MSA E-Learning

UN Sustainable Development Goals (SDGs)

This unit addresses issues of great relevance and importance in our world today. They are the subject of vibrant discussions and debates and have actually been tabled on the agendas of numerous prestigious world-rank organizations. They have also been listed as Sustainable Development Goals (SDGs) by the United Nations. Our unit addresses two of these important goals; one of which is gender equality studied under Feminism, while the other is reducing discrimination studied under Post colonialism.

LU Code : TR 301
Title : Consecutive Translation
Credit Hours/Points : 3
Level : 3
Prerequisites : TR 100, TR 101, TR 200, TR 201

Learning Outcomes:

Knowledge:

On completion of the course, for consecutive interpretation, students should:

- Indicate and account for the phenomena of oral language communication and transfer and outline the techniques of transferring language and terminology peculiar to different realms of human knowledge.

Skills:

On completion of the course, for consecutive interpretation, students should:

•  Develop  the intellectual abilities of working memory. 
•  Produce an oral account in the target language after listening to the source text consecutively.

• Develop the skill of analysing and resolving issues related to translatability problems, linguistic competence, and thus dexterously transfer source language segments from one language to another consecutively. 
• Comparing and contrasting structural peculiarities of both English and Arabic languages in various fields.
•  Carry out consecutive language transfer in a manageable limited time span under stressful working conditions and professional constrains.

Learning Materials:

Discussion, supervised practice and self-access laboratory interpretation assignments.  Passages on various topics will be used as a teaching material.

 Assessment:

20% Mid-term Exam

30% Final-term Exam

50% Coursework: 30% for practical, 10% assignments and Portfolio, and 10 % quizzes and  a            small project

References:                                                                                                                                      

• interpreting: A corpus-based analysis,” Interpreting 7-1, p. 51-76.
• Pöchhacker, F. (in press): “‘Going simul?’ Technology-assisted consecutive interpreting,” in Bao, C. et al. (eds.) Proceedings of the MIIS Anniversary Conference, 9-11 September 2005.
• Pradas Macías, M. (2006): “Probing Quality Criteria in Simultaneous Interpreting: The role of silent pauses in fluency,” Interpreting 8-1, p. 25-43.
• Napier, J. (2003). A sociolinguistic analysis of the occurrence and types of omissions produced by Australian Sign Language–English interpreters. In M. Metzger, V. Dively, S. Collins & R. Shaw (Eds.), From topic boundaries to omission: New research on interpretation (pp. 99–153). Washington, DC: Gallaudet University Press.
• Pöchhacker, F. (2004). Introducing interpreting studies. New York, NY: Routledge. Roy, C. (2000). Interpreting as a discourse process. New York, NY: Oxford University Press. Roy, C. (2005). A discourse-based approach to teaching interpreters. In R. Locke McKee (Ed.), Proceedings of the inaugural conference of the World Association of Sign Language Interpreter, (pp. 91–100). Southampton, UK: Douglas McLean Publishing.
•  Russell, D. (2002b). Reconstructing our views: Are we integrating consecutive interpreting into our teaching and practice? In L. Swabey (Ed.), New designs in interpreter education: Proceedings of the 14th National Convention of the Conference of Interpreter Trainers (pp. 5–16). St. Paul, MN: Conference of Interpreter Trainers.
• Russell, D., & Malcolm, K. (2009). Assessing ASL–English interpreters: The Canadian model of national certification. In C. Angelelli & H. Jacobson (Eds.), Testing and assessment in translation and interpreting (pp. 331–376). Amsterdam/Philadelphia: John Benjamins.
• Kalina, Sylvia. 2005. “Quality Assurance for Interpreting Processes“, Meta 50, 2

The teaching of Contrastive Analysis is conceived within the scope of  comparing and contrasting Arabic and English in relation to improving Second Language Acquisition and translation through predicting learning difficulties and translation errors that may occur as a result of L1 interference and negative transfer. In this respect, the course participates in providing quality education. Participants are also equipped with approaches and tools of spoken, written and visual text analysis in English and Arabic to assess the impact of the different social contexts on text production and reception. Texts reflect issues of gender, social power as well as health & pandemics.

This unit aims to enhance the students’ knowledge and skills needed to conduct a research paper of substantial depth and length under the supervision of a faculty member, whether it is theoretical based on literature review and analysis, or empirical based on econometric, statistical or mathematical analysis.

Topics selected by students for their graduation projects are closely linked to sustainable development goals, especially SDG8 related to decent work and economic growth, as they create models where they try to determine the main catalysts for growth in certain countries or regions. Students also choose topics related to reducing poverty (SDG1) or inequality (SDG10), quality education (SDG4) gender equality (SDG5) and many other SDGs.