| Module Title |
Translation in Crises |
| Module Code |
TRA1017 (ITS: LC585) |
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Faculty |
Humanities & Social Sciences |
School |
SALIS |
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NFQ level |
9 |
Credit Rating |
5 |
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Description
This module covers the role of translating and interpreting and translators/interpreters in crisis scenarios, in particular those relating to refugees. In such contexts, ‘crisis’ is understood very broadly and as something that is often cascading.
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Learning Outcomes
1. 1DF13C7F-EB4D-0001-F2FE-28DB151F3240
2. Attain awareness of communication challenges in crises, in particular in relation to refugees
5. 1
6. 1DF13C7F-F17D-0001-5FB9-97F5819A8490
7. Evaluate the need for and contribution of translation and interpreting in crisis communication.
10. 2
11. 1DF13C7F-F741-0001-B149-189013D01782
12. Understand the supporting technologies, their strengths and weaknesses.
15. 3
16. 1DF13C7F-FAEA-0001-7511-1260234050A0
17. Articulate the ethical questions pertaining to translation and interpreting in crisis scenarios.
20. 4
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 24 | Attendance and participation in lectures | | Independent Study | 40 | Reading and research for module in general | | Assignment Completion | 40 | Reading and research for assignment | | Assignment Completion | 21 | Writing of assignment |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 20641 | Part of Term | Semester 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Patrick Cadwell | Module Teacher | Sharon O'Brien |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Essay | Students will be required to write an essay on a topic related to Translation in Crisis that demonstrates the listed learning outcomes. | 100% | Sem 2 End |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
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Indicative Reading List
Books:
- Federico Federici: 2016, Mediating Emergencies and Conflicts. Frontline Translating and Interpreting., Palgrave Macmillan,
- Carmen Valero-Garcés, Rebecca Tipton: 2017, Ideology, Ethics and Policy Development in Public Service Interpreting and Translation, Multilingual Matters,
- Fischer, H.: 0, Response to Disaster: Fact versus Fiction and Its Perpetuation: The Sociology of Disaster, 3, University Press of America,
- Sheehan, M. and D. Quinn-Allan: 2015, Crisis Communication in a Digital World., Cambridge University Press,
Articles:
- O'Brien, Sharon: 2016, Training Translators for Crisis Communication, In: F. Federici (ed) Mediating Emergencies and Conflicts, 22978
- 2016: Language, Culture, and Translation in Disaster ICT: An Ecosystemic Model of Understanding, Perspectives: Studies in Translatology, 24(4), 22979, 1
- Translation Facilitates Comprehension of Health-Related Crisis Information: Kenya as an example: Journal of Specialised Translation, 27,
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Other Resources
None |
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