| Module Title |
Translation in Crises |
| Module Code |
TRA1018 (ITS: LC5850) |
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Faculty |
SALIS |
School |
Humanities & Social Sciences |
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NFQ level |
9 |
Credit Rating |
10 |
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Description
Political insecurity and conflict drive long-term displacement around the globe, frequently at levels leading to crises. Many of the countries facing these crises are multilingual, yet the importance of language diversity in crisis communication with displaced people has been un- or under-recognised. This research-based module aims to encourage potential future communicators to question assumptions and propose solutions to multilingual crisis communication using “translation” as a lens.
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Learning Outcomes
1. Explain communication challenges in crises, in particular in relation to refugees
2. Illustrate the need for and contribution of translation and interpreting in crisis communication
3. Question assumptions made in research and practice about how best to communicate with displaced people
4. Evaluate technologies that support multilingual crisis communication, considering their related strengths, weaknesses, opportunities, and challenges
5. Plan solutions to multilingual crisis communication challenges, taking into account ethical questions of translation and interpreting in crisis settings
6. Synthesise literature on communication with displaced people in crisis settings in a systematic review
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Directed learning | 22 | Attending synchronous teaching sessions | | Independent Study | 35 | Completing assigned and independently sourced readings | | Directed learning | 35 | Reviewing content asynchronously (slides, videos, etc.) | | Independent Study | 70 | Reading for systematic literature review | | Independent Study | 30 | Taking and reviewing notes for systematic literature review | | Directed learning | 8 | Small quizzes, directed discussions, etc. assigned during the semester | | Independent Study | 50 | Assignment completion (oral presentation, critical essay, writing up of systematic literature review) |
| Total Workload: 250 |
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| Section Breakdown | | CRN | 20642 | 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 |
|---|
| Assignment | An individual oral presentation (about a crisis context and its translation needs) made during the semester | 20% | n/a | | Assignment | A critical essay (involving the planning and critique of a language access plan) submitted at the end of the semester | 30% | n/a | | Assignment | A systematic literature review submitted at the end of the semester | 50% | n/a |
| 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
Indicative Content
Crisis policy;
Access to information;
Basic principles of translating;
Volunteerism and voluntarism;
Translation as empowerment;
Technology;
Terminology;
Ethics.
Indicative Learning Activities
Reading assigned texts and independently selected texts;
Sourcing examples of translation and interpreting in crises;
Analysing crisis communication needs in a crisis setting;
Presenting a crisis context and its related communicative needs;
Writing an essay involving the design and critique of a language access plan;
Creating a systematic literature review on an aspect of crisis communication relevant to refugees.
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Indicative Reading List
Books:
- Federico M. Federici: 2016, Mediating Emergencies and Conflicts, Springer, 215, 9781137553515
- Carmen Valero-Garcés,Rebecca Tipton: 2017, Ideology, Ethics and Policy Development in Public Service Interpreting and Translation, Translation, Interpreting and, 248, 9781783097517
- Henry W. Fischer: 2008, Response to Disaster, University Press of Amer, 238, 9780761841173
- Mark Sheehan,Deirdre Quinn-Allan: 2015, Crisis Communication in a Digital World, Cambridge University Press, 350, 9781107678231
Articles:
- Cadwell, P. and S. O'Brien: 2017, Translation Facilitates Comprehension of Health-Related Crisis Information: Kenya as an example, Journal of Specialised Translation, 27, 53483
- 2016: Language, Culture, and Translation in Disaster ICT: An Ecosystemic Model of Understanding, Perspectives: Studies in Translatology, 24(4),
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Other Resources
None |
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