| Module Title |
Translation in Crises |
| Module Code |
TRA1017 (ITS: LC585) |
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Faculty |
SALIS |
School |
Humanities & Social Sciences |
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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. Attain awareness of communication challenges in crises, in particular in relation to refugees
2. Evaluate the need for and contribution of translation and interpreting in crisis communication.
3. Understand the supporting technologies, their strengths and weaknesses.
4. Articulate the ethical questions pertaining to translation and interpreting in crisis scenarios.
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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 | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | 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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