BA (Hons) British Sign Language (Interpreting)

Successful completion of this module will enable students to understand and produce the complex and specialist language necessary to: a. identify personal opinions and values as well as factual information b. ask for and provide complex instructions and information c. present and respond to differing lines of reasoning d. contribute to meetings and discussions e. deliver prepared presentations Students will be taught to communicate effectively in a range of situations and be required to demonstrate that they can produce and understand BSL to a high standard, dealing with complex and specialist language. Alongside this, students will be able to identify, analyse and discuss their strengths and areas for development in producing and receiving language at this level, as well as fundamental linguistic features of BSL.

This module explores the practical and social issues associated with Deafblindness. Successful completion of this module will equip students with basic skills and knowledge of communication strategies, the impact of deafblindness and associated factors.

This module explores perspectives and theories that help to explain deaf differences, identities, and lived experiences. We will examine positive processes of deaf identity through the lens of deafhood and deaf gain. We will also consider the contexts in which deaf lives flourish and contribute to a better understanding of the diversity of humanity and our varied ways of being.

This module will introduce the students to the consecutive interpreting of written and/or spoken English to recorded and/or live British Sign Language and vice-versa. It will also introduce some translation and interpreting theory, intralingual and interlingual strategies for consecutive rendering within and between languages, and intercultural strategies for linguistic and interactional management of consecutive interpreter-mediated encounters. The students will also teach preparing for interpreting, and post interpreting debriefing, self-reflection, and undertaking performance analysis.

Sight Translation (ST) is seen by many educators/trainers as a key component within a training course to becoming an interpreter practitioner (Curves et al. 1986; Weber 1990; Martin 1993; Falbo 1995; Viaggio 1995; Kim 2001; Agrifoglio 2004; Sofer 2006; Sampaio 2007; Bown & Dekesel 2011; NOS standards 2017).  This is not only the case because ST is, “an activity that future graduates will probably be required to perform in their professional life”  (Martin 1993:400) but mainly due to the fact that  “mastering the skill involved in this complex textual reformulation process is a must for those seeking for qualification and insertion in the professional milieu of translators and interpreters...”  (Sampaio 2007:68) . Mastery of sight translation skills are definitely more than a mere pedagogical exercise en-route to simultaneous interpreting.  (Agrifoglio 2004).

This module will provide students with supervised observational interpreting experience of working within, or affiliated to the sign language interpreting profession e.g.: within an interpreting agency/organisation, educational establishment or assigned to a professional freelance interpreter. These these broad based experiences amongst diverse communities will create a personal analytical diagnostic framework for future vocational development and employability. Where and if appropriate safe opportunity arises, and where a deaf client/supervisor agrees, students may have the opportunity for some practical interpreting experience. The beneficial formative experiences of professional interactions/observations will in turn, support the further development of applied practical and interpersonal skills for future vocational aspirations. They will hone the student’s approaches and understanding as an emerging ‘professional’ in their chosen field and enhance values, skills, and attributes required for graduate employment. Via these observational/practical experiences, under regular supervisory guidance, students will be provided with ongoing opportunities to reflect verbally and in writing upon their observations, understanding, learning and growing self-awareness of areas for further development. In doing so, they will develop their capacity to articulate competently to others, examples of safe and effective professional practice, rationales for decision making including the application of theory to practice and thus readiness for employment. The module provides a dual scaffolded approach to the reflective development continuum whereby, students will receive ongoing placement site supervisory support from working professionals/interpreters, whilst also engaging with mandatory one to one developmental reflective activity (written/spoken) with their university based module leader/tutors. This module carries the Honours status.

Within this module you will undertake a comprehensive examination of the linguistic, psychological and educational development of Deaf children. You will be exploring the impact of the government's prevailing educational philosophies pertaining to Deaf education and the subsequent ramifications, at a local authority level, upon educational settings and language choices available. You will have an opportunity to both dissect and challenge the historical notion of an educational attainment gap in relation to Deaf children, confirming the views of Susan Daniels (Chief Executive of the National Deaf Children Society) that Deafness should not be regarded as a learning disability.

The module considers the implementation of public policy on deaf people in Britain. It asks whether deaf people are stifled by welfare labels, and if direct action can change political will and bring about equity for deaf citizens. The module then explores campaigning undertaken by deaf people (sign language peoples) and their organisations to change public policy. It will consider the effectiveness of different campaigns enabling students to undertake a critical analysis of a campaign of their choice.