INTERPRETING IN HEALTHCARE SETTINGS (FRENCH-SPANISH)

European University Master's Degree in

Intercultural Communication, PSIT

University of Alcalá

Academic Year 2014/15

TEACHING GUIDE
Subject title: / INTERPRETING IN HEALTHCARE SETTINGS
(FRENCH-SPANISH)
Subject Code: / 200727
Degree in which it is integrated: / EUROPEAN UNIVERSITY MASTER'S DEGREE IN INTERCULTURAL COMMUNICATION, PUBLIC SERVICE INTERPRETING AND TRANSLATION (LANGUAGE COMBINATION: FRENCH-SPANISH)
Department and Area of Knowledge: / MODERN PHILOLOGY (FILOLOGÍA MODERNA)
Type: / Compulsory
ECTS credits: / 5 ECTS
Academic year and term: / 2014-2015, annual
Teaching staff: / Carmen Valero-Garcés, Paulo Alves, Adriana Jaime Pérez[1]
E-mail:
Tutorial hours: / To be determined
Languages of instruction: / Spanish and French.
1. PRESENTATION

This subject is fundamentally practical, aiming atincreasing students' knowledge about the inherent characteristics of this type of Specialised Interpretation and the acquisition and improvement of specific abilities and skills.

Pre-requirements and Recommendations:

Extensive knowledge of the working languages is required: C1/C2 level (Common European Framework of Reference for Languages).

As the evaluation is continuous, the different assignments of the subject will have to be completed (within the specified deadline) according to their corresponding instructions.

2. COMPETENCES

General competences:

1.Students must know how to use acquired knowledge and their problem-solving capacities within new or unfamiliar environments in broader (or multidisciplinary) contexts related to their area of study.

2. Students must be able to integrate knowledge and face the complexity of forming an opinion from information that, being incomplete or limited, may lead to a reflection on social and ethical responsibilities linked to the use of their knowledge and opinions.

3. Students must know how to communicate clearly and concisely their conclusions - as well as their knowledge and underlying reasons that justify them - to a specialised and non-specialised audience.

4. Students must possess the learning skills which will enable them to continue - to a great extent - self-directed or independent studies/training.

Specific competences:

It is expected that students will acquire the following specific skills:

  1. Acquire theoretical knowledge and the necessary skills, abilities and tools to act as a linguistic, communicative and cultural liaison between the Medical Institutions' staff and users who do not speak fluent Spanish.
  2. Increase knowledge about the inherent characteristics of Public Service Interpreting.
  3. Become familiar with and use the primary techniques of this type of communication (Consecutive and Simultaneous Interpretation, Specialised Terminology, etc.).

4. Identify factors that affect the Interpretation process (intention, agent, time, subject, etc.) and comply with a code of conduct.

5. Identify and use verbal registers of specialist medical language as well as specific extralinguistic aspects.

6. Recognize different cultural aspects that could be problematic when comparing both language systems, as well as to find solutions in order to avoid potential conflicts.

7.Use acquired knowledge regardingterminology and Interpretation primary techniques as well as cultural differences between the cultures involved - while being able to easily solve the different conflicts or problems that can arise in real situations.

3. CONTENT
Content categories / Credits
  1. The Interpreter within the Public Service Interpreting context: definition, professional qualifications and legal grounds.
  1. Characteristics of Interpreting in Healthcare settings and topics related to Health.
/
  • 1 ECTS

  1. Use of Specialised Terminology.
  2. Use of Interpretation in hospitals and health centres: intensive practice of the different Interpretation modes:
  3. Monological Consecutive Interpretation (from and into Spanish).
  4. Dialogical Consecutive Interpretation.
  5. Simultaneous Interpretation (essentially whispered; from and into Spanish).
  6. Sight Translation (from and into Spanish).
/
  • 4 ECTS

TOTAL: / 5 ECTS
4. TEACHING AND LEARNING METHODS - TRAINING ACTIVITIES
4.1. Credits distribution (to be specified in hours)
Number of onsite hours: / 40. Including classes in big and small groups as well as tutorial hours.
Number of hours of students' personal work: / 85. Including hours of study and the preparation of different activities (online activities and the exam preparation).
Total hours / 125
4.2. Methodological strategies, material and educational resources
Fundamentally practical subject in which we focus on practice of Consecutive and Bilateral Interpretation, Sight Translation and the acquisition and use of Specialised Terminology through authentic texts and real situations. The pedagogical approach is based on a multilingual and multicultural model whose principles are:
  • Interpretation is a complex cognitive task which requires simultaneously linguistic and cultural skills from its professionals;
  • Interpreters must comply with a code of ethics to work as linguistic and cultural mediators.
/ The teaching and learning method will be based on:
Student active participation as well as the exchange of experiences related to Translation and Interpreting in Healthcare Settings.
Practice with authentic texts, role-plays and specific recordings forreal situations where Interpretation is needed.
5. ASSESSMENT: procedures, evaluation and grades criteria[2]

For the evaluation of the course, participation and class assignments, as well as personal activities outside the classroom will be assessed according to the following percentages:

  • Exam: 40%
  • Class mark: 40%
  • Interpretation assignment online/Other assignments: 20%

Students' continuous work will be a guiding criterion of the evaluation system. Therefore, the global evaluation will be based on the participation of students in theoretical and practical sessions; assignments and tests; the preparation and delivery of oral presentations; the use of bibliographic and electronic resources, and any other specific activities that the teacher considers to be adequate.

6. BIBLIOGRAPHY

Basic bibliography:

  • Baigorri J, Alonso, I. “La comunicación interlingüe e intercultural como factor clave para la gestión de la inmigración”.
  • Bischoff, A.; Loutan, L. (1998) A mots ouverts: Guide de l’entretien médical bilingue à l’usage des soignants et des interprètes.
  • Calon, O. et alii. Objectif santé. Toutes les clés pou dialoguer avec les médecins et vous aider dans vos démarches. Paris: Bayard.
  • Diccionario médico europeo. Lexique médical européen. European medical dictionnary. (1991). Barcelona: Grass.
  • Forges, J.-M. (2007) Le droit de la santé. Paris: PUF. Col. Que sais-je?
  • Gajo, l. (2001) Migration, santé et communication interculturelle. Symposium organisé dans le cadre du VIIIe Congrès international de l’ARIC. Génève.
  • Merteens, R. (2004) Dictionnaire anglais-français de la santé et du médical. París: Chiron.
  • Morissette, K. (2005) L’interprétariat : espace de médiation interculturelle dans le contexte francophone québécois. Ethnologies vol.27, 302-307. Disponible en
  • Mourlhon-Dallies, F.; Tolas, J. (2004) Santé-médecine.com. París: Clé international.
  • Murphy, F.C. (2005) Dialogues médicaux et correspondance (français-anglais, anglais-français). París: Heures de France.
  • Ponchon, F. Les droits des patients à l’hôpital.París: PUF. Col. Que sais-je?
  • Reyes, F.; Ruiz, A.M. (2005) Ciencias de la salud. Manual de español. Madrid: Universidad de Alcalá.
  • Tison, B. (2007) Soins et cultures: formation des soignants à l’approche interculturelle. Issy-les-Moulineaux: ElsevierMasson.
  • Traverso, V. (2002) Rencontres interculturelles à l’hôpital: la consultation médicale avec interprète. Université Lumière Lyon 2. Groupe de Recherche sur les Interactions Communicatives, CNRS. Disponible en
  • Van Hoof, H. (1999) Manual práctico de traducción médica. Diccionario básico de términos médicos (inglés, francés, español). Granada: Comares.

Additional bibliography (optional)

  • Cobas, R y C. Valero Garcés(2010,traducción del libro Community Interpreting, autora Sandra Hale, England: Palgrave Macmillan). La interpretación Comunitaria. La interpretación en los sectores jurídico, sanitario y social. Granada: Comares.
  • Hale, Sandra (2007) Community Interpreting. England: Palgrave Macmillan.
  • Torres Díaz, M. G. (2005) Guía de conversación básica para personal sanitario y pacientes en 19 lenguas. Málaga: Universidad de Málaga.
  • Valero Garcés, C. y A. Martin. (eds. 2008) Crossing Borders in Community Interpreting. Definitions and dilemmas. Amsterdam: John Benjamins.

Recommended websites in Spanish:

  • Buena Salud:
  • Campus Salud:
  • Clínica Universitaria De Navarra:
  • El Mundo Salud, News (Noticias)
  • Medical Encyclopaedia Medline (Enciclopedia médica Medline)
  • Publications on health matters (Publicaciones de Salud)
  • Tu Otro Médico, guide and medical resources (guía y recursos médicos)

Recommended websites in French:

  • Department of Education and Sports (Ministère de la Santé et des Sports).
  • National Institute for Prevention and Health Education (Institut national de prévention et d’éducation pour la santé).
  • Le quotidien du médecin.
  • Review on daily medical practice (Le Généraliste : le magazine de la pratique médicale quotidienne)

Migration and Health. Socio-Medical Committee for Immigrants' Health (Migrations et santé. Comité médico-social pour la santé des migrants).

  • Catalogue and Index of medical websites in French (Catalogue et Index des Sites Médicaux de langue Française).

Other relevant websites:

  • ...

1

[1] Proposed teaching staff who could be modified for specific reasons

[2]It is important to indicate the different assessment procedures: i.e. continuous, final evaluation, self-evaluation and co-evaluation. Means of assessment: assignments and activities. Criteria or indicators which will be taken into account to assess abilities: command of conceptual knowledge, use and transfer of knowledge. As for the evaluation system, it is necessary to take into account the Regulation of the Governing Council of July 16th 2009 (Normativa del Consejo del Gobierno del 16 de Julio de 2009): the continuous assessment qualification will represent at least 60%. This % can be higher in the guide.