Registry
Module Specifications
Archived Version 2023 - 2024
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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. | |||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||
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 ContentCrisis policy; Access to information; Basic principles of translating; Volunteerism and voluntarism; Translation as empowerment; Technology; Terminology; Ethics.Indicative Learning ActivitiesReading 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
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Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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