Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: WORLD LANGUAGES
CONTACT PERSON: RONALD CERE
COLLEGE: ARTS & SCIENCES
CONTACT PHONE: 487-0433
CONTACT EMAIL: RCERE@EMICH.EDU
REQUESTED START DATE: TERM: FALL YEAR: 2012
A. Rationale/Justification for the Course: This course is designed for students who wish to acquire the
knowledge and skills as well as the theoretical and technical fundamentals needed to interpret from English into
Spanish and Spanish into English. The importance of interpreting for a variety of professional undertakings, especially
those of business, health, social work, and law, is clear and has been pointed out by business and other professionals,
especially for the present and future global work and market places. Indeed, interpretation, facilitate communication
and work with people from all over the world and have lasting consequences for civilization and all humankind as can
be seen by the manifold translations done in fields such as health, science, both social and natural, law and technology,
business, and the arts among other areas. In view of this, instruction and/or training, as well as standards must be of the
highest quality in order to prepare those who will engage in this field effectively and successfully. Finally, this course
could be a valuable adjunct to existing programs (the B.A. in Language & International Trade and the Spanish
Language minor); furthermore, it will be part of the proposed Minor in Foundations in Spanish Translation, which will
validate students’ knowledge and skills in the field.
B. Course Information
1. Subject Code and Course Number: Spanish 467
2. Course Title: Introduction to Spanish Interpretation
3. Credit Hours: 3 credits
4. Repeatable for Credit?
Yes_______ No__X____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
Introductory course in consecutive interpreting for the professions. Compare modes of expression and introduce
theoretical aspects and practical techniques of interpreting using simulations. Students interpret from English into
Spanish and Spanish into English. Professional area changes each time offered. Students also do a field project and
write a research paper on an aspect of interpreting.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab)
On Campus
X
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Miller, New Course
Sept. 09
Normal (A-E)
X
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code,
Number and Title.)
SPNH 443 - Advanced Grammar and Composition
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this
course. (List by Subject Code, Number and Title.)
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by
Subject Code, Number and Title.)
________________________
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a
repeat if an equivalent course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_____X__
All graduate students___
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor____X____
UG Degree Pending__X___
Post-Bac. Tchr. Cert._X____
Low GPA Admit_______
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Sept. ‘09
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New Course Form
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course
for Graduate Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on
graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may
not register for 600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes X
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation
in the Global Community form. Note: All new courses proposed for inclusion in this program will be reviewed by
the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education
program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective X
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
Miller, New Course
Sept. ‘09
Page 3 of 5
New Course Form
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____17______
Against ____0______
Abstentions ___0_______
(Enter the number of votes cast in each category.)
Rosemary Weston-Gil
Department Head/School Director Signature
5/2/12
Date
2. College/Graduate School
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Sept. ‘09
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New Course Form
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Date
After completing this course, students should be able to:
•
Understand the terms and concepts of translation
•
Have a basic comprehension of translation theory
•
Know how to analyze a source text in terms of the dynamics and the ten step process of translation
•
Understand the differences in meaning that apply to translation: i.e. propositional meaning, expressive meaning, presupposed
meaning, evoked meaning
•
Be able to conduct effective terminology and content research with both traditional and non-traditional resources. Have the ability to
review dictionaries and other resources
•
Know how to create and use a glossary and a style sheet
•
Have the ability to handle linguistically or culturally “untranslatable” concepts
•
Be able to edit for content, accuracy and style. Understand formatting and presentation. Know how to proofread a text
•
Understand disclaimers and professional liability
Miller, New Course
Sept. ‘09
Page 5 of 5
EASTERN MICHIGAN UNIVERSITY Department of World Languages
A 22-piece sculpture by Spanish sculptor Juan Muñoz, Little Haven Beach, South Shields, Tyneside.
GENERAL COURSE INFORMATION
Spanish 467: Introduction to Spanish Interpretation
Winter semester: 15 weeks intensive beginning translation; 3 credit hours
Pre-requisite: SPHN 443, Advanced Grammar & Composition
Course format: Recitation
World Language Office/Website: 219 Alexander and www.emich.edu/ world languages
Course Description: Introductory course in consecutive interpreting for the professions. Compare modes of
expression and introduce theoretical aspects and practical techniques of interpreting using simulations. Students
interpret from English into Spanish and Spanish into English. Professional area changes each time offered. Students
also do a field project and write a research paper on an aspect of interpreting.
Expanded Description: This course will focus on consecutive interpretation for various professional fields, but,
primarily, law, health, business and those of communication (conference interpreting). Students will use various
instructional formats and tools, such as individual, small and large group activities, choral work, and those used
specifically related to consecutive interpreting. They will also learn to develop, especially, the skills, knowledge, and
typologies necessary to undertake such interpreting in English/ Spanish Spanish/English for a variety of professions
and situations simulations, and high-tech driven exercises so they communicate accurately and effectively in
bilingual/bicultural contexts.
Professor: Ronald Cere, Ph.D.
Office number/hours: 321 Alexander/Mondays and Wednesdays, 4-6p
Office telephone num. /e-mail address: 734-487-0433,/rcere@emich.edu (Students contact me or leave messages
on telephone voice mail or email).
TEACHING PHILOSOPHY
I will affirm to my students that they will have the following rights:
•
Students will be given impartial, fair, and dignified treatment;
•
Reasonable opportunities will be provided to ask questions and to express ideas;
•
I will respect students’ rights of privacy to personal views;
•
I will provide a clear statement of standards for work in advance of grading and other assignments;
•
Students have a knowledge of the grading system and are assured of the absence of unfair, capricious, or
discriminatory grading;
•
There will be timely return of examinations and other assignments with verbal and / or written explanations of
deficiencies;
•
There will be regularly scheduled office hours, with time and hours that are mutually convenient for the
instructor and the students;
•
There will be an explicit and early description of the policy for penalties regarding failure to participate in
class;
•
There will be provided, when possible, advanced knowledge of cancellation of class or office hours;
Anonymity will be maintained during course evaluation sessions
COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES:
This course is organized with the basic assumption that learning results from a continuing process of rational
discourse and enables the student to maximize their learning. The design of this course will assist you to improve
intellectual understanding, maximize and assist in your learning and the learning of your classmates and to apply that
learning to the world around you. Utilizing the contents of this course, including any online course contents, textbook
contents, and computer software, you should direct your learning so that you are able to:
•
Develop an understanding and use of the terms and concepts of interpretation both in Spanish and English
•
Have a basic comprehension of consecutive interpreting in Spanish and English
•
Learn and practice the basic tools for improving interpreting skills: memory and concentration enhancement
exercises, summarizing, clear enunciation, and strategies for dealing with cultural and linguistic problems
•
Use and improve your command of English and Spanish grammar, linguistics, phonology, and lexicon to
undertake the role of interpreter
•
Be able to conduct terminology and content research effectively with both traditional and non-traditional
resources prior to the interpretation exercise.
•
Be able to review dictionaries and other resources and create and use glossaries
•
Understand the use of register and forms of address in professional contexts while interpreting, in addition to
other U.S. and Hispanic cultural similarities and differences
•
Gain and improve interpreting skills and knowledge in the legal and medical areas, by interpreting dialogues
in role-playing group formats and individually, and practice sight translation skills.
•
In the business and other settings, gain and perfect conference interpreting skills by interpreting oral
speeches from public lectures, radio addresses, news reports, and other sources related to the chosen topic
(also note-taking skills)
•
Understand disclaimers and professional liability
COURSE MATERIALS
Required texts:
Holt, Marion Peter & Dueber, Julianne: IOOl Pitfalls in Spanish. (1001PS) 3rd. ed. Woodbury, NY: Barron's
Educational Series, 1997.
Nolan, James. Interpretation: Techniques and Exercises. (ITE) Cleveland, OH: Multilingual Matters, LTD,
2005
Recommended texts:
Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training, rev. ed. Amsterdam,
Netherlands: John Benjamins Publishing Company, 2009
Haywood, Louise, Michael Thompson, and Sandor Hervey. Thinking Spanish Translation, 2nd ed. (TST)
London: Routledge Basic Concepts and Models for Interpreter and Translator Training, rev. ed. Amsterdam,
Netherlands: John Benjamins Publishing Company, 2009.
th
Harper Collins. Spanish Unabridged Dictionary. 8 ed. (HC) New York-Harper Collins, 2005.
!
COURSE OUTLINE/SCHEDULEAND ASSIGNMENTS
First Week:
Preliminaries to interpretation: Students will become familiar with the basic concepts and
principles of public speaking and how it relates to interpreting. Assignment: Read and do
exercises pp. 1-17 on <<Introduction: Frequently Asked Questions and Speaking>> in ITE.
Students will review grammar and linguistic items presented in class and do exercises in
1001PS, pp. 1-25
Second Week:
Students will learn how to prepare to become an interpreter and some of the concepts,
theories and issues involved including complex syntactical structures, using Spanish/English
examples. Assignment: Read and do exercises on pp. 18-44 on <<Preparation/Anticipating
the Speaker and Complex Syntax/Compression>> in ITE. They will also do a brief SpanishEnglish interpretation exercise handed out by instructor. Students will also continue to
review grammar and linguistic items presented in class by reading and doing exercises in
1001Ps, pp. 26-50.
Third Week:
Students will develop an understanding of how word order and adverbial clauses are
handled in interpretation using Spanish/English examples. Assignment: Read and do
exercises on pp. 45-56 on <<Word Order and Clusters and General Adverbial Clauses>>) in
ITE. Students read and do grammar and linguistic exercises in 1001PS, pp. 51-75.
Fourth Week:
Students will deal with the issue of untranslatability and how it affects interpreting in the
courtroom and other venues, especially the issue of the mot juste, using Spanish/English
examples. Assignment: Read and do exercises on pp. 57-66 on <<Untranslatability>> in
ITE. Students will also do a brief Spanish- English interpretation exercise handed out by
instructor. Students read and do grammar and linguistic exercises in 10001PS, pp. 76-108.
Fifth Week:
The crucial issue of Figures of Speech is one that causes difficulty for even the most
seasoned interpreter. Students will also learn the problems they pose and they can deal with
as interpreters. Assignment: Read and do exercises on pp. 67-117 on <<Figures of
Speech>> in ITE. Read and do grammar and linguistic exercises in 1001PS, pp. 108-129.
Sixth Week:
In court and legal interpretation among other types, argumentation is a key component for
students to learn to undertake and master. They will undertake several exercises in Spanish
and English to do so. Assignment: Read and do exercises on pp. 118-127 on
<<Argumentation>> in ITE. Students will also do a brief Spanish- English interpretation
exercise handed out by instructor. Students will also continue grammar and linguistic review
in 1001PS, pp. 130-150.
Seventh Week:
The topics of Diction and Register are, perhaps, the two most important ones that determine
if an interpreter has mastered his/her craft. Students will learn about both and do exercises
that will give them the necessary knowledge and use in Spanish/English. Assignment:
Read and do exercises on pp. 127-172 on <<Diction/ Register>> in ITE. Students will
continue to review grammar and linguistic in 1001PS, pp. 151-173.
Eighth Week:
Mid-term exam: questions on interpretation theory, concepts, and techniques, as well as a
brief interpretation exercise in Spanish/English.
Ninth Week:
The use of the formal style of discourse is crucial especially in conference interpreting and
students will learn the rules and uses of such discourse through reading and practice,
especially as they pertain to the English/Spanish language. Assignment: Read and do
exercises on <<Formal Style>> on pp. 173-190 in ITE. They will continue the grammar and
linguistic review in 1001PS, pp. 174-191.
Tenth Week:
The <<policy address>> like those made before the United Nations or other formal bodies,
and the use of quotations, allusions and the technique of <<transposition>> are the most
difficult interpreting tasks and topics. All require a good knowledge and understanding of the
both languages—source and target languages as well as the subject or text with all its
information and nuances, as well as of the speaker. Students will read and do exercises to
begin to develop an understanding, appreciation and command of these topics on a both a
theoretical and practical level in Spanish and English. Assignment: Read and do exercises
on <<Policy address>> on pp. 191-221 in ITE. Students will also do a brief Spanish- English
interpretation exercise handed out by instructor. Students will also continue grammar and
linguistic review in 1001PS, pp. 192-212.
Eleventh Week:
Political and economic discourses, like the policy address, are other popular genres in
interpreting and the interpreter must have a fairly well-developed sense of current political
and economic trends and the vocabulary associated with them. Students will read and
practice so that they will develop their skills and knowledge in both areas in both Spanish
and English. Assignment: Read and do exercises on <<Political and Economic
Discourse>> on pp. 222-257. Students will also continue grammar and linguistic review in
1001PS, pp. 213-241.
Twelfth Week:
Humor is the most difficult to interpret. Above all, the interpreter must be attentive to the
purpose of the humor, whether it may be an attention getter or used to make a point.
Students will begin to ascertain how to distinguish and interpret humor by reading and doing
practical exercises with a focus on Spanish/English. Assignment: Read and do exercises
on <<Humor>> on pp. 258-274 in ITE. Students will also do a brief Spanish- English
interpretation exercise handed out by instructor. Students will also continue grammar and
linguistic review in 1001PS, pp. 242-258.
Thirteenth Week:
Latinisms and numbers often crop up in conversations or speeches that must be interpreted.
They require a special knowledge of both and how they are used in both the source and
target languages. Students will do so by reading and practical exercises using both Spanish
and English as examples. Assignment: Read and do exercises <<Latinism and numbers>>
on pp. 176-184 in ITE. Students will also continue grammar and linguistic review in 1001PS,
pp. 258-278.
Fourteenth Week:
Note-taking, especially in general and in conference interpreting is extremely important as
they help interpreters not lose sight of crucial details or facts. Students will learn how to take
good and succinct notes in Spanish and English so not to lose valuable information.
Assignment: Read and do exercises on <<Note-taking>> on pp. 294-3-4 in ITE. Students
will also do a brief Spanish- English interpretation exercise handed out by instructor.
Students will also continue grammar and linguistic review in 1001PS, pp. 278-302.
Fifteenth Week:
Summary and conclusion. Students will put all the pieces together of the translation puzzle
together, including those of actual presentation (formatting, proofreading, etc.), and
complete a final project--the translation of a text of the student’s choice from Spanish into
English and another from English into Spanish. Final Exam: questions on interpretation
theory, concepts, and techniques, as well as a brief interpretation exercise in
Spanish/English.
GRADING POLICIES AND SCALE
Students will be evaluated on the following learning activities:
• Classroom participation (grade based on student oral responses and knowledge gained from assigned reading
assignments, as well as interpretation exercises conducted periodically which will be scored according to an
evaluation sheet, focusing on grammatical, syntactical, lexical, register and related categories 20%
•
Daily oral//written homework assignments
15%
•
Three oral tests (interpretation exercises)
45%
•
Written chapter quizzes
20%
Total grade
100%
The percentages of each category above will be multiplied by the average grade received for each, and, then, added
for the final letter grade whose equivalent percentages are given below:
93% A
83% B
73% C
63% D
90% A80% B70% C60% D87% B+
77% C+
67
D+
<60% E
ATTENDANCE/PARTICIPATION
Students should attend each class and complete all class work and homework. They should also participate in all
class activities and discussions. Students who do not attend each class are not taking full advantage of instruction or
learning and are not gaining the knowledge, skills or benefits offered. To ensure use their time effectively and
judiciously with the aim that they learn and progress, the following absence policies are included here for students’
information and consult:
1.
Students should attend all classes: A failure to attend and participate is a failure to learn.
2.
Students will be allowed a maximum of 3 unexcused absences, after which they will be penalized 2% for
each absence from the final grade they achieve.
3.
For each assignment turned in late or not turned in at all, students will lose an additional 1% from their final
grade unless they can provide a valid official written not that justifies the lack of attendance for each instance
of absence. They must turn in the assignment the following class after their return.
4.
For each test or quiz missed, a student must also provide a valid and official written note excusing the
absence. This note must be provided at least two weeks after the date of the exam. They must take the
exam no later than one week after their return and a day agreeable to both the student and instructor.
5.
No grade of <<incomplete>> or <<I>> will be issued unless a valid official excuse which complies with
university policy regarding <<incompletes>>.
6.
Students should consult with the instructor as soon as they anticipate attendance problems or difficulty with
the class, whereupon the instructor may suggest several plans of action, including a referral to either a
university counselor (313 Snow Health Center), the Holman Learning (102 Halle) Center, academic advising
(301 Pierce), or the Student with Disabilities Office (240 Student Center, depending on the issue under
scrutiny.
OTHER POLICIES:
1. RELIGIOUS HOLIDAYS: Current university policy recognizes the rights of students to observe religious holidays
without penalty to the student. Students will provide advance notice to the instructor in order to make up work,
including examinations; they miss as a result of their absence from class due to observance of religious holidays.
If arrangements cannot be made with the instructor, the student may appeal to the school director or head(s) of
department(s) in which the course(s) is/are offered” (University Policy 6.2.5).
2. ACADEMIC DISHONESTY: Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism,
will not be tolerated in this course. Penalties for an act of dishonesty may range from receiving a failing grade for
a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the
Office of Student Conduct and Community Standards for discipline that may result in either suspension or
permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic
dishonesty, but, if you are not sure about whether something you are doing would be considered academic
dishonesty, consult with the course instructor. You may access the Code online at:
www.emich.edu/studentconduct.
3. CLASSROOM MANAGEMENT ISSUES: Students are expected to abide by the Student Code of Conduct and
assist in creating an environment that is conducive to learning and protects the rights of all members of the
university community. Incivility and disruptive behavior will not be tolerated and result in a request to leave and
referral to the Office of Student Conduct and Community Standards (SJS) for discipline. Examples of
inappropriate classroom behavior include repeatedly arriving late to class, using a mobile/cellular phone while in
the class session, or talking while others are speaking. You may access the Code online at
www.emich.edu/studentconduct.
4. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA): The Family Educational Rights and Privacy
Act (FERPA) is a Federal law designated to protect the privacy of a student’s education records and academic
work. The law applies to all schools and universities which receive funds under an applicable program of the
U.S. Department of Education and is applicable to students at EMU. All files, records, and academic work
completed within this course are considered educational records and are protected under FERPA. It is your
right, as a student in this course, to expect that any materials you submit in this course, as well as your name and
other identifying information, will not be viewable by guests or other individuals permitted access to the course.
The exception will be only when you have given explicit, written, signed consent. Verbal consent or email is
insufficient.
5. SPECIAL NEEDS ACCOMMODATIONS: If you wish to be accommodated for your disability, EMU Board of
Regents Policy 8.3 requires that you first register with the Students with Disabilities Office (SDO) in 240 EMU
Student Center. You may contact SDO by telephone (734.487.2470). Students with disabilities are encouraged
to register with the SDO promptly as you will only be accommodated from the date you register with them
forward. No retroactive accommodations are possible.
6. STUDENT AND EXCHANGE VISITOR STATEMENT (SEVIS): “The Student exchange Visitor Information
System (SEVIS) requires F and J students to report the following to the Office of International Students 244 EMU
Student Center within ten (10) days of the event:
• Changes in your name, local address, major field of study, or source of funding;
• Changes in your degree-completion date;
• Changes in your degree-level (ex Bachelors to Masters)
• Intent to transfer to another school.
Prior permission from OIS is needed for the following:
• Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours;
• Employment on or off-campus;
• Registering for more than one ONLINE course per term (F visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have
questions or concerns, contact the Office of International Students at 734.487.3116, not the course instructor.
7. Notice is hereby provided to students that materials in this course, on the course-related Web site(s) or URLs
used in connection with any University course is protected by copyright and may not be copied, used, lined,
revised, or retained in any manner whatsoever without permission of its owner. The content of material may be
used only, and solely by and for, students officially enrolled in this course for which the transmission is made, and
may not be copied, used, linked, revised, or retained in any form, or disseminated in any form or medium
whatsoever without permission by an agent of Eastern Michigan University.
8. As availability of laptop computers and wireless access has grown, so have the opportunities for students’
attention to be distracted away from activities being conducted in the classroom.
• Computers are to be utilized for coursework and activities related to coursework. Do not use computers for
entertainment during in-class sessions.
I
•
You are encouraged to bring your computer to lecture, but, while in the class, you will use your computer only
for purposes related to this course.
•
Participation in Internet surfing, gaming, chatting, emailing, text messaging,
•
Acceptable uses of computers while in class include taking notes, following along with the instructor on
PowerPoint, with demonstrations, and other class activities, as well as working on assigned in-class activities,
projects, and discussions that require laptop use. It is easy for your laptop to become a distraction to you
and to those around you. Inappropriate uses will be noted and may affect your final grade.
•
You are expected to be punctual, alert, and prepared for the class. You will be considerate of the instructor
and other students, which includes not keyboarding or checking e-mail while information is being presented.
Please turn off instant messaging during class time and refrain from playing games on your computer.
•
Please turn off cell phones when you are in the classroom.
FREE ONLINE TRANSLATION-RELATED WEB SITES
Free online dictionary websites (Spanish-English, English-Spanish)*
English to Spanish Dictionary
http://dictionary.reverso.com
Free Dictionary
www.freedictionary.com
Look Way Up
www.lookwayup.com
Word Reference
www.wordreference.com
II
Free online translation websites (Spanish-English, English-Spanish)*
Babelfish
www.babelfish.yahoo.com
Free Translation
www.freetranslation.com
Kwintessential Translation
www.kwintessential.co.uk.
Online Translator
www.onlinetranslator.com
Translation2paralink
www.translation2.paralink.com
COMMERCIAL TRANSLATION SOFTWARE**
Langocity (translation software
www.langocity.com
Lingosoft translator software
www.amazon.com
Systran (office/home software packages
www.systran.com
Tellmestore (translation software)
www.tellmestore.com
*In each of the sites listed you will find a menu which will do translations from English into Spanish and Spanish into
English. Choose the one you think best but be mindful that the word(s), phrases or sentences you type in may not be
accurate since the words have many meanings and connotations depending on syntax (usage) and context.
**With regard to the software packages listed, once you’re in the websites just look for or type in English-Spanish or
Spanish-English translation or translator software to see what is offered. Again, be mindful that these software
packages have limited translation capabilities since nothing can substitute for human analysis and processing of
data. Indeed, the latter are responsible for whatever the packages has to offer.
LIST OF PRINTED AND ONLINE DICTIONARIES
The following dictionaries are available in Halle Library and can be found according to the call numbers indicated on
the right-hand side. While these reference materials cannot be taken out of the library, they are a valuable resource
for translation.
HF 1002.B875
1998 Business Spanish Dictionary. Teddington: P. Collins.
R 121.K323
1997 Delmar’s English/Spanish, Spanish/English Dictionary for Health Professions.
HF 1002.F7
1977 Diccionario comercial. Español-Inglés-Inglés Español. Barcelona:
Editorial
Juventud.
PC4265.A3
1984 Diccionario de la lengua española. Madrid: Academia Española.
PC 4640. U5
2002 Diccionario de la Universidad de Chicago.
Chicago: University of Chicago
Press.
H 5621.B55
1983 Diccionario de términos contables, Inglés-Español, Español- Inglés. México: Cía
Editora Continental.
K52.56R6x
1975 Diccionario de términos legales (Inglés-Español). México: Limusa.
PC 4640.Q3
2004 Easy Spanish Dictionary. Chicago, NTC Pub. Group.
T 10C593
1980 Enciclopedia Dictionary of Technical Terms. English-Spanish. Spanish-English.
3vols. New York: McGraw-Hill.
PC 4591.S25
1986 Diccionario español de sinónimos y antónimos.Madrid: Aguilar.
HD 1365.C33
1986 Diccionario español-inglés de bienes raíces.Lanham: University of America Press.
PC 4580.C58
1973 Breve diccionario etimológico de la lengua
castellana. Madrid:
Gredos.
PC4105.H86
1991 The Longman Dictionary of Spanish Grammar and Idioms. White Plains, NY:
Longman.
PC 4640.L393
PC 4640.093
PC 4460.S36
PC 4640.R52
T10.R684
R121. J69
R121.R957
2004 Larousse’s Gran Diccionario: Inglés-español, español-inglés.
México:
Ediciones Larousse.
1996 The Oxford Spanish Dictionary (Spanish-English, English- Spanish). Oxford, England:
Oxford University Press.
1976 2001 Spanish & English Idioms. 2001 modismos españoles e ingleses. Woodbury.
NY: Barron’s Educational Series.
1995 Random House Spanish-English Dictionary. New York: Random House.
1997 The Routledge SpanishTechnical Dictionary. London, England: Routledge.
2000 Say it in Spanish. A Guide for Health Care
Professions. Philadelphia: W.B.
Saunders.
2003 Spanish for HealthCare. Upper Saddlebrook, NJ: Prentice-Hall.
BIBLIOGRAHY ON TRANSLATION
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Baxter, Mona. In Other Words. London: Routledge, LTD., 1992.
Betsy, Alicia Edwards. The Practice of Court Interpretation. Amsterdam, Netherlands: John Benjamins Publishing
Company, 1997.
Chernov, G.V., Robin Setton, and Adelina Hild. Inference and Anticipation in Simultaneous Interpreting: A
Probablility-predicition Model. Amsterdam, Netherlands: John BEnjamins Publishing Co., 2004.
Child, Jack. Introduction to Spanish Translation. Washington, D.C.: University Press of America, 1992.
Cronin, Michael. Translation and Globalization. London: Routledge, LTD., 2003.
Danks, Joseph H., Gregory Shreve, Stephen B. Fountain, and Michael K. McBeath. Cognitive Processes in
Translation and Interpreting in Applied Psychology, vol. 3, March 20, 1997).
Fishbach, Henry. Translation and Medicine. Vol. X. Amsterdam, Netherlands: John Benjamins Publishing
Company, 1998. (American Translators Association, Monograph Series. Vol. X).
García Yebra, Valentín. En torno a la traducción. Madrid: Gredos, 1984.
Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam, Netherlands: John
Benjamins Publishing, Co., 2005.
Hale, Sandra Beatriz. Community Interpreting (Research and Practice in Applied Linguistics). New York: Palgrave
Macmillan, 2007.
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Harris, Brian. And Geoffrey Kingsworth eds. Language International World Directory of Translation and Interpreting
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Hatim, Basil. Translation. An Advanced Resource Book. London: Routledge, LTD., 2004.
_________and Mason, Ian. The Translator as Communicator. London: Routledge, 1996.
Haywood, Louise, Michael Thompson, and Sandor Hervey. Thinking Spanish Translation, 2nd ed. London:
Routledge, 2009.
Holt, Marion and Julianne Duebener. 1001 Pitfalls in Spanish. 3rd ed. New York: Barron's, 1997.
Krawutschke, Peter W., ed. Translator and Interpreter Training and Foreign Language Pedagogy. Amsterdam,
Netherlands: John Benjamins Publishing Company, 1989 (American Translation Association Monograph
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Labrum, Marian B. Approaching the year 2000 and Beyond. Issues in Translation and Interpretation. Amsterdam,
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Lambert, S. and Moser-Mercer, B. eds. Bridging the Gap: Empirical Research in Simultaneous Interpretation.
Amsterdam, Netherlands: John Benjamins Publishing, 1994.
Larson, Mildred L. Translation: Theory and Practice, Tension and Interdependence/ Amsterdam, Netherlands: John
Benjamins Publishing Company, 1991. (American Association Translators Monograph Series. Vol. V).
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Munday, Jeremy. Introduction to Translation Studies. London, Routledge, LTD., 2001.
Newmark, Peter. About Translation. Washington, D.C.: Taylor & Francis, Inc., 1991.
Nolan, James. Interpretation: Techniques and Exercises. Cleveland: Multilingual matter, Ltd., 2005
Paniagua, Francisco. English-Spanish Translation, Through a Cross-cultural Interpretation Approach. Latham, MD:
University Press of America, 2000.
Pöchhacker, Franz. Introducing Interpreting Studies. London, England: Routledge, 2007.
Robinson, Douglas. Becoming a Translator. London, Routledge, LTD., 2003.
Sager, Juan C. Language, Engineering, and Translation. Consequences of Automation. Manchester, England:
UMIST, 1994.
Samuelsson-Brown, Geoffrey. A Practical Guide for Translation. Washington, D.C.: Taylor & Francis Inc., 1991.
Seleskovitch, Danica, ed. Interpreting for Intenational conferences: Problems of Language Communication.
Washington, D.C., Pen & Booth, Co., 1994.
Simon, Sherry. Gender in Translation. London: Routledge: LTD., 1996.
Snell-Hornby, Mary. Translation Studies: An Integrated Approach. Rev. ed. Shanghai: Shanghai Foreign Language
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Steel, Brian. Translation from Spanish. Madrid: Sociedad General Española de Librería, 1979.
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Schulte and John Biguenet. Chicago, University of Chicago Press, 1992
Venuti, Lawrence. The Scandals of Translation. London: Routledge, LTD., 1998.
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Washbourne, Kelly. Manual of Spanish-English Translation. Englewood-Cliffs, NJ: Prentice-Hall, 2010.