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- Proficiency in French ;
- Good comprehension (level C2) of German
- Have completed the 'Basics of Interpreting' course (LINTP2000) and the 'Consecutive Interpreting course German>French ' (LINTP2310)
General social and current affairs issues.
Contribution of teaching unit to learning outcomes assigned to programme
With regard to the learning outcomes assigned to the Master's programme in Interpreting, this teaching unit contributes to the development and acquisition of the following goals: 1.4, 1.5, 2.2, 6.2, 6.4, 8.6
On completion of this course the student will be able to:
- Render in Language A the original message delivered in German in a coherent and structured manner;
- Practise the level of detachment that makes possible an in-depth analysis of the talk;
- Communicate in such a way as to generate an atmosphere of confidence with his or her audience adopting the appropriate tone and attitude;
- Demonstrate flexibility and mental acuity in adapting without hesitation to novel communicative situations ;
- Demonstrate an ability to concentrate and persevere and to maintain self-mastery especially in stressful situations ;
- Refresh his or her linguistic knowledge.
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Formative assessment
Summative assessment for certification
In-class sessions, in interpretation booths
Teaching unit INTP2601 is the first practical introduction to simultaneous interpretation. Simultaneous interpretation combines the simultaneous tasks of listening to a message in a C (or B) language, memorising, processing, transferring and verbalising this message into the A language, while assessing and controlling the production into the A language. Among other skills, this unit will teach students how to take some distance (particularly when interpreting from German into French - interpolated clauses, verb at the end') while simultaneously rendering a message in the A language that is both structured and credible in form and in content.
There are several steps to this approach: the students will start with 'shadowing', where they repeat a message heard in the A language in the A language or a message heard in the C language in the C language, and the (partial, at first) rendering of relatively short and not overly complicated texts. They will progressively move on to longer texts with more complex ideas. The students will take turns being the interpreter or the audience. This will place the students in a dynamic situation comparable to that of real-life interpretation and will enable them to become aware of the elements that are key to effective communication.
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