Full time 12 Month(s), Part time 24 Month(s)
The Lancaster University MA in Translation is a qualification that will facilitate your entry into the translating profession. It is also suitable for practising translators who do not have, but wish to gain, formal qualifications.
We combine language-specific practice in either one or two languages in addition to English. Students may specialise in translation between German-English; English-German; French-English; English-French; Spanish-English; English-Spanish; Chinese-English; English-Chinese.
The MA enables you to build effective translation strategies, understand theories and methodologies of translation, and develop advanced research skills specific to Modern Languages.
You will study a range of modules as part of your course, some examples of which are listed below.
This is the core module for the MA in Translation. It provides for students who are entering into a profession which makes particularly high demands on translators in terms of their original language competence and target language writing skills. Translators must negotiate culturally-specific material and deal with the specific needs and expectations of difference audiences. This module equips students with an understanding of the key theoretical and practical considerations associated with translation, with an emphasis on practical knowledge and methodologies.
The modules is taught through a weekly lecture, complemented by translation work undertaken in preparation for and during language-specific seminars.
Topics covered include: Translation in historical context, Equivalence and Target-language relation; Translation types and strategies; Cultural Factors; Communication and Cognitive Factors; Translation Ethics; Translation Tools.; Translation Software; Translation Quality and Proof-reading; Professional Environment.
This module provides students with a range of research skills specific to Modern Languages that will support students in researching and writing their dissertation. Topics include: Beginning Research; The Academic Research Process; Mapping a Research Project; Abstract Writing; Resource Evaluation; Research Paper attendance; Working with Theory; Advanced Presentation Techniques. The module culminates in a Postgraduate Conference. This module is open to MA and PhD students from a range of Modern Languages related backgrounds and disciplines. This diversity enriches the seminar discussions and enables students to engage in a wider network of researchers beyond their own postgraduate course.
The aims of this module are:
The Translation Project is a core element of the MA in Translation. It provides an opportunity to specialise in a topic that interests the student and will be supervised by one or two members of staff with relevant expertise from the Department of Languages and Cultures.
The 15,000 word project should include a 5,000 word translation of a text selected by the student, with guidance from the supervisor. Translation notes should be provided in footnotes. A 5000 word critical commentary on the methodological approach and theoretical frame for the translation should be included.
Students will study DELC401 Research Skills for Modern Linguists, which will support the research and writing of the Translation Project. They will also be introduced to a range of theoretical and methodological approaches through the core module on applied translation DELC416 Academic and Practical Methods in Translation.
This placement module enables students to gain professional experience and to reflect critically on that experience. The module constitutes a structured period of work-based learning.
The work placement will provide the opportunity for students to take responsibility for their learning experience in a language-related professional environment. We can assist in organising placements for students in reputable language services companies in the UK. However, the department cannot guarantee a placement will be found and students are strongly encouraged to source their own placements, subject to departmental approval, and these may be overseas.
Work placements provide an invaluable insight into the work of professional linguists, are valued highly by employers and greatly enhance students' employability in a competitive market. Students also benefit from mentoring and support from experienced professionals.
This module provides students with the skills required to contribute effectively to the operations of a translation working environment. Through practical application and critical reflection, students will develop an understanding of how to adapt a broad range of transferable skills to the specific demands of a language-related environment:
The Introduction to Liaison Interpreting module complements the skills developed in the Translation studies elements of the MA and confronts students with the daily requirements of a professional translator/interpreter.
The module aims to provide students with the basic skills involved in understanding a message and conveying it orally into another language. Students will consolidate and expand their linguistic command of different fields with regards to style, register, communication requirements and technical skills. It will prepare students to deal with the specific pressure that unfolds in different interpreting situations.
This module covers topics including theoretical approaches to interpreting, note-taking in L1 and L2, sight-translation, liaison and consecutive interpreting. The latter part of the module focuses on liaison interpreting and sight translation in the worlds of politics, business, health and medical, legal domain and current affairs.
The Independent Study Unit (ISU) offers students with the option to replace one of their taught modules (excluding the compulsory modules) with an ISU studied in Lent Term. ISUs offer a period of directed, but independent reading in an area chosen by the student and in which the department is able to provide supervision.
What are the main approaches through which we read important texts of literature? How can 'literary theory' help us to access different literary texts? How have well-known theorists and critics practised 'reading theoretically'? How do we constructively draw on their work, for our own projects?
This course introduces students to some of the major currents in literary theory – feminism, Marxism, structuralism, post-structuralism, psychoanalysis, cultural analysis, comparative literature – through texts of well-known theorists. The texts are selected to show theorists 'at work': each of them is an example of a theoretical analysis of an important literary work from a different genre (poetry, novel, essay, novella, the bible). Students are required to read these works (in the original language, where possible) and develop their own standpoint towards the primary and secondary texts. In the classroom, a lecture will introduce students to the context of each text. The main part of each session will be dedicated to the development of critical reading skills and analytical debate of the text. These will then feed into a mini-conference that will complete the course.
The term “discourse” is understood in various ways in the social sciences and humanities. In this module we approach discourse in two principal ways. On the one hand, we regard discourse as structured use of language consisting of more than one sentence. The analysis of discourse in this sense involves investigation of the ways in which words, phrases and sentences hang together and make sense in contexts of use. At this level linguistic theories and methods of linguistic description are of special relevance. On the other hand, discourse is often thought of as language use as social practice that is based on, and influences, cognition. Thus, for example, we speak of media discourse, nationalist discourse, discourses on the economy, legal discourse, and the like. Here we ask questions about the linguistic characteristics of these different discourses. In addition we relate the texts that instantiate these discourse to the context of their production, distribution and reception, as well as to their wider social context.
The module aims to familiarise students with the range of theories in Discourse Studies. It also aims to provide practical analytical skills and methodologies for analysing spoken, written and visual texts of different genres. Acquiring sufficient technical knowledge of linguistic description is regarded as an important practical goal. Hands-on practical work with texts will be an important element of the course.
This course provides students with a solid foundation in the grammar of English, prominently including the ways in which it interfaces with semantics-pragmatics — as discussed, especially, in the cognitive linguistic approach to grammar, i.e. construction grammar. Yet the module is not restricted to this theoretical framework. Instead, we will explore its research questions, analyses and methods in relation to those representing the more traditional, generative (Chomskian) alternative. A basic tenet of the cognitive (and more broadly speaking: functional) approach is that English grammar (and indeed the grammar of any language) is a tool for effective communication. This leads to an analysis of grammatical structures in terms of, and as to some extent motivated by, their meanings. We will see that this perspective is very different from the generative approach, where grammar is studied more or less in isolation from meaning, i.e. as pure structure. Towards the end of the module some recent applications of the theory of cognitive linguistics are discussed.
This course is concerned with the linguistic analysis of literary texts. Its main aim is to enable students to use linguistic analysis in order to explain how literary texts achieve their effects (e.g. how they convey new views of reality, how they project text worlds and characters, how they convey different points of view). The course introduces the most central concepts in stylistics, including the most recent advances in the field (especially in cognitive stylistics). The focus is mostly on prose fiction, but poetry and drama will also be considered.
About half the world’s population are bilingual, but what does this actually mean? This module provides an introduction to the subject of bilingualism and multilingualism, viewed from the perspectives of the individual (for example, how bilinguals code-switch or mix their languages in conversation), the community (what causes a group to give up their ancestral language and change to a new one, and what is the process for this) and the state (issues of language planning, policies and education). This module is designed to provide an introduction to the most important issues, methods and theoretical developments in the study of bilingual/multilingual societies. It aims to introduce different research approaches and to enable you to take a critical view of research in this field, drawing on examples from around the world.
In teaching we will draw on students’ own experiences of bilingualism and multilingual societies (even ‘monolingual’ societies are very often multilingual in reality) as well as looking at multilingual urban landscapes and multilingualism on the internet.
Aims: The aim of this course is to introduce participants to second language acquisition research and its relevance to language education.
Objectives: Participants will become familiar with contemporary theory, methodology, and empirical research in the field of second language acquisition.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
Undergraduate Degree: 2:1 (Hons) degree (UK or equivalent) in languages
If you have studied outside of the UK, you can check your qualifications here: International Qualifications
English Language: IELTS - Overall score of at least 6.5, with no individual element below 5.5
If your score is below our requirements we may consider you for one of our pre-sessional English language programmes
Pre-sessional English language programmes available:
4 Week Overall score of at least 6.0, with no individual element below 5.5
10 Week Overall score of at least 5.5, with no individual element below 5.0
Further information: For more information about the department please visit our webpages http://www.lancaster.ac.uk/languages-and-cultures/
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