For project description and further information please click here

More documents

Recommendations

Info

2However, as it stands, PSIT in HE faces considerable challenges both financially and in theprovision of language-specific tuition. In addition, the subsequent income that graduates ofPSIT courses can earn in the public sector is often relatively low and careers are insecure. 1The aim of this project is to analyse the current landscape of PSIT, to highlight examples ofgood practice and to offer some practical recommendations on ways in which the HE sectormay support PSIT in a rather more sustainable way.The project is divided into two parts. Part 1 involves data collection and analysis in fourthematic areas while Part 2 is practical and focuses on the collection of resources andexamples of good practice and community-building activities, as detailed below. For bothparts it is desirable to gain an insight into the current situation in PSIT for languages of thewider world (including less widely taught and used languages) and for British Sign Language(BSL).PART 1a) Research questions1. Analysis of the context What are the barriers, problems and issues in the provision of courses in PSIT athigher education level in England?This should include an overview of existing reports and research relevant to the field of PSITand a list of existing provision. Barriers to provision of teaching in PSIT should then beidentified so that a clear picture of the context can be established.2. Education and Pedagogy What are the views of practitioners in PSIT on the practical steps which could beundertaken to improve the viability of PSIT teaching in HE? How can curriculum innovation and teaching expertise in languages, cultures andconference interpreting in HE contribute to the PSIT curriculum? How can research conducted in PSIT contribute to teaching in the same area?One or two case studies showcasing good practice in either or any of these two areasshould be provided: Curriculum development and innovation in PSIT Teaching in PSIT3. Quality Can HE contribute to raising standards in PSIT provision generally and in asustainable way? How might this objective be achieved? Is there scope for HE to provide support for the professional development needs ofPSIT trainers outside HE (e.g. in further education and in the private sector)?1 Special Interest Group on Translation and Interpreting for Public Services, Final report of theSpecialist Interest Group meeting, DG Interpretation, European Commission (9 September 2011); thiscan be accessed at http://www.eulita.eu/sites/default/files/SIGTIPS%20Final%20Report.pdf
3One or two case studies illustrating current good practice in quality in HE should be included.Please note that, case studies for languages of the wider world (including minority languages)and BSL are especially welcome.4. Community What practical steps can HE undertake to improve collaborations between employers,professional associations and practitioners? What can HE do to support other sectors, e.g. further education?PART 2b) Practical steps for building a community of practiceThis section of the project will involve collecting typical resources and examples of goodpractice which teachers and trainers of PSIT will find useful in their teaching and learningand piloting a collaborative tool as detailed below:1. Develop, pilot and evaluate a tool for promoting collaboration and networking in PSITon a small scale. This may include blogs; discussion fora; mailing lists; repositoriesand other tools which you think will contribute to the formation of virtual communitiesof professionals, interpreters and translators, those working in training centres andinterpreting and translation users. Make recommendations on ways in whichcollaboration and networking may be developed and enhanced in the future throughuse of technology. A set of practical guidelines and evaluation of this tool should beincluded in this section.2. Provide 2/3 examples of good practice for each of the following categories: Audio resources, e.g. examples of telephone interpreting or audio exercises ontelephone interpreting Video-conferencing resources, e.g. examples of video conferences or exercises onvideo-conferencing Lesson plans Self and peer evaluation ExaminingMethodologyThis research will involve:Part 1A review of relevant literature on teaching PSIT, on the context of teaching andlearning PSIT in EnglandTelephone interviews with stakeholders and with university staffQuestionnaires and surveysWeb searches
Page 1: 1Routes into LanguagesCall for tend
Page 5 and 6: 5Travel expensesDevelopment of onli
Page 7 and 8: 7Funding soughtPlease outline the f

For project description and further information please click here

Create successful ePaper yourself

Delete template?

Save as template?