Credit Hours - 10

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

Credit Hours - 3

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.

Credit Hours - 3

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.

Credit Hours - 4

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.

Credit Hours - 4

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 interpretation 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 the message. They will also be taught to adopt the appropriate tone for each type of speech, as well as coping techniques to deal with 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.

Credit Hours - 4

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 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

• Donovan, C. (ed). Simultaneous interpretation into B, collection of articles available online: 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’Université 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.

Credit Hours - 4

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’Université 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.

Credit Hours - 3

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. Bethesda: International Scholars Publication.
• Sager, J. C. (2007). The Translator as Terminologist. Amsterdam/Filadelfia: John Benjamins.

Credit Hours - 4

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.

Credit Hours - 4

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

• Englund 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.

Credit Hours - 4

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.

Credit Hours - 4

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.

Credit Hours - 3

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 such as participants and coding systems, turn-taking, and cues in interaction where 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.

Credit Hours - 3

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 its use for creating and filing glossaries; research tools (dictionaries, translation 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.

Credit Hours - 4

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 

 

Credit Hours - 4

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 
 

Credit Hours - 4

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 the 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.

Credit Hours - 4

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.