MA Translation and Interpreting Studies

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

• MA (full-time)
  UK students (per annum): £14,700
  International, including EU, students (per annum): £32,600

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

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International Student Course Deposit

International applicants will be required to pay a course deposit of £2,500 to secure their place on the programme. Full details of how and when to make this payment will be included in your offer letter. This deposit confirms your intention to study in the UK and replaces the need for a separate CAS deposit.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

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This course unit explores the practice of interpreting and the role and positioning of interpreters in a wide range of social contexts and settings against the backdrop of theoretical developments in interpreting studies. We explore the extent to which setting and features of interaction impact on the interpreting process and the interpreter’s decision making. Students will examine portrayals of interpreters in fiction and the media to gain an understanding of how perceptions of interpreting have been shaped over time. They will also develop ability to critically engage with core concepts and models of interpreter mediation, skills in discourse analysis and engage in contemporary debates about interpreter ethics. The course unit also includes a basic grounding in consecutive interpreting skills and performance analysis.

In addition to the scheduled lectures and seminars, students will have access to office hours and a series of professional development events. 

This unit is open to all students, irrespective of language combination.  

This unit provides conceptual foundations and practical skills for Dialogue Interpreting for Business and Public Services in Semester 2. 

• To familiarize students with the development of interpreting in different contexts and settings
• To develop basic skills required for effective interlingual and intercultural communication in the consecutive mode
• To develop skills in discourse analysis
• To foster critical engagement with key concepts in interpreting studies
• To develop critical and analytical research skills

• articulate the main influences on the development of interpreting since the mid twentieth century
• distinguish between models of interpreting and articulate their relative merits and demerits
• engage effectively in debates about interpreter ethics, drawing on relevant frameworks

• Synthesis and analysis of approaches to learning topics about interpreting
• Critical reflection and evaluation on personal engagement with the ways in which interpreting operates within and influences society
• Expression – ability to make a reasoned argument for a particular point of view

• apply the principles of effective interlingual and intercultural communication to a practical interpreting task in the consecutive mode
• apply the principles of discourse analysis to an interpreter performance
• engage in effective and targeted pre-interpreting preparation skills;
• employ basic note-taking techniques for consecutive interpreting.

• Computer literacy- ability to use word processing, presentation software and the internet to clearly communicate ideas
• Applying subject knowledge to critically appraise societal attitudes to and organisation of interpreting services
• Willingness to update knowledge—understand the need for life-long learning
• Improving one’s own learning through planning, monitoring, critical reflection, evaluation and adaptation

Assessment task:

1. Group Video Presentation - 30%

2. Performance self-analysis and reflective statement on learning - 70%

 

Resit assessment:

For the group presentation, groups awarded a fail mark (under 40) would be required to re-sit the group video presentation. 

If both assessments have been failed, but the group mark is over 40, students will be required to re-sit assessment 2. 

Feedback Method	Formative or Summative
Oral individual and group feedback on in-class discussion (incl. peer feedback)	Formative
Oral individual and group feedback on in-class tasks (incl. peer feedback)	Formative
Feedback on VLE-based discussion boards	Formative
Written individual feedback on assignments	Both

 

The following list is indicative only. A specific course reading list will be provided to students.

Angelelli, Claudia (2004) Medical Interpreting and Cross-cultural Communication, Cambridge: Cambridge University Press.

Angermeyer, Philipp (2009) ‘Translation Style and Participant Roles in Court Interpreting’, Journal of Sociolinguistics 13 (1): 3-28.

Beaton-Thome, Morven (2013) ‘What's in a Word? Your enemy combatant is my refugee: The role of simultaneous interpreters in negotiating the lexis of Guantánamo in the European Parliament’, Journal of Language and Politics 12 (3): 378-399.

Downie, Jonathan (2021) ‘Interpreting Is Interpreting: Why we need to leave behind interpreting settings to discover Comparative Interpreting Studies’, Translation and interpreting studies 16 (3): 325-346.

Gillies, Andrew (2017) Note-taking for Interpreting: A short course, 2nd edition, Abindgon, Oxon: Routledge.

Luchner, Carmen Delgado and Leïla Kherbiche (2018) ‘Without Fear or Favour? The positionality of ICRC and UNHCR interpreters in the humanitarian field’, Target: International journal of translation studies 30 (3): 408-429.