dam, H. V. (2014). Short-term memory in the production phase of

sight translation. Hermes, 52, 93-105.

Journals

Journal of Applied Linguistics and Professional Practice,

Meta journal

Journal of Interpreting and Translation Studies

E-materials

Magdalena Bartlomiejczyk (2014) Interpretation: techniques and exercises, The Interpreter and
Translator Trainer, 8:3, 486-488, DOI: 10.1080/1750399X.2014.972030

Moslem Fatollahi,. Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL
Students . University of Zabol,Article in English Language Teaching · February 2016 DOI:
10.5539/elt.v9n3p153

Li, Xiangdong. (2014). Sight translation as a topic in interpreting research: Progress,problems and
prospects. Across Languages and Cultures 15(1), 67-89. DOI:10.1556/Acr.15.2014.1.4

Course content Learning outcomes Activity Technology Teaching/ Dur Instructio

(topic/subtopic) description requirement facilitation atio nal hour
s requirements n equivalent

Introduction to Use sight Skills for LMS  Video 3hrs 6 hrs

sight translation practices Processing Lectures: Pre-
and strategies. information E- library recorded video
translation.;
fast, working resources lectures
Distinguish
Sight with complex E-learning explaining
between written and 3hrs 6hrs
Translation texts. course topics.
spoken registers materials
process, (frozen, formal,  Audio
Skills and Internet
challenges, and informal, colloquial recordings of
strategies access
procedures.; and intimate), styles lectures or
needed to
and implicit Computers podcast-style
Skills and produce an
discoursal content.
strategies accurate and 6hrs
organization in 3hrs
fluent ST  Info-
needed to different topic
graphics:
produce an areas.
How to avoid Visual
accurate and Indicate the cultures awkward representations
fluent Sight of the languages in sentences and of data or
Translation; which to interpret calques, concepts for
and their resulting from easy
Settings in conventions for the influence understanding. 6hrs
which ST is used communication, of source texts.
 Interactive 3hrs
in community and the implications
Multimedia:
interpreting.; of these aspects to Practice in
Simulations,
produce sight sight
animations, 10hrs
Practice in sight translations. translating
and interactive
translating typical texts.;
Enhance research diagrams to 5hrs
typical texts.; skills and Illustrate
Sight preparation complex ideas.
techniques for
translations of Discussion
interpreters.
more complex forums 6hrs
written
documents. 3hrs
Sight translation
based on using
animated, time-
10hrs
controlled 5hrs
PowerPoint
presentations

Coherent and
6hrs
fluent
3hrs
interpretations

Multi-tasking as
a vital
6hrs
requirement for
3hrs
sight translation
and interpreting.

Tips for further

practice and
improvement of 6hrs
ST skills 3hrs

3.10.1 MIT 6020: THESIS I

3.10.2 Purpose of the Course

The purpose of this course is to prepare students optimally for their thesis by addressing the required
steps such that they are able to write their master thesis in the hours scheduled for it.
3.10.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Identify a research problem

Formulate a thesis topic

Write a problem statement

Indicate a research design

Write a research proposal

Defend a thesis proposal.

Course Content

Writing an abstract, overview on choosing a thesis topic; formulating a thesis problem statement,
writing research questions/hypothesis, interrogating literature review; choosing a relevant theoretical
framework, choosing research methods (qualitative, quantitative, mixed methods designs), APA format
citation.

3.10.5 Mode of Delivery

Lectures, small group discussions, class presentations, writing assignments.

3.10.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.10.7 Course Assessment

Abstract writing 10%

Writing a problem statement 10%

Drafting research questions/hypotheses 20%

Methodology 20%

Literature review 40%

Total 100%

3.10.8 Core Reading Materials for the Course

Textbooks

Creswell, J. W. (2022). Research Design: Qualitative, quantitative and mixed methods approaches. SAGE
Publications, Inc,

Booth, W. C. (2016).The craft of research (4th ed.). University of Chicago Press

3.10.9 Recommended Reference Materials

 Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. SAGE
Publications, Inc.

O′Leary, Z.. (2013). The essential guide to doing your research project. SAGE

Publications Ltd.

Merriam, S, B. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass, John
Wiley & Sons Publishers.

Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.

Journals

International Journal of Social Research Methodology,

International Journal of Methodology

Course content Learning outcomes Activity Technology Teaching/ Durat Instructio

(topic/subtopic) description requirement facilitation ion nal hour
s requirements equivalent

Writing an Identify a research Writing an LMS  Lecture 3 hrs 6hrs

abstract problem abstract, Notes: Well-
E- library structured
overview on Formulate a thesis overview on resources notes 3hrs 6hrs
topic choosing a
choosing a E-learning summarizing
thesis topic;
thesis topic; Write a problem key concepts
formulating a materials
statement covered in
formulating a thesis problem
Internet video
Indicate a research statement, 6hrs
thesis problem access lectures or 3hrs
statement, design readings.
writing
research Computers
Write a research  eBooks:
writing research questions/hypo
proposal Digital
questions/hypo thesis,
Defend a thesis textbooks or 6hrs
thesis, 3hrs
proposal. interrogating course
interrogating literature materials
literature review; accessible 6hrs
through e- 3hrs
review; choosing a readers or
relevant
theoretical PDFs.
3hrs
choosing a framework, 6hrs
 Articles
relevant choosing and Research
theoretical research Papers:
framework methods Relevant
(qualitative, academic
choosing articles and
research quantitative, research 3hrs
methods mixed methods papers
6hrs
(qualitative, designs),
to
quantitative, APA format supplement
mixed methods citation. course
designs), content.
3hrs
APA format Discussion
forums 6hrs
citation.

Prepare and
guide students 12hrs
optimally for
24hrs
their thesis

3.11.1 MIT 6021: THESIS II

3.11.2 Purpose of the Course

The purpose of this course is to guide students in carrying out an independent, but guided research
project and producing an original piece of research that makes a significant contribution in solving
societal problems in the area of Interpretation.

3.11.3 Expected Learning Outcomes of the Course

By of the course, the learner will be able to:

Select and integrate the current (and past) literature pertaining to a focal topic of interest in the criminal
and transitional justice discipline

Identify and articulate theoretical need in the literature

Produce a professional quality, literature-based, coherent, concrete and complete Master’s thesis that is
accepted after a defense.

Develop an accepted Master’s thesis with integrity and in the agreed time frame

Course Content

Collecting data, coding data, analyzing data, interpreting data, writing research findings, defending
thesis

3.11.5 Mode of Delivery

 Lectures, small group discussions, class presentations, reading assignments.

3.11.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.11.7 Course Assessment

Chapter 1 submission 25%

Chapter 2 submission 25%

Chapter 3 submission 25%

Chapter 4 submission 25%

Total 100%

3.11.8 Core Reading Materials for the Course

Textbooks

Bui, Y.N. (2014). How to write a master’s thesis (2nd ed.). Sage Publications

Grant, A. (2017). How to write a master’s dissertation. Outline and examples. Amazon

digital Services LLC

3.11.9 Recommended Reference Materials

Sales, B.D. & Folkman, S. (2000). Ethics in research with human participants. APA

Journals

International Journal of Research and Review

Journal of mixed method research

E-materials

JSTOR https://www.jstor.org/

Taylor and Francis https://www.tandfonline.com/

Course content Learning outcomes Activity Technology Teaching/ Durat Instructional

(topic/subtopic) description requirement facilitation ion equivalent
s requirements

Writing a Select and integrate Collecting LMS  Lecture 12hrs 6 MONTHS

the current (and data, coding Notes: Well-
Thesis past) literature data, analyzing E- library structured
pertaining to a focal data, resources notes
topic of interest in interpreting summarizing
the criminal and data, writing E-learning key concepts
transitional justice research materials covered in
discipline findings, and video
Internet
defending lectures or
Identify and access
thesis readings.
articulate
Computers
theoretical need in  eBooks:
the literature Digital
textbooks or
Produce a
course
professional
materials
quality, literature-
accessible
based, coherent,
through e-
concrete and
readers or
complete Master’s
thesis that is PDFs.
accepted after a
 Articles
defense.
and Research
Develop an Papers:
accepted Master’s Relevant
thesis with integrity academic
and in the agreed articles and
time frame research
papers
to
supplement
course
content.
Discussion
forums

3.12.1 MIT 6030: AREA STUDIES I AND TERMINOLOGY MANAGEMENT

3.12.2 Purpose of the Course

The objective of the course is that the students acquire the necessary skills for practical terminology
work, to understand the purpose of terminology, i.e. to ensure unambiguous specialized
communication. The course is a basis for further studies in terminology.
The goal is to provide the basic theoretical concepts and to introduce the main fields of terminology and
the relationship between special language and general language. Several practical exercises will be dealt
during the course, e.g. exercises regarding concept systems, definitions and term formation.

Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Use the terminologies necessary for interpretation.

Employ the basic theoretical concepts of terminologies of interpretation and to explain them.

Choose terms based on recognized criteria.

Argue for the value of terminology in efficient, specialized discourse, amongst specialists and others.

Course Content

Why Terminology and How it Works, Legal concepts and legal terminology, Use of terminology,
Linguistic tools, terminology search and use in the web and social media, the hidden part of translation –
pre-processing, referencing and their tools, Terminology in Interpreting.

3.12.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.12.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.12.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.12.8 Core Reading Materials for the Course

Textbooks

Abied. & Ahmed. . (2019). Handbook of terminology(Vol 2). John Benjamins Publishing.

3.12.9 Recommended Reference Materials

Textbooks

Randal, N. G. (2011). Statutory interpretation: Theory and practice. E.

Montgomery Publications.
 Kent G. (2010). General theories of interpretation. Oxford University Press.

Journals

International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL)

E-materials

https://doi.org/10.1075/hot.2

Venzke, Ingo, 'II The Practice of Interpretation: A Theoretical Perspective' How Interpretation Makes
International Law: On Semantic Change and Normative Twists (Oxford, 2012; online edn, Oxford
Academic , 24 Jan. 2013), https://doi.org/10.1093/acprof:oso/9780199657674.003.0002,.

Course content Learning outcomes Activity Technology Teaching/ Durat Instructional

(topic/subtopic) description requirement facilitation ion equivalent
s requirements

Understand the Use the Legal concepts LMS Text-based 3hrs 6 hrs
purpose of terminologies and legal Materials:
necessary for terminology,; E- library
terminology and
resources  Lecture
How it Works. interpretation.
Use of Notes: Well-
Employ the basic terminology, E-learning structured 12hrs
Legal concepts 6hrs
theoretical concepts Linguistic materials notes
and legal
of terminologies of tools,; summarizing
terminology Internet
interpretation and key concepts
Terminology access
to explain them. covered in
Use of search and use
Computers video 6hrs 12hrs
terminology Choose terms based in the web and
lectures or
and Linguistic on recognized social media,;
readings.
tools, criteria.
The hidden
 eBooks:
Terminology Argue for the value part of
Digital 6hrs
of terminology in translation – 3hrs
search and use textbooks or
efficient, pre-processing,
in the web and course
specialized referencing
social media. materials
discourse, amongst and their tools,
accessible
specialists and ;
Terminology in through e-
others. 4hrs
Interpreting. Terminology readers or
8hrs
in Interpreting.
PDFs.

Main fields of  Articles

20hrs
terminology and and Research 10hrs
Papers:
the relationship
Relevant
between special
academic
language and
articles and
general
language research
papers
to
supplement
course
content.

3.13.1 MIT 6031: ENGLISH LANGUAGE IN COMMUNICATION

3.13.2 Purpose of the Course

This course will study the nature of the English language as a tool for communication. It will involve a
closer look at definitions of language – verbal and non-verbal - and the wider implications of
communication theories. The course will also study the English language and the immediate
environment, topics participants and coding systems, turn taking and cues in interaction in which English
is used as a second language in Kenya.

3.13.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Develop paragraphs in a logical and coherent manner.

Map out outlines and create supporting sentences.

Write various forms of essays (narrative, descriptive, expository and argumentative/persuasive).

Recognize and produce as accurately as possible, the English vowels and consonants.

Deliver an effective public speech.

3.13.4 Course Content

Effective Writing Skills, Writing an Outline, Types of Essay; Narrative Essay, Descriptive Essay,
Argumentative Essay, Expository, Pronunciation in Language Learning, Stress, Intonation and Accent
Exercises, Strategies for effective speaking.

3.13.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.13.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform.

3.13.7 Course Assessment

Attendance and Participation 5%

 Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.13.8 Core Reading Materials for the Course

Textbooks

Jackson, J. (2019). Introducing language and intercultural communication (2nd ed.) .Routledge.

3.13.9 Recommended Reference Materials

Dignen, B. (2011). Communicating across cultures. Cambridge University Press.

Stephens, B. (2011). Meetings in English. Macmillan Education.

Journals

Journal of English as a Lingua Franca.

Journal of Language processing in simultaneous interpreting

E-materials

Reithofer, K.(2020). Intelligibility in English as a lingua franca – The interpreters’ perspective. Journal of
English as a Lingua Franca, 9, (2) https://doi.org/10.1515/jelf-2020-2037

Course content Learning outcomes Activity Technology Teaching/ Durati Instructional

(topic/subtopic) description requirement facilitation on equivalent
s requirements

Nature of the Develop paragraphs Effective LMS  Lecture 2 hrs 4 hrs

English in a logical and Writing Skills,; Notes: Well-
coherent manner. E- library structured
language as a
Writing an resources
tool for notes
Map out outlines Outline,;
communication E-learning summarizing
and create
Types of key concepts
supporting materials
definitions of Essays: covered in
language – sentences.
Internet video
verbal and non- Narrative access lectures or
Write various forms
verbal. Essay, readings.
of essays (narrative,
descriptive, Computers
implications of Descriptive  eBooks:
expository and Essay,
communication Digital
argumentative/pers
theories. Argumentative textbooks or
uasive).
Essay, course
Recognize and materials
 produce as Expository, accessible
accurately as through e-
Pronunciation
possible, the readers or
in Language
English vowels and
PDFs.
consonants. Learning,
Stress,  Articles
Deliver an effective
and Research
public speech. Intonation and
Papers:
Accent
Relevant
Exercises, academic
Strategies for articles and
effective research
speaking papers
to
supplement
course
content.
Discussion
forums

3.14.1 MIT 6032: COMMUNITY INTERPRETER

3.14.2 Purpose of the Course

This unit seeks to introduce the learner to community interpreting theory and practice. Learners will
study about the contexts of which the community interpreting usually takes place. The techniques that
are utilized and the ethics and other professional issues that are involved are also studied. Learners will
gain insight into the practice and preparation for interpreting assignments and interpretation services in
a various mode such as bilateral and whispered simultaneous). Being an elective unit, the learner could
register for this module if they have native-speaker-like competence in English, and at least a C1 in
either of these languages of Kiswahili, French, German, Spanish, or Chinese. Language pairs offered each
year will be subject to availability and student demand.

3.14.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Indicate basic competence in community interpreting.

Develop the ability to prepare appropriately for interpreting assignments.

Apply ethical and professional principles

Acquire skills in a range of techniques that enhance recall in bilateral and consecutive interpreting
modes.

Respond to the ethical issues that occur in community interpreting scenarios.

3.1.4.4. Course Content

Introduction to the different modes of community interpreting, interpreting ethics, community

interpreting contexts, interpreting techniques, Language-pair specific interpreting practice, independent
interpreting practice. simulation of triadic exchanges in community interpreting scenarios, interpreting
ethics.

3.14.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.14.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.14.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.14.8 Core Reading Materials for the Course

Textbooks

Marjory, A., Bancroft, M. A., Sofia, G., Beyaert, M. A., Katharine, , M. A.,

Giovanna, C.,C.,, & Denis, , M. A. (2015). The community interpreter - An international textbook. Culture
& Language Press.

Recommended Reference Materials

Rebecca, T. & Olgierda, F. (2016). Dialogue interpreting: A guide to interpreting in public services and
the community., Routledge.

Dean, R. K., & Pollard, R. Q. (2018). Promoting the use of normative ethics in the practice profession of
community interpreting. In L. Roberson & S. Shaw (Eds.), Signed language interpreting in the 21st
century: An overview of the profession. Gallaudet University Press.

Englund, D. B., & Tiselius, E. (2016). Cognitive aspects of community interpreting: Toward a process
model. In R. Muñoz Martín (Ed.), Reembedding translation process research (pp. 195– 214). John
Benjamins.
 Journals

Journal of Applied Linguistics and Professional Practice.

Journal of Pragmatics

The Journal of Specialised Translation

Journal of Sociolinguistics

Translation and Interpreting Studies

E-materials

impact of context on community interpreting research, practice & training Article · December 2021 DOI:
10.52034/lanstts.v20i.695

Martínez-Gómez, Aída 2020. Language brokering experience among interpreting students: pedagogical
implications for the development of interpreting competence. The Interpreter and Translator
Trainer 14:3.

De Boe, E., Balogh, K., & Salaets, H. (2021). The impact of context on community interpreting research,
practice and training. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 20, 1–28.

Birgitta Englund Dimitrova and Elisabet TiseliuElisabet Tiseliu., Cognitive aspects of community
interpreting. Toward a process model Stockholm University, Sweden, Article published in: Reembedding
Translation Process Research Edited by Ricardo Muñoz Martín [Benjamins Translation Library 128] 2016
https://doi.org/10.1075/btl.128.10eng

Rachele Antonini 1 , Letizia Cirillo 2 , Linda Rossato 1 and Ira Torresi ,.2017.1 Non-professional
Interpreting and Translation, State of the art and future of an emerging field of research. e-Book
ISBN: 9789027266088. DOI: https://doi.org/10.1075/btl.129

Course content Learning outcomes Activity Technology Teaching/ Durati Instructional

(topic/subtopic) description requirement facilitation on equivalent
s requirements

Overview of Indicate basic Introduction to LMS  Lecture 2 hrs 4 hrs

community competence in the different Notes: Well-
community modes of E- library structured
interpreting
interpreting. community resources notes
theory and
practice. interpreting,; E-learning summarizing
Develop the ability
key concepts
to prepare Interpreting materials
Practice and covered in
preparation for appropriately for ethics,;
Internet video
interpreting
interpreting Community access lectures or
assignments.
assignments and interpreting readings.
interpretation Apply ethical and
services in a professional contexts,; Computers  eBooks:
various mode principles Digital
Interpreting
such as bilateral textbooks or
Acquire skills in a techniques,;
and whispered course
range of techniques
simultaneous. Language-pair materials
that enhance recall
specific accessible
ethics and other in bilateral and
interpreting through e-
professional consecutive
practice,; readers or
interpreting modes.
issues in
Independent PDFs.
community Respond to the
interpretation interpreting
ethical issues that  Relevant
practice;
occur in community academic
interpreting Simulation of articles and
scenarios. triadic research
exchanges in papers to
community supplement
interpreting course
scenarios,; content.
 Video
Lectures:
Pre-recorded
video
lectures
explaining
course topics.
 Audio
Lectures/Pod
casts: Audio
recordings of
lectures or
podcast-style
content.
Discussion
forums

3.16.1 MIT 6033: AREA STUDIES II AND TERMINOLOGY MANAGEMENT

3.16.2 Purpose of the Course

The purpose of this course is to ensure that students have a good understanding of the fundamentals as
well as the specialized language of International conferences When the option is French, Spanish,
Chinese, Russian, German and Arabic languages students shall be equipped with basic knowledge in
aspects of these languages. and shall familiarize themselves with the language of the United Nations in
their working languages.

3.16.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Identify international languages.

Analyse the world as a set of related systems in language delivery.

Demonstrate knowledge of the key languages operating in the international realm.

Relate how international languages are applicable in Africa.

Course Content

Introduction and Evolution of International language ; The United Nations systems of language
Responsibility of states for language development

3.16.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.16.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.16.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.16.8 Core Reading Materials for the Course

Textbooks

Nikolay Lozinskiy Multilingualism in the United Nations system , Report of the Joint Inspection Unit
United Nations • Geneva, 2020

3.16.9. Recommended Reference Materials

Kymlicka, Will & Alan, P.. (2003). Language rights and political theory.

Oxford University Press.

May, S. (2001). Language and minority rights: Ethnicity, nationalism and the politics of language.
Longman.
Skutnabb-Kangas, Tove, & Robert Phillipson, ed. (1995). Linguistic human rights:

Overcoming linguistic discrimination. Mouton de Gruyter.

Journals

Tonkin, Humphrey. 2003. The search for a global linguistic strategy. Jacques Maurais & Michael A.
Morris, ed., Languages in a Globalising World. Cambridge: Cambridge University Press. 319-333.

Weiser, Irit. 1996. United Nations norms relating to language. In Léger 1996:241-59.

E-materials

Tenzer, H., Terjesen, S. & Harzing, AW. Language in International Business: A Review and Agenda for
Future Research. Manag Int Rev 57, 815–854 (2017). https://doi.org/10.1007/s11575-017-0319-x

Rao, P.. (2019). The role of English as a global

language..

https://www.researchgate.net/publication/334282978

Course content Learning outcomes Activity Technology Teaching/ Durat Instructi

(topic/subtopic) description requirement facilitation ion onal
s requirements equivale
nt

Fundamentals Identify Lectures and LMS  Lecture 2hrs 4 hrs

of specialized international short notes on: Notes: Well-
languages. Introduction E- library structured
language of
and Evolution resources notes
International Analyse the world
conference of E-learning summarizing
as a set of related
International key concepts
systems in language materials
languages ; covered in
delivery.
Internet video
Basic The United
Demonstrate access lectures or
knowledge in Nations
knowledge of the readings.
aspects of any systems of Computers
key languages
of these language.  eBooks:
operating in the
languages: Digital
international realm. Responsibility
French, textbooks or
of states for
Spanish, Relate how course
language
Chinese, international materials
development.
languages are accessible
Russian,
applicable in through e-
German and Africa. readers or
Arabic
PDFs.
languages
 Relevant
academic
articles and
research
papers to
supplement
course
content.
 Video
Lectures:
Pre-recorded
video
lectures
explaining
course topics.
Discussion
forums

3.17.1 MIT 6034: ADVANCED CONSECUTIVE IN WORKING LANGUAGE A

3.17.2 Purpose of the Course

This course builds on the consecutive skills developed in year one, with a view to bringing them up to
professional standard. Working with oralised authentic conference material, students will develop
fluency, good presentation skills, speed and confidence in consecutive from B and/or C into A. Students
will particularly be taught breath control techniques and the art of skimming as well as measured
pauses, to emphasize message. They will also be taught to adopt the appropriate tone for each type of
speech as well as coping techniques to deal will difficulties.

3.17.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to:

Provide a gradual transition into the professional world through practical, real-life interpreting tasks.

Demonstrate how conference interpreting (in consecutive and simultaneous mode) is used in various
settings for a range of purposes.
Apply recent research developments to the practice of interpreting, including processing models, speech
organization and structure and the semiotics of verbal and non-verbal communication

Critically reflect on the role of the interpreter in various settings and on their own and others’
interpreting performance

Prepare effectively for interpreting assignments by combining lexical, terminological and domain-specific
research

Course Content

Introduction to the concept of conference environments, the various facets of Conference Preparation,
Professional Development for Conference Interpreters Consecutive Interpreting Simultaneous
Interpreting- Early Skills Development to Advanced Simultaneous, review of and feedback on the
preparation exercises, simulated conference session with students as the interpreters, with time
reserved for feedback from both teachers and students.

3.17.5 Mode of Delivery

Lectures, small group discussions, class presentations, reading assignments.

3.17.6 Instructional materials and/ or equipment

White Board, Projector, Computer, Marker Pens, Visual Teaching Aids, e-learning platform

3.17.7 Course Assessment

Attendance and Participation 5%

Coursework 45%

Mid-Semester Exam 20%

Final Exam 30%

Total 100%

3.17.8 Core Reading Materials for the Course

Textbooks

Holly, M. & Renee, J. (2015). The Routledge handbook of interpreting. Routledge.

Anderson, B. (2018). Translation: Applications and research. Gardner Press..

Recommended Reference Materials

czyk, M 2014, 'Interpretation: Techniques and exercises, the interpreter and translator trainer',

Minhua, L. & Franz, P. (2014). Aptitude for interpreting. John Benjamins Publishing Company.

Journals

Teaching translation and interpreting 3: New horizons

 Systematic Approach to Teaching Interpretation

Conference Interpretation and Translation

Interpreters’ Newsletter

E-materials

Magdalena, B. (2014). Interpretation: techniques and exercises. The Interpreter and Translator
Trainer, 8(3), 486-488. DOI: 10.1080/1750399X.2014.972030

Course content Learning outcomes Activity Technology Teaching/ Durat Instructional

(topic/subtopic) description requirement facilitation ion equivalent
s requirements

To develop Provide a gradual Lectures and LMS  Video 3 hrs 6 hrs

fluency, good transition into the short notes on: Lectures:
professional world Introduction to E- library Pre-recorded
presentation
through practical, the concept of resources video
skills, speed and
confidence in real-life interpreting conference E-learning lectures
consecutive tasks. environments,; explaining
materials
from B and/or C course topics.
Demonstrate how various facets
into A. Internet
conference of Conference  Audio
access
interpreting (in Preparation,; Lectures/Pod
Adoption of
consecutive and Professional Computers casts: Audio
appropriate tone
simultaneous mode) Development recordings of
for each type of is used in various for Conference lectures or
speech and settings for a range Interpreters ; podcast-style
coping of purposes. content.
techniques to Consecutive
deal will Apply recent Interpreting; 
difficulties. research Infographics:
Simultaneous
developments to the Visual
Interpreting-
practice of representatio
Early Skills
interpreting, ns of data or
Development
including concepts for
to Advanced
processing models, easy
Simultaneous
speech organization understandin
interpreting.
and structure and g.
the semiotics of Simulated
 Interactive
verbal and non- conference
Multimedia:
verbal session with
Simulations,
communication students as the
animations,
interpreters.
Critically reflect on and
the role of the interactive
 interpreter in diagrams to
various settings and illustrate
on their own and complex
others’ interpreting ideas.
performance
3.
Prepare effectively Supplementa
for interpreting ry Resources:
assignments by
 External
combining lexical,
Links: Links
terminological and
to relevant
domain-specific
websites,
research
articles, or
videos for
further
exploration.
Interactive
Tools:
 Online
Simulators:
Virtual labs
or
simulations
for hands-on
learning.
 Interactive
Exercises:
Self-
assessment
quizzes or
exercises
with
immediate
feedback.
Discussion
forums

3.18.3 MIT 6035: INTERNSHIP PLACEMENT/ACADEMIC EXCHANGE

3.18.2 Purpose of the Course

Students, during their fourth semester, will be placed as interns in sub-regional or regional institutions
with interpretation services. They will work under supervision, in dummy booths and, where
appropriate, have hands-on interpreting experience in actual conference situations. They will then write
a report (maximum of 5,000 words) covering the period of internship, highlighting the challenges and
lessons or experiences acquired. Exchange visits shall be organised for students with C languages for
them to acquire the necessary interpretation skills in a partner academic institution. This opportunity for
language immersion shall further activate their C languages. This course examines practical skills in
interpretation.

3.18.3 Expected Learning Outcomes of the Course

By the end of the course, the learner will be able to practice as an interpreter.

Reading list:

No Reading List required.