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MASTER OF ARTS (M.A.) IN CONFERENCE INTERPRETING

 

1. FACULTY (2015)

Ms. Nina Okagbue                  Two-year Professional Degree in Conference Interpreting, University of Paris IX, Sorbonne; Masters in Business Administration (MBA), Keele University, UK, 1991-1992.

Mrs. Elisabeth Kouaovi          One-year (1990-1992) Professional Degree in Conference Interpreting, Univ. of Westminster; Master of Advanced Studies in Interpreter Training, University of Geneva, Switzerland.

Dr. Stephen Syme                  PhD, Université de Paris III, Sorbonne Nouvelle

Dr. Robert Yennah                 PhD, Uiversité de Paris IV, Sorbonne

Joseph Sessou                         M.A Conference Interpreeting, University of Ghana

 

In addition to the above Faculty, other professional interpreters are made available, under a partnership arrangement with the European Commission, to provide face-to-face and distance tuition, as and when required.

 

2. ADMISSION REQUIREMENTS

·         A good first degree, at least Second Class Lower (in any subject) or its equivalent.

·         Proficiency in all working languages, and in the A language in particular.

·         In addition, applicants will take an aptitude test, and will be interviewed.

3. NEW PROGRAMME STRUCTURE

Core Course Work (Semester I)                                              16 Credits

Core Course Work (Semester 2)                                             16 Credits

Core Course Work (Semester 3)                                             16 Credits

Three of five Elective Courses in the Programme                  9 Credits

Internship Placement/Academic Exchange (Semester 4)       10 Credits

                        Minimum credits for graduation         =          67 Credits

 

SEMESTER 1 (Year 1)

Course Code

Course Title

Credits

Core Courses

 

CINT 631

Theory and practice of interpretation I

  4

CINT 633

Consecutive interpretation I into Working Language A

  4

CINT 635

Consecutive interpretation II into Working Language B

  4

CINT 637

Oral Expression

  4

Elective

 

CINT 639

Area Studies I and Terminology Management

  3

TOTAL CREDITS FOR SEMESTER 1

16-19

 

 

SEMESTER 2 (Year 1)

Course Code

Course Title

Credits

Core Courses

 

CINT 632

Consecutive interpretation III into Working Language A

  4

CINT 634

Consecutive interpretation IV into Working Language B

  4

CINT 636

Introduction to Simultaneous Interpretation

  4

CINT 638

Sight Translation

  4

Electives

 

CINT 626

English Language in Communication

  3

CINT 642

Area Studies II and Terminology Management

  3

TOTAL CREDITS FOR SEMESTER 2

16-22

 

SEMESTER 3 (Year 2)

Course Code

Course Title

Credits

Core Courses

 

CINT 641

Simultaneous interpretation into working Language A

  4

CINT 643

Simultaneous interpretation into working Language B

  4

CINT 645

Advanced Consecutive into Working Language  A

  4

CINT 647

Professional Practice

  4

Electives

 

CINT 649

African geopolitics and global institutions

  3

CINT 651

Area Studies III and Terminology Management

  3

TOTAL CREDITS FOR SEMESTER 3

16-22

 

SEMESTER 4 (Year 2)

Course Code

Course Title

Credits

Core Course

 

CINT 652

Internship placement /Academic exchange

 10

TOTAL CREDITS FOR SEMESTER 4

10

 

4. REQUIREMENTS FOR PROGRESSION FROM YEAR 1 TO YEAR 2

In order to assess if students have acquired the required skills to proceed from the first to the second year of the M.A. CINT programme, students will be required to sit and pass practical exams in the core interpretation courses that form the basis for the second year courses. Students who fail TWO of these core courses may proceed to the second year, but shall be required to re-sit the exam (before graduating). Furthermore, provisions under “3.25 Student in Good Standing” in the Handbook for Masters Degrees and Regulations Governing Graduate Study and University Examination (2015) of the University of Ghana, shall apply.

5. REQUIREMENTS FOR GRADUATION

Students are required to:

        i.            Pass ALL core courses;

      ii.            Pass THREE out of the FIVE electives in the programme;

    iii.            Pass the experiential learning provided through internship placement or Academic Exchange.

They shall therefore obtain a minimum of sixty-seven (67) credits to qualify for graduation.

 

 

6. COURSE DESCRIPTIONS

 

SEMESTER 1 (Year 1)

CINT 631 Theory and practice of interpretation I (4 Credits, Core)

This course will dwell on the history, theory and practice of interpretation. The theoretical part of the course will explore brain function and its influence on memory. Students will be made to understand how memory is developed and consolidated with the view to acquiring the soft skills of interpreting. After differentiating between interpreting and translation emphasis will be laid on a review the practical aspects of interpretation: conference preparation; the use of terminology and glossaries; use of information technology for various purposes; professional ethics, working conditions, among others.

 

Reading list:

Baigorri-Jalon, J. (2004). De Paris à Nuremberg : Naissance de l’interprétation de conférence. Traduit de l’espagnol sous la direction de Clara Foz. Ottawa : Les Presses de l’Université d’Ottawa.

Gile, D. (1995). Regards sur la recherche en interprétation de conférence. Presse Universitaire de Lille.

Gran, L. and Dodds, J. (eds) (1989). The Theoretical and Practical Aspects of Teaching Conference Interpretation, Udine: Campanotto.

Seleskovitch, D. and Lederer M., (2002). La pédagogie raisonnée de l’interprétation, Traductologie No 4,2ème édition.Paris : Didier Érudition.

Taylor-Bouladon, V. (2011). Conference Interpreting — Principles and Practice, 3rd Edition, BookSurge Publishing.

 

CINT 633 Consecutive interpretation I into working language A (4 Credits, Core)

This 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, summarisation, sight translation and note taking techniques. Speeches used will expose the students to selected subject areas, styles, and registers.

 

Reading list :

Gile, D. (1991). Prise de notes et attention en début d'apprentissage de l'interprétation consécutive – une expérience-démonstration de sensibilisation. Meta 36:2, 431-439

Pochhacher, F. (2004). Introducing Interpreting Studies. London and New York: Routledge Taylor & Francis Group.

Pochhacher, F. and Shlesinger, M. (2002). The Interpreting Studies Reader. London and New York: Routledge Taylor & Francis Group.

Rozan, J-F. (1965).La prise de notes en interprétation consécutive, Université de Genève, École d’Interprètes.

Seleskovitch, D. and Lederer, M. (1984). Interpréter pour Traduire pour interpréter. Paris: Didier

 

CINT 635 Consecutive interpretation II into working language B (4 credits, Core)

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, summarisation, sight 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.

 

Reading list:

Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam and Philadelphia. John Benjamins. ISBN 90-272-1605-3

Gillies, A. (2007). Note taking for Consecutive Interpreting – A short Course. Manchester: St Jerome Publishing

Ilg, G. and Lambert S. (1996). “Teaching Consecutive Interpreting”, in Interpreting, Vol.11. Amsterdam/Philadelphia: John Benjamins.

Seleskovitch, D. (1975). Langage, langues et mémoire. Étude de la prise de notes en Interprétation Consécutive. Paris: Lettres Modernes, Minard

Weber, W. K. (2006). Improve ways of teaching Consecutive Interpretation. Dean, Monterey Institute of International Studies, California

 

CINT 637 Oral Expression (4 Credits, Core)

Students will enhance language skills and improve fluency of expression through reformulation exercises, tongue-twisters, and analysis of great speeches, among others. Students will be made to write great speeches of their own, drawing on the specific techniques and devices developed with the trainer in class, and subsequently deliver same to colleagues. General communication skills such as body language and eye contact will be considered in this course alongside voice projection as essential sub-skills in consecutive interpreting. Emphasis will be placed on the need for students to be well versed in current affairs in order to improve their oral expression and appreciate knowledge as a basis for expression. This training will be given and scored on the basis of continuous assessment.

 

Reading list:

Altman, J. (1990). “What helps Effective Communication? Some Interpreters’ Views”, The Interpreters’ Newsletter N° 3: 23-32.

Bottan, L. (2000). « La présentation en interprétation consécutive : comment développer  une habileté de base », The Interpreters’ Newsletter N° 10 : 47-67.

Chuzhakin, A. (2007). "Applied Theory of Interpretation and Note-Taking", "Mir Perevoda 1 to 7", Ustny Perevod, Posledovatelny Perevod, Ace Perevoda Mir Perevoda.

Cronin, M. (2002). “The Empire talks back: Orality Heteronomy and the Cultural Turn in Interpreting Studies”, in Pöchhacker and Shlesinger (eds) (2002). The Interpreting Studies Reader. New York: Routledge Taylor & Francis Group.

Rozan, J-F. (2002). “Note-Taking in Consecutive Interpreting”.  Series: Język a komunikacja 3, Publisher: Krakowskie Towarzystwo Popularyzowania Wiedzy o Komunikacji Językowej „Tertium” Kraków.

 

CINT 639 Area Studies I and Terminology Management (3 Credits, Elective)

This course aims at ensuring that students understand the fundamentals as well as the specialised language relating to information technology OR any relevant specialised field of knowledge not covered by CINT 642 and CINT 651. When the option is ICT, the study shall include:  Knowledge of equipment, software and networking applications; file formats to create, modify and convert documents; basics and tips in Word and Excel; keyboard shortcuts, document management on various platforms including Cloud; terminology management software and use for creating and filing clossaries; research tools (dictionaries, translations tools) on computer, internet and research megadrives. On completion of this course, students shall be able to select and obtain maximum performance from their equipment; work on Word, Excel and PDF files, use spreadsheets and classify data; speed up research and terminology management work and become proficient in electronic messaging.

 

Reading list:

French, C. S. (2001). Data processing and information technology, 10th ed., London, Continuum: Sage Publications Ltd.

Hutchinson, S. E. and Sawyer, S. C. (2000). Computers, Communication and Information: A user’s Introduction. 7th ed., Boston: Irwin McGraw- Hill.

Kurz, I. (2002). “Interpreting Training Programmes: The Benefits of Coordination, Cooperation, and Modern Technology,” in Hung, E. (2002). Teaching Translation and Interpreting 4: Building Bridges, Amsterdam and Philadelphia: John Benjamins, pp.65-72.

Mead, P. (1999). “Interpreting: The lexicographers’ View,” The Interpreters’ Newsletter No. 9: 199-207.

Stoll, C. (2000). “New Technologies in Conference Interpretation: Interpreting and Videoconferences,” in Austermuhl, F. and Apollon, D. (eds), Humanities Education and the Challenge of e-Learning, (pp. 211-221). Bergen: University of Bergen.

Williams, B. K. and Sawyer, C. S. (2003). Using information technology: a practical introduction of computers and communications. Boston: McGraw-Hill.

 

SEMESTER 2 (Year 1)

 

CINT 626 English Language in Communication (3 credits, Elective)

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 Ghana.

 

Reading list:

Chilton, P. (2004). Analysing Political Discourse: Theory and Practice. London: Routledge

Clark, H. H. (1996). Using Language, Cambridge: Cambridge University Press.

Goddard, A. (2002). The Language of Advertising, London: Routledge

Hatim, B. and Mason I. (1997). The Translator as Communicator, London & New York: Routledge

Senn, J. A. (2002). English: Communication Skills in the New Millennium (Grade 6). Perfection Learning.

Skinner, C. A. and Senn, J. A. (2002). English: Communication Skills in the New Millennium (Grade 7). Perfection Learning.

 

CINT 632 Consecutive interpretation III into working language A (4 Credits, Core)

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, summarisation, 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.

 

Reading list:

Deslisle, J. (réd.). (1981). L’enseignement de la traduction et de l’interprétation. De la théorie à la pédagogie. Didier Érudition, Coll. « Traductologie 1 ».

Kelly, D. (2005). A Handbook for Translation Trainers. Manchester: St. Jerome Publishing.

Jones, R. (2011). Conference Interpreting Explained. Manchester: St. Jerome Publishing.

Nolan, J. (2005). Interpretation, Techniques and Exercises. Cleveland, Buffalo, Toronto: Multilingual. In the series: Professional Interpretation in the Real World. Diane Teichman (Series Editor).

Pöchhacker, F. (2003). Introducing Interpreting Studies. London & New York: Routledge.

 

CINT 634 Consecutive interpretation IV into working language B (4 Credits, Core)

This advanced practical course will reinforce the students’ intermediate skills in consecutive interpretation into language 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, summarisation, 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.

 

Reading list:

Gile, D. (1984). Les noms propres en interprétation simultanée. Multilingua 3:2, 79-85

Iglesais, F. E. (2007). La didáctica de la Interpretación de Conferencias: Teoria y Práctica. Granada: Editorial Comares.

Jones, R. (2002). Conference Interpreting Explained, 2nd edition. Manchester: St Jerome.

Nolan, J. (2005). Interpretation, Techniques and Exercises. Cleveland, Buffalo, Toronto: Multilingual. In the series: Professional Interpretation in the Real World. Diane Teichman (Series Editor).

Rozan, J-F. (1956). La prise de note en interprétation consécutive, Geneva : Georg.

 

CINT 636 Introduction to Simultaneous Interpretation (4 Credits, Core)

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 synthesise when interpreting into English, where appropriate, and to expand when interpreting into French or any other language offered by the programme.

 

Reading list:

Englung Dimitrova, B. and Hyltenstam, K. (eds) (2000). Language Processing and Simultaneous Interpreting: Interdisciplinary Perspectives, Amsterdam and Philadelphia: John Benjamins.

Gillies, Andrew, (2004). Conference Interpreting – A new Students' Companion. Tertium Cracow.

Keiser, Walter, Kremer Benoit, Moser-Mercer Barbara. (1997). Interprétation de Conférence. ETI, Université de Genève.

Seleskovitch, D. (1975). Langage, langues et mémoire. Étude de la Prise des Notes en Interpretation Consécutive. Paris: Lettres modernes Minard.

Sunnari, M. (1995). “Processing Strategies in Simultaneous Interpreting: ‘Saying It All’ vs. Synthesis,” in Tommola, J (ed.), Topics in Interpreting Research, Turku: University of Turku, Centre for Translation and Interpreting.

 

CINT 638 Sight Translation (4 Credits, Core)

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 emphasise 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.

 

Reading list:

Kelly, D. (2005). A Handbook for Translation Trainers. St. Jerome Publishing, Manchester.

Molina, L. and Hurtado, A. A. (2002). “Translation techniques revisited. A dynamic and functional approach”, Meta 47 (4): 498-512. TSB.

Venuti, L. (ed) (2000) The Translation Studies Reader, London and New York: Routledge.

Viezzi, M. (1990). “Sight Translation, Simultaneous Interpretation and Information Retention” in Gran, L.  and Taylor, C. (eds) (1990) Aspects of Applied and Experimental Research on Conference Interpretation,  Udine: Campanotto. pp.54-60.

Weber, W. K. (1990). “The importance of Sight Translation in an Interpreter Training Program,” in Bowen, D. and Bowen, M. (eds.), Interpreting – Yesterday, Today, and Tomorrow, Binghamton, NY: SUNY.

 

CINT 642 Area Studies II and Terminology Management (3 Credits, Elective)

The purpose of this course is to ensure that students have a good understanding of the fundamentals as well as the specialised language of Economics OR any relevant specialised field of knowledge not covered by CINT 639 and CINT 651. When the option is Economics, students shall be introduced to the basic macroeconomic concepts and how they apply to everyday life. Students are encouraged to research concepts and economic terminology in their respective language combinations in order to produce a comprehensive economic glossary by the end of the course. This practical method of training involves a mock conference debating topical economic and fiscal policies with ‘clients’ from the Economics and Language Departments for whom the students shall interpret.

Reading list:

Abdallah, H. (2002). A Dictionary of International Relations & Conference Terminology.Beirut: Librairie du Liban.

Mankiw, N. G. (1998). Principes de l’Économie. Traduit de l’Américain par Éric Bertrand. Nouveaux Horizons, Economica. Paris : Harcourt Brace & Company.

Mankiw, N. G. (2000). Macroéconomie. 2nd Edition. Traduit par Jean Houard. De Boeck Université. Paris: Nouveaux Horizons.

Rosenhaus, J., Gitay, Y., Porush, D. (1996). Future and Communication: The Role of Scientific and Technical Communication and Translation in Technology Development and Transfer. Bethesde: International Scholars Publication.

Sager, J. C. (2007). The Translator as Terminologist. Amsterdam/Filadelfia: John Benjamins

 

SEMESTER 3 (Year 2)

 

CINT 641 Simultaneous interpretation into working language A (4 Credits, Core)

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.

 

Reading list:

Herbert, J. (1968). The Interpreter’s Handbook: How to become a conference Interpreter. 2nd Ed., Revised and Enlarged. Geneva : Librairie de l’Univeristé de Genève.

Lederer, M. (1984). « La traduction simultanée » in Interpréter pour traduire, (pp. 136-162), Paris : Didier Erudition.

Lambert, S. and Moser-Mercer, B. (eds) (1994). Bridging the Gap: Empirical Research in Simultaneous Interpretation, Amsterdam and Philadelphia. John Benjamins.

Mikkelson, H. (2000/01). “Interpreter Ethics: A Review of the Traditional and Electronic Literature,” Interpreting 5 (1): 49-56.

Seleskovitch, D. and Lederer M. (1984). Interpréter pour traduire. Paris: Didier, Erudition

 

CINT 643 Simultaneous interpretation into working language B (4 Credits, Core)

This practical course will successively 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 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.

 

Reading list:

Donovan, C. (ed). Simultaneous interpretation into B, collection of articles available on line: www.emcinterpreting.org

Herbert, J. (1968). The Interpreter’s Handbook: How to become a conference Interpreter. 2nd Ed., Revised and Enlarged. Geneva : Librairie de l’Univeristé de Genève.

Lambert, S. and Moser-Mercer, B. (eds) (1994). Bridging the Gap: Empirical Research in Simultaneous Interpretation, Amsterdam and Philadelphia. John Benjamins.

MIkkelson, H. (2000/01). “Interpreter Ethics: A Review of the Traditional and Electronic Literature,” Interpreting 5 (1): 49-56.

Seleskovitch, D. and Lederer M. (1984). Interpréter pour traduire. Paris: Didier, Erudition

 

CINT 645 Advanced Consecutive in Working Language A (4 Credits, Core)

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 emphasise 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.

 

Reading list:

Donovan, C. (1990). La fidélité en interprétation. Thèse de doctorat, ESIT, Université de Paris III

Ilg, G. and Lambert, S. (1996). “Teaching Consecutive Interpreting,” in Interpreting 1 (1): 69-99.

Kalina, S. (2002). “Quality in Interpreting and its Prerequisites: A Framework for a Comprehensive View,” in Garzone and Viezzi, M. (eds) (2002) Interpreting in the 21st Century: Challenges and Opportunities, Amsterdam and Philadelphia: John Benjamins.

Pöckhacker, F. and Schlesinger M. (2002). The Interpreter Studies Reader. London: Routledge.

Seleskovitch, D. and Lederer M. (1984). Interpréter pour traduire. Paris : Didier Érudition.

 

CINT 647 Professional Practice (4 Credits, Core)

This course consists of the ethics of conference interpretation, conference terminology and preparation for meetings. The students shall examine the business dimension of interpretation management, with a focus on procurement and contract negotiation, as well as working with technical equipment providers (knowledge of ISO standards). They will especially be taught the essentials of team composition, coordination with organisers and the practical skills of professional negotiation and dispute resolution with organisers, where applicable, with a view to ensuring optimal and uncompromising conditions of work and the delivery of quality interpretation.

 

Reading list:

Baker, M. and Maier, C. (Ed), (2011). The Interpreter and Translator Trainer: Ethics and the Curriculum. Volume 5, N° 1. Manchester, St. Jerome Publishing

Garzone, G. and Viezzi, M. (eds) (2002). Interpreting in the 21st Century: Challenges and Opportunities, Amsterdam and Philadelphia: John Benjamins.

Hammond, D. L. (ed.) (1994). Professional Issues for translators and Interpreters, Philadelphia: John Benjamins

Makintosh, J. (1999). “Interpreters Are Made Not Born,” in Interpreting: International Journal of Research and Practice in Interpreting 4 (1): 67-80.

Mikkelson, H. (1999). “The Professionalization of Community Interpreting,” in Journal of Interpretation, 1999: 119-133.

 

CINT 649 African geopolitics and global institutions (3 Credits, Elective)

This course will provide an opportunity for Students to learn about the history of these organisations, the emphasis being on African organisations, their current modes of functioning and their interactions with other global institutions, as well as their role in regional integration. The challenges, failures and successes of these organisations will be examined in the light of the objectives, mission and vision for which they were established.

 

Reading list:

Cronin, M. (2003). Translation and globalization. London & New York: Routledge.

Gonidec, P. F. (1987). Les Organisations Internationales Africaines – Étude Comparative. Paris : L’Harmattan.

Kouassi, E. K. (1987). Les Organisations Internationales Africaines. Paris : Berger-Levrault.

Semuhire, I. (1996). Les Organisations Internationales, le Régionalisme International, le Régionalisme International Africain. Bern: P. Lang.

Takyiwaa, M. and Sutherland-Addy, E. (Eds.) (2013). Africa in contemporary perspective. Accra: Sub Saharan Publishers.

 

CINT 651 Area Studies III and Terminology Management (3 Credits, Elective)

The purpose of this course is to ensure that students have a good understanding of the fundamentals as well as the specialised language of International Public Law OR any relevant specialised field of knowledge not covered by CINT 639 and CINT 642. When the option is Public International Law, students shall be equipped with basic knowledge in aspects of public international law, international humanitarian law, Law of the Sea and treaties and conventions ratified by African states. Students shall understand the functioning of basic legal systems, international courts and shall familiarise themselves with the language of the law in their working languages.

 

Reading list:

Berk-Seligson, S. (1990). The Bilingual Courtroom: Court Interpreters in the Judicial Process, Chicago and London: The University of Chicago Press.

Glanville, L. W. (2003). Learning the Law. (Eleventh Edition), Universal Law Publishing Co. Ltd.

Laster, K. (2002). “Legal Interpreters: Conduits to Social Justice?” in Journal of Intercultural Studies 11 (2): 16-32.

Laster, K. and Taylor, V. (1994). Interpreters and the Legal System, Leichhardt, NSW: The Federation Press.

Mensah-Brown, K. (1975). Introduction to law in contemporary Africa. (Available in Africana Section of the Balme Library)

Simpson, A.W.B. (1988). Invitation to Law. Oxford & New York: Blackwell.

 

SEMESTER 4 (Year 2)

 

CINT 652 Internship placement/Academic exchange (10 Credits, Core)

Students, in the course of 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.

 

Reading list:

No Reading List required

 

SUPPLEMENTARY READING LIST FOR ALL COURSES

A.    Journals

Across Languages and Cultures: A Multidisciplinary Journal for Translation and Interpreting Studies.

d'Interprètes et de Traducteurs de l'Université de Paris.

Forum:             International Journal of Interpretation and Translation. Volume 2, No 1, April 2004.

Interpreting

Meta

Parallèles:        Cahiers de l´École de Traduction et d´Interprétation

Pharmaterm:    Bulletin terminologique de l’industrie pharmaceutique

Point Com :     Bulletin en ligne de l'Association des Anciens Élèves de l'École Supérieure

The Interpreter’s Newsletter

Turjuman:        Revue de traduction et d'interprétation.

 

B.     Internet Sources

http://www.emcinterpreting.org         Site for European Master’s in Conference Interpreting

http://www.emcinterpreting.org/pedagogical.php

http://www.emcinterpreting.org/resources/conferences.php

http://interpreters.free.fr          Information on the teaching of Interpretation

http://www.aiic.net     Official website of the International Association of Conference Interpreters

http://live.eti.unige.ch

http://www.newspapers.com

 

7. PROGRAMME APPRAISAL AND MONITORING

The programme will be appraised and monitored in line with the University’s Course assessment strategy and indicators. Students’ Course assessment forms will be used in addition to other recommended tools.

 

8. FINAL EXAMINATION

At the final examination, students must pass both consecutive and simultaneous interpretation into both their A and B languages. Candidates who offer an A-B-C combination must pass both consecutive and simultaneous interpretation from both their B and C languages into A as well as consecutive interpretation from A into B.  

In order to be awarded the degree, candidates will be required to pass each section of the exams at one and the same session.

Examinations shall comprise of speeches on a variety of subjects, delivered orally (not read) by professional interpreters or other individuals with experience in public speaking. Such speeches shall be prepared to a standard similar to what is required for international meetings with interpretation. Speeches for consecutive interpretation shall last no less than 5 minutes each and no more than 7, while speeches for simultaneous interpretation shall last no less than 8 minutes and no more than 10 minutes.

 

Candidates will be assessed on the mastery of their target language(s), comprehension of their source language(s) and on their interpreting skills. They must demonstrate sufficient competence to be able to be part of a team of professional conference interpreters.