| Unit name | Simultaneous Interpreting and Augmented Intelligence Technologies |
|---|---|
| Unit code | MODLM0078 |
| 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?
Simultaneous Interpreting (SI) has always carried its own mystique as a rare and hard to acquire skill displayed by only the top interpreters. For many people, the idea of simultaneously listening whilst speaking another language seems impossible, not to mention stressful! It is not hard to imagine why it is often considered the gold standard of interpreting. By breaking down the individual processes involved in SI mode and training in disciplinary techniques such as shadowing and anticipation, it is possible to develop enhanced listening, processing, and delivery skills that allow the interpreter to seamlessly move between languages almost instantly. This profession is not static however, as new technologies are transforming the way that interpreters operate. Augmented intelligence systems that support interpreter performance are fast becoming a central part of the industry. This unit will introduce and familiarize students with current systems in AugI/AI and remote (RSI) simultaneous interpreting.
How does this unit fit into your programme of study
This is a core unit in the second teaching block which builds upon the foundation of basic interpreting skills laid down in the first teaching block by beginning to add the additional components required to build competence in SI speech delivery. Students will have been introduced to machine learning tools for translation in TB1, and now they will see how these new technologies are combining with generative AI, synthetic speech, and intelligent terminology management systems to improve, augment, and in some cases disrupt the interpreting profession. This focus on technology will be both beneficial for future interpreting work and in adapting to a fast-changing and uncertain environment.
An overview of content
Students will practice simultaneous interpreting in both directions using real speeches drawn from sources such as the UN and EU speech repositories. They will practice core techniques such as shadowing, sight interpreting, anticipation, and numerical reformulation, whilst becoming familiar with different technology standards and configurations in conference delivery. The seminar and workshop format of the classes will be supported by tutorials to review and guide individual learning plans, and student study groups will be formed for peer-to-peer practice and feedback. Students will also practice using various augmented-intelligence interpreting systems and become familiar with fully automated systems. As the pace of technological advancement is moving at an unprecedented rate, the technologies are expected to change year on year. Students will be encouraged to seek out and discover for themselves what the current trends are, and to report on them.
How will students, personally, be different as a result of the unit
Neurological imaging studies have shown distinct changes in the brains of simultaneous interpreters after intensive training and practice, indicating the transformative potential of SI skills development. Successful students will acquire very advanced capabilities of multilingual communication, and gain confidence in their ability to build new skills.
Learning Outcomes
By the end of the unit, successful students will be able to:
Simultaneous interpreter training involves a great deal of practice, and so maximum time is given in the curriculum to practical interpreting exercises which will support the self-directed study of individual students. It is expected that you spend approximately 14 hours per week outside of class time in direct SI practice, or in training with certain exercises such as shadowing which will be demonstrated by the unit tutor(s). Students are also encouraged to maintain a consistent state of practice and preparedness by interpreting silently to themselves what they hear whilst watching a television show or overhearing a conversation on the bus. Study groups are an essential component to this course, as giving and receiving feedback from peers is an invaluable resource in the reflective, self-aware application of skills. SI interpreters usually work in pairs or teams, so getting used to collaborating with different others with variable approaches and working styles is key to preparing for professional work post-graduation. The final SI exam will allow you to showcase your progress and ability to perform under pressure
Tasks which help you learn and prepare you for summative tasks (formative):
One or more mock interpreting examinations and field trips/ work placements where available will support preparation for the final exam and further activate the learning on this unit. Students can expect ongoing feedback from their tutor on in-class interpreting performances and recorded submissions. Areas covered in the feedback will include aspects of professionalism and preparation as well as interpreting output. Detailed feedback will be provided on the mock examination(s) to help prepare for the final assessment.
Tasks which count towards your unit mark (summative):
Live interpreting examination in simultaneous mode in two directions (50%, EN->ZH, 50% ZH->EN, ILOs 1-3), delivered at the end of the unit. The two parts of the examination will be conducted separately to give students a chance to prepare for each one. The rationale behind the exam is to simulate a professional interpreting scenario with all its requirements and pressures, thereby preparing students for the industry.
When assessment does not go to plan
In the event that the final examination is a fail (<50%), students may be required to resit the examination during the reassessment period in the same format with a different scenario. As the exam is split into two halves, it is possible that one half achieves a passing grade and the other half does not, with the average mark being a fail overall. In these cases, students would not normally be expected to retake both halves of the examination, but only the half which failed to receive sufficient marks for an overall pass. If only one half of the exam is retaken, the mark achieved will be combined with the grade of the passing half to calculate the final grade for the unit as an average of the two halves. Ordinarily the grade awarded 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 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. MODLM0078).
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.
