CHIN 5012 - Professional Translation and Translators

North Terrace Campus - Semester 1 - 2018

This unit aims to provide substantial coverage of ethical, legal, and professional issues relevant to translators and interpreters. Students will be trained in professional ethics in general, as well as ethics of professional translation and interpreting in particular. Students are expected to understand accountability and the responsibilities of translators and interpreters and to articulate the business, legal and ethical frameworks under which professional interpreting and translating practices operate. Students will be equipped to identify potential conflicts and to reflect on strategies for problem solving. For students enrolled in the Master of Arts (Translation and Transcultural Communication) or Graduate Diploma in Translation and Transcultural Communication, the final exam result of the course will be used as evidence for determining eligibility for recommendation for NAATI Accreditation.

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Course Details

Course Code	CHIN 5012
Course	Professional Translation and Translators
Coordinating Unit	Asian Studies
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours per week
Available for Study Abroad and Exchange
Assumed Knowledge	Fluency in both Chinese and English
Restrictions	Students who are enrolled in a postgraduate program
Assessment	Workshop participation 10%, Mid-semester exam (1500 words) 20%, Translation Projects (2000 words) 20%, Essay (2000 words) 20%, Final Exam 30%

Course Staff

Course Coordinator: Dr Hong Cai

Course co-ordinator/Lecturer
Dr. Hong Cai
RM 641, Kenneth Wills Building
Ph: +61 8 83132598
Email: hong.cai@adelaide.edu.au
Consultation hours: by appointments

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

1. gain comprehensive and indepth knowledge of the major theoretical frameworks in translation and interpreting studies
2. develop a good understanding of the link between the practice of translation and interpreting and relevant theories
3. gain a broad understanding of the field of translation studies, including how other disciplines (e.g. linguistics) relate to the field of study
4. develop critical thinking skills and ability to assess translation and interpreting practice from theoretical perspectives
5. achieve a good command of code of ethics for translation and interpreting
6. develop skills in managing and dealing with clients from diverse cultural and social backgrounds
7. develop skills in identifying potential conflicts and reflect on strategies for problem solving

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3, 5
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	4, 5, 6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4, 5, 6, 7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	3, 5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3, 5, 6, 7
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	6, 7

Learning Resources

Required Resources

Munday, Jeremy, Introducing Translation Studies: Theories and Applications, 3rd edition, Routledge, London and New York, 2013 (available at the Ebook Library)

Australian Institute of Interpreters and Translators Inc, AUSIT Code of
Ethics (full version)

Recommended Resources

Books:
Baker, Mona. In other words: a coursebook on translation (2nd Edition), 2011. Florence, KY, USA: Routledge, e-book available
Gambier, Y. and Doorslaer, L. (Ed) (2010). Handbook of Translation Studies. Amsterdam/Philadelphia: John Benjamins Publishing Company, e-book available
Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins Publishing Company, e-book available
Gouadec, D. (2007). Translation as a Profession. Amsterdam: Benjamins, e-book available
Levý, Ji脜聶í, Corness, Patrick, Hausenblas, Karel, & Jettmarová, Zuzana. (2011). The Art of Translation. Amsterdam/Philadelphia: John Benjamins Publishing Company, e-book available
Valerie Pellatt, Eric T. Liu, Yalta Ya-Yun Chen. Translating Chinese culture: the process of Chinese-English translation; 2014, Call No. 495.1802 P385tr, e-book available
Catford, J. (1965). A linguistic theory of translation: An essay in applied linguistics / J.C. Catford (Language and language learning). London: Oxford University Press. Call No. 808 C359
Munday, J., & Zhang, Meifang, editor. (2017). Discourse analysis in translation studies / edited by Jeremy Munday, Meifang Zhang. (Benjamins current topics ; v. 94), e-book available
Newmark, P. (1991). About translation. (Multilingual matters (Series) ; 74). Clevedon [England] ; Philadelphia: Multilingual Matters., Call No. 418.02 N556ab
Nida, E., & Taber, Charles R. (1974). The theory and practice of translation / by Eugene A. Nida and Charles R. Taber (Helps for translators ; v.8). Leiden: Brill. Call No. 418.02 N664

Journals:
Babel; Chinese Translators Journal (Zhong Guo Fan YiÂÂ脗聭); Meta; Target; Translation; TTR (Traduction, Terminologie, Rédaction); The Translator

Code of ethics:
NAATI (2013), The Ethics of Interpreting and Translation: A Guide to Professional Conduct in Australia. Canberra: NAATI.

Online Learning

Course plans, assessment arrangments and learning materials will be provided on MyUni via Announcements, Course Outline, Week by Week, Lecture Recordings, Assessment, etc.
Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

1 x 1 - lecture per week 12 hours per semester
1 x 2 – hour workshop per week 24 hours per semester
5 hours practice per week 60 hours per semester
3 hours reading and research per week 36 hours per semester
2 hours assignment preparation per week 24 hours per semester
TOTAL = 156 hours per semester

Learning Activities Summary

Week 1 Introduction; Translation as a profession; Main issues of translation studies
Week 2 Translation theory before the twentieth century; Equivalence and equivalent effect
Week 3 Studying translation product and process; Functional theories of translation
Week 4 Functional theories of translation (continued)
Week 5 Discourse and register analysis approaches
Week 6 System theories
Week 7 Cultural and ideological turns
Week 8 The role of the translator: Visibility, ethics and sociology
Week 9 Philosophical approaches to translation; New directions from the new media
Week 10 Ethics test; Research and commentary projects
Week 11 Presentation
Week 12 Ethics test; Presentation

* The learning activities are subject to change depending on circumstances.

Small Group Discovery Experience

In-class practicum in small groups during each week's workshop.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Class participation	Formative and Summative	Weekly	12%	1-7
Professional & ethical case analysis	Formative and Summative	Week 10 & 12	28%	5, 6, 7
Paper on theoretical and professional aspects	Summative	TBA	40%	1, 2, 3, 4
Class presentation	Summative	Week 11 & Week 12 in class	20%	1, 2, 3, 4

Assessment Detail

Assessment in this course is criteria-based, i.e. the desired learning outcomes are specified and are designed to indicate progress towards the learning outcomes. The assessment grade is a measure of the extent to which the student has achieved the learning outcomes. The standard of performance required for the award of a particular grade is a judgement based on the professional expertise of the staff who contribute to the assessment process and is informed by experience of accepted standards. There is no predetermined distribution of grades.

Professional & ethical case analysis – 28% weighting

A 1- hour test to be held in Week 10 as an in-class exam. It includes answering four questions on professional ethics within a specific timeframe and under specific examination conditions as per AUSIT's Code of Ethics. A supplementary ethics test is provided in Week 12 to those who fail the test in Week 10. The result of the exam will be used as evidence for determining eligibility for recommendation for NAATI Accreditation.

Class participation – 12% weighting

Students should actively engage in interaction in class activities (e.g. case studies) and cooperative sharing of materials and information.

Paper on theoretical and professional aspects – 40% weighting

Choose a topic in the theoretical and professional area of translation and interpreting and write an academic paper of 3000 words in English. The format of the essay is available on MyUni/Assessment. The due date of the academic essay is around Week 13 (the exact time is to be announced).

Class presentation – 20% weighting

Choose a topic in the area of translation and/or interpreting theories and professional translation, and present a talk in English for 20 minutes in class in the form of a seminar in Week 11 & Week 12. The exact time of presentation is to be decided in class based on the signup list.

Submission

All assignments for this course must be submitted electronically via MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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