| Unit name | Public Service Interpreting |
|---|---|
| Unit code | MODLM0082 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Mrs. Darke |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
N/A |
| Units you must take alongside this one (co-requisite units) |
N/A |
| Units you may not take alongside this one |
N/A |
| School/department | School of Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
A public service interpreter (PSI) is someone who works in the context of public services, such as the legal profession, health services and local government related services. This unit focuses on the scenarios, modalities, challenges, and ethical considerations that accompany work in these fields, which often impacts people in vulnerable circumstances where there is a considerable power imbalance. PSI work is a demanding profession, requiring high levels of emotional and cultural intelligence as well as interpretation skills. Interpreters may find themselves breaking the news of a cancer diagnosis in the hospital, explaining complex legal process to a refugee or asylum seeker, or reading rights to a suspect under arrest. Many times, the line between PSI and advocacy work becomes blurred, and strict adherence to professional and ethical codes of conduct are essential to protect both interpreter and client. In many locales including both China and the UK, the demand for trained PSI professionals far exceeds supply.
How does this unit fit into your programme of study?
This is an elective unit for those who are interested in specialising in public service interpreting work or who are attracted to research in this field. By aligning with the Chartered Institute of Linguists’ (CIoL) standards of practice, successful completion of this unit prepares students to work professionally as a PSI in the UK after graduation. CIoL standards, and particularly the Diploma in Public Service Interpreting for which this unit offers good preparation, are also increasingly recognised within China as an important growth area in the interpreting industry.
An overview of content
Learning takes place predominantly in an interactive workshop setting, with field trips organized to typical public service settings such as Bristol Crown Court or the City Council as appropriate. Materials studied focus on the key areas of PSI work, namely medical, police, legal/immigration, and social services, and are drawn from the real professional experience of tutors who remain active in the PSI industry. Students will have to switch between their A and B languages in a dialogue mode of interpreting, and will additionally engage with readings, personal tutoring sessions, and masterclasses from guest contributors to develop the broader skills required in PSI work such as emotional intelligence quotient and trauma-informed methodologies.
How will students, personally, be different as a result of the unit
The end of this unit will also correspond to the end of the taught component of the MSc programme. As well as developing an advanced level of bilateral interpreting skills, students will also have acquired a broader awareness of issues of inequality, intersectionality, and political minoritisation, and will have a basis to further integrate and mature their understanding of traumatic experience and the professional-ethical role of all different actors involved in the fields studied. The ability to empathise with others from diverse backgrounds and lived -experiences will also enhance interpreting performance in other modes and contexts, and contribute to personal formation of a self-aware, resilient, and responsible professional identity.
Learning Outcomes
By the end of this unit, successful students will be able to:
This unit requires a close continuous dialogue between theory and practice, and formative work will therefore be carried out in an ongoing manner. Students will be expected to track their progress and reflect on their professional skills development through a diary of self-learning. In-class exercises will mostly be practical exercises simulating real-world interpreting scenarios, with formative feedback provided in a mixture of class-based and individual or group tutoring sessions. Tutorials will apply professional development coaching methods and foreground the relationship between the Bristol Skills Framework and Bristol Plus Award and progress towards the learning outcomes. Guest contributors from the industry or professional bodies may also offer feedback on learning activities from time to time. The practical learning will be supported by theoretical readings on subjects related to ethical, professional, and trauma-informed practice. In addition to seminar work, it is expected that approximately 14 hours per week of individual and/or group study is required.
Tasks which help you learn and prepare you for summative tasks (formative):
Ongoing diary of self-learning and reflective report, incorporating critical reflections on the student’s development as a public service interpreter throughout the unit, which prepares for the portfolio and examination summative assessments. Students can expect feedback on their interpreting performances from the tutor, both in class and in tutorials. There may also be written or recorded feedback on practice assignments including a mock examination to help prepare for the final assessment.
Tasks which count towards your unit mark (summative):
PSI portfolio, including critical reflection on scenario details, risk assessment, and evidence of preparatory materials (40%, ILOs 1- and 3),
PSI Bilateral Examination (60%, ILOs 1- and 2), carried out at the end of the teaching block
When assessment does not go to plan
Failed portfolios can be resubmitted during the summer reassessment period in the same format. Similarly, failed examinations can be retaken during the summer assessment period in the same format with a different scenario. Ordinarily the grade for reassessments is capped at 50%, but in case of Exceptional Circumstances the examination board may recommend mark penalties are reduced or removed altogether. If the overall unit average is 50% or above then no reassessment is necessary.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MODLM0082).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
