This MA in Interpreting is designed to provide students with:
- In-depth knowledge and understanding of the contexts and practices of professional interpreting, enabling students to develop the skills upon which professional interpreter competence is predicated.
- Competence in autonomous and lifelong learning, which enables students to apply the interpreting, communication, and learning skill set they have acquired to any other career of their choice, including starting their own business as a freelancing professional.
- Advanced expertise in their language pairs.
- In-depth knowledge of the language-services market place.
- Appropriate opportunities in professionally-based practice.
Interpreting highlights
Internationally Renowned Experts
You will be taught by staff with professional experience in various fields and research profiles of international standing, with a wide and diverse range of interests in interpreting and translation studies.
In REF 2021, 88% of research submitted by Queen’s has been assessed as world-leading or internationally excellent. The School hosts several large research projects across all the language areas, funded by the AHRC, the Leverhulme Trust, British Academy, and Horizon 2020.
Career Development
Graduates can pursue careers that require translation/interpreting and bilingual skills, cross-culture awareness, technological savvy, interpersonal skills, and, most importantly, the ability to self-teach needed skills in a rather short time. We have graduates working in a range of areas, e.g., academia, creative writing, translation and interpreting industry, public policy, business and commerce and journalism, and in many other industries, e.g., technology, finance, engineering, construction, international trade, foreign affairs, marketing, law, medicine, pharmaceutics, (video) gaming, fashion, and tourism. The programme also includes specialist training in translation technologies and offers opportunities for work experience.
Student Experience
There are field visits to our industry partners, including Keywords Studios, a world-known game localisation provider, and the European Union (Directorate-General for Translation and Interpretation). You can also attend the workshops delivered by industry professionals in various fields, e.g., game localisation, audio description, translation and translation technology, post-editing, and actor training and interpreting, and weekly seminars with renowned visiting speakers.
Professional Accreditations
Students who complete the additional module Principles in Community Interpreting are eligible for the award of a OCN Level 4 certificate in Principles of Community Interpreting.
Student Testimonials
Choosing to study at Queen's is one of the best decisions I have made. I am now working as an interpreter and sales manager in an overseas-funded enterprise based in Chongqing, China. Interpreting skills I acquired when studying at Queen's have definitely paved my way for career development. I would like to give this credit to the professional course arrangement and capable lecturers teaching the programme!
The programme introduces students to the contexts and environments in which professional interpreters work and to the research techniques and modes of practice required by these contexts. Delivered through a combination of seminars, workshops, guided private study, a programme of visiting speakers and appropriate professional practice, the structure of the programme enables students to work at the highest professional level. For 2025 entry, Chinese-English and Arabic-English are offered. Please contact the programme convenor Dr. Chen-En Ho (c.ho@qub.ac.uk) if you need further details about language pairs.
Dissertation
The dissertation will either be an extended essay on an aspect of interpreting theory and practice; or a case study documenting an extended interpreting engagement.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module will introduce students to interpreting theory as well as the various forms of interpreting practice - consecutive liaison and conference - and the particular methodologies and skills (note-taking, presentation etc:) that they require. It will also discuss the role of the interpreter and the development of interpreting practice in terms of their historical, ethical and legislative frameworks. An integral part of the modules will be attendance and weekly reflection (in the form of a log book) on research seminars in Translation and Interpreting.Themes covered in the module:
0. Setting the scene:
• Presentation of module content and assessment
• Maintaining a supportive educational environment
• Pedagogical focus of MA Interpreting: autonomous learning
• Feedback culture and practices – what to do and what not to do
• Roles and expectations (of tutors and students) – participation and commitment (to ourselves and others)
• Setting SMART goals
1. Introduction to Principles and Practice of Interpreting
• Conceptual roots of interpreting
• What is interpreting? Interpreting vs. translation
• Typological parameters. Distinctions between different types of interpreting
2. Insights from semiotics
• Typology of signs
• Iconic, indexical and symbolic principles in language
3. Insights from linguistics
• Levels of meaning: morphological, lexical, structural, grammatical, contextual
• Units of meaning
• Pragmatic impact
4. Equivalence and equivalent effect
• ‘Free’ and ‘faithful’ translations and interpretations
• Formal and dynamic equivalence
5. Communication as interaction
• Visual, verbal, paraverbal and extraverbal communication
• How can linguistics inform communication?
o Levels of meaning: morphological, lexical, structural, grammatical, contextual
o Units of meaning
o Pragmatic impact
o Key notions: fidelity, equivalence, loyalty
• Different types of interaction such as speech, spontaneous speech, dialogue, (relatively) short turns at talk
• Impact of visual cues
6. Communicative/Interpreting competence
• Elements that constitute communicative/interpreting competence
• Intervention and mediation
• Difficult speakers/listeners
• Communicative distance between languages and cultures
• Code of conducts in different cultures and their impact on interpreting
7. Ethics of interpreting
• Role and status of a professional interpreter
• Decision making processes
• Impartiality vs. allegiance
• Objectivity and subjectivity
• Models of interpreting ethics
8. Personal improvement and professional development
• Evolution of practice and profession – role descriptions and expectations
• Professional profile – skills and knowledge; duties and responsibilities
• Professional and ethical anxieties of an interpreter
• Curriculums in different countries
9. Translation and interpreting industries
• Opportunities and challenges
• Industry segments
• Self-promotion & branding
• Working for/with (difficult) clients
10. Law and Interpreting (special sessions with Dr. Paulina Wilson)
Indicative reading list
• Baker, Mona and Gabriela Saldanha (eds.). 2011. Routledge Encyclopedia of Translation Studies. London and New York: Routledge.
• Boéri, Julie and Carol Maier (eds.). 2010. Translation/Interpreting and Social Activism. Manchester: St. Jerome.
• Downie, Jonathan. 2016. Being A Successful Interpreter. London and New York: Routledge.
• Gile, Daniel. 2009. Basic Concepts and Models in Interpreter and Translator Training. Amsterdam and Philadelphia: John Benjamins.
• Inghilleri, Moira. 2012. Interpreting Justice: ethics, politics and language. London and New York: Routledge.
• Lederer, Marianne. 2003. Translation: The Interpretive Model. Manchester: St. Jerome.
• Nord, Christiane. 1997. Translating as a Purposeful Activity. Manchester: St Jerome.
• Pöchhacker, F., M. Shlesinger, (eds.). 2002. The Interpreting Studies Reader. London and New York: Routledge.
• Pöchhacker, Franz. 2016 (2nd edition). Introducing Interpreting Studies. London and New York: Routledge.
• Pöchhacker, Franz. (ed.). 2015. Routledge Encyclopedia of Interpreting Studies. Milton Park, Abingdon, Oxon and New York: Routledge.
• Steiner, G., 1929. After Babel: aspects of language and translation. Oxford: Oxford University Press.
Journals
• Interpreting
• Meta
• Target
• Translation & Interpreting
• The Interpreter and Translator Trainer
• Cognition, Translation & Behavior
• Current Trends in Translation Teaching and Learning E (CTTL E)
• Translation and Interpreting Studies
• Forum
Websites/blogs
• International Association of Conference Interpreters: http://aiic.net/.
• Interpreter blog: http://theinterpreterdiaries.com/.
• Interpreter Training Resources: http://interpreters.free.fr/
• Podcasts by the Interpreting Service of the European Commission: http://dginterpretation.podbean.com/
• The European Commission DG Interpretation: http://ec.europa.eu/dgs/scic/index_en.htm
• Speechpool, a website for interpreting students to share speeches:http://www.speechpool.net/en/
• The CIRIN Bulletin: http://cirinandgile.com/
• United Nations Language Outreach: http://www.unlanguage.org/LE/Schedules/default.aspx
• National Association of Judiciary Interpreters and Translators (NAJIT): https://najit.org/
• The NAJIT Observer (TNO), NAJIT's blog to share information and first-hand experiences: https://najit.org/blog/
Learning Outcomes
On successful completion of this module, students will be able to:
a. Identify the range of contexts in which interpreters work, to differentiate between what is required of the interpreter in this range of contexts, and to apply an appropriate professional-level skillset to each different context.
b. Synthesise and present complex ideas, in both written and oral form, within the framework of a structured and reasoned argument in a well-articulated, and stylistically mature fashion.
c. Explain how the wider language-services sector operates, and relate their own profession to that wider context in terms of professional practice.
d. Assess and explain the causes of the socio-political and cultural complexities posed by the movement of people and the demands of a multi-ethnic organisation, and apply the understanding of these phenomena to the role of the interpreter to predict developments and shifts within that role.
e. Develop independent and sophisticated insights into the world of the professional interpreter, and demonstrate these through the undertaking of independent research projects.
Skills
Research skills, note-taking skills, analytical skills, presentation skills.
This module prepares students for practice in legal, medical and diplomatic settings. The main theme of the module concerns the often conflicting roles and expectations of the interpreter in these settings and the resulting importance of professional conduct. The purpose of the module is to enable students to identify and internalise good practice through reflecting on and practicing in a range of complex interpreting situations and scenarios.
Content outline
• Public service interpreting and community interpreting
• Language rights and translation/interpreting rights
• Professional and ethical conduct of the interpreter
• Quality assessment in different settings
• Interpreting in legal settings: skills, principles and challenges
• Interpreting in medical settings: skills, principles and challenges
• Interpreting in diplomatic settings: skills, principles and challenges
Indicative reading list and resources
• Corsellis A. 2008. Public Service Interpreting: The First Steps. Basingstoke and New York: Palgrave Macmillan.
• De Pedro Ricoy, R., I.A. Perez and C.W.L. Wilson (eds.) 2009. Interpreting and Translating
in Public Service Settings: Policy, Practice, Pedagogy. Manchester: St Jerome.
• Hale, S.B., 2007. Community Interpreting. Basingstoke and New York: Palgrave Macmillan.
• Munyangeyo, T., G. Webb, and M. Rabadán-Gómez (eds) 2016. Challenges and Opportunities in Public Service Interpreting. London and New York: Palgrave Macmillan.
• Namakula, C.S., 2013. Language and the Right to Fair Hearing in International Criminal Trials. Springer.
• Shlesinger, M. and F. Pöchhacker (eds) 2010. Doing Justice to Court Interpreting. Amsterdam and Philadelphia: John Benjamins.
• Valero-Garcés, C. and Martin, A. (eds). 2007. Crossing Borders in Community Interpreting: Definitions and Dilemmas. Amsterdam and Philadelphia: John Benjamins.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Assess and explain the causes of the socio-political and cultural complexities in the legal, medical, and diplomatic contexts and apply the understanding of these phenomena to the role of the interpreter in order to predict developments and shifts within that role.
b. Apply theory and principles in public service interpreting (PSI) to professional practice.
c. Assess the differential demands of legal, medical, and diplomatic contexts in which interpreters work, to critically assess how the interpreter must respond to the various complexities in this range of contexts, and to apply an appropriate professional-level skillset to each context.
d. Demonstrate and apply specialist knowledge and skills deriving from extensive information search and skill practice in the areas of legal, medical, and diplomatic professional activities.
e. Critically reflect and make appropriate judgments in terms of their own professional performance.
f. Engage with and interpret, at a complex level, layers of meaning within the specialised discourses of the legal, medical, and diplomatic contexts.
Skills
Research skills, analytical and self-reflective skills, presentation skills, specialist communication skills.
This module will introduce students to commercial interpreting practice: on-site interpreting - business meetings and negotiations, and visits requiring escort interpreting; and remote interpreting - video conferences and telephone interpreting. Principles and potential issues revolving around different settings of commercial interpreting will be discussed, together with the procedure of negotiating an interpreting assignment and what requires practitioners' special attention along the process.
Content outline
• Introducing Commercial Interpreting — settings, modes, skills.
• Discussing basic principles and challenges in commercial interpreting — professional ethics, giving quotes, negotiating working conditions, self-promotion, and other practical issues
• Practicing telephone interpreting and dealing with the challenges of interpreting without visual information.
• Practicing interpreting in business meetings and negotiations — managing interactions between interlocutors and dealing with intercultural issues, negotiation tactics, and at times highly charged emotions such as anger and offense.
• Interpreting on-site visits (e.g. factory tours) and learning the skills involved in managing gesture, eye contact, proxemics, and other non-verbal factors.
• Practicing video interpreting — managing different modes of interpreting at commercial meetings and conferences, interpreting speeches both given live in person and pre-recorded speeches on video, and addressing both audiences attending in person and attendees joining remotely via webcam. Practising presentation skills.
• Discussing recorded interpretations of speeches for self/peer-assessment.
• Practicing interpreting through role-plays mimicking business meetings and press interviews.
Indicative reading list and resources
Suggested reading list
• Blinstrubaité, A. 2000. “Interaction in liaison interpreting.” Perspectives, 8(2), 125-133.
• Bowen, M., Bowen, D., Kaufmann, F., & Kurz, I. 1995. “Interpreters and the Making of History”. In J. Delisle, & J. Woodsworth (eds.), Translators through History. Amsterdam and Philadelphia: John Benjamins. 245-73.
• Braun, S. 2006. “Multimedia communication technologies and their impact on interpreting”. In M. Carroll, H. Gerzymisch-Arbogast & S. Nauert (eds), Audiovisual Translation Scenarios. Proceedings of the Marie Curie Euroconferences MuTra: Audiovisual Translation Scenarios Copenhagen, 1-5 May 2006. http://www.euroconferences.info/proceedings/2006_Proceedings/2006_Braun_Sabine.pdf.
• Kelly, N. 2008. Telephone interpreting: A comprehensive guide to the profession. Clevedon: Multilingual Matters.
• Lee, J. 2007. “Telephone interpreting — seen from the interpreter’s perspective”. Interpreting 2(2), .231–252.
• Moser-Mercer, B. 2005. “Remote interpreting: issues of multi-sensory integration in a multilingual task”. Meta 50 (2), 727-738. http://www.erudit.org/revue/meta/2005/v50/n2/011014ar.pdf
• Mouzourakis P. 1996. "Videoconferencing: Techniques and challenges", Interpreting 1(1), 21-38.
• Nicodemus, B. and Swabey, L. eds. 2011. Advances in interpreting research: inquiry in action. Amsterdam: John Benjamins.
• O’Hagan, M. & Ashworth, D. 2002. Translation-Mediated Communication in a Digital World. Clevedon: Multilingual Matters.
• Ozolins, U. 2011. “Telephone interpreting: Understanding practice and identifying research needs”. Translation & Interpreting 3 (1), 33-47.
• Pöchhacker, F. and Liu, M. eds. 2014. Aptitude for Interpreting. Amsterdam: John Benjamins.
• Roy, C. B. 2000. Interpreting as a Discourse Process. New York and Oxford: Oxford University Press.
• Roziner, I. & Shlesinger, M. 2010. “Much ado about something remote: Stress and performance in remote interpreting”. Interpreting 12 (2). 214–247.
• Wadensjö, C. 1998. Interpreting as Interaction. London; New York: Longman.
• Wadensjö, C. 1999. “Telephone Interpreting & the Synchronization of Talk in Social Interaction”, The Translator 5 (2), 247-264.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Assess and explain the causes of the socio-political and cultural complexities in commercial interpreting (COMI) contexts and apply the understanding of these phenomena to the role of the interpreter in order to predict developments and shifts within that role.
b. Apply theory and principles in COMI, communication and negotiation to professional practice.
c. Identify and understand the range of COMI contexts in which interpreters work, differentiate between what is required of the interpreter in this range of contexts, and to apply an appropriate professional-level skillset to each different context.
d. Demonstrate specialist knowledge and skills deriving from extensive information search and skill practice in all areas of professional activities.
e. Critically reflect upon and make appropriate judgments in terms of their own professional performance within these specific discoursal and conceptual fields.
f. Engage with and interpret, at a complex level, layers of meaning within discourse.
Skills
Research skills, note-taking skills, analytical skills, presentation skills, specialist communication skills.
This module will introduce students to various forms of simultaneous interpreting (SI) practice, core theories and principles, problems frequently encountered, and the relevant skills required. It will also cover key issues of professional practice. Furthermore, discussion will also include the reason simultaneous interpreting has been considered as a more advanced mode of interpreting, and how it differs from consecutive interpreting. A relevant task, sight interpreting/translation, and its functions in simultaneous interpreting will also be included. Materials on general and specific topics include both English and Mandarin Chinese, and each direction for interpreting occupies half of semester.
Content outline
• Introduction to conference interpreting: overview, history, ethical considerations, organisations which employ or work with conference interpreters, and equipment
• Simultaneous interpreting: particular skills required (multi-tasking, anticipation, décalage or EVS, paraphrasing, clozing, summarising etc.)
• Particular difficulties for interpreting tasks between English and Mandarin Chinese and coping strategies (e.g. numbers, fast or dense speech, typical expressions, metaphors and jokes)
• Memory/note-taking and re-expression exercises to strengthen linguistic resources (e.g. re-organization, paraphrasing and chunking)
• Discussing recorded interpretations of speeches for self/peer-assessment
Indicative reading list and resources
Suggested reading list
• Downie, J. (2016). Being a Successful Interpreter: Adding Value and Delivering Excellence. Abingdon: Routledge.
• Gile, D. (2009). Basic Concepts and Models in Interpreter and Translator Training. Amsterdam and Philadelphia: John Benjamins.
• Gillies, A. (2013). Conference interpreting: a student’s practice book. Milton Park, Abingdon, Oxon: Routledge.
• Hild, A. (2014). The role of self-regulatory processes in the development of interpreting expertise. Translation & Interpreting Studies: The Journal of The American Translation & Interpreting Studies Association, 9(1), 128.
• Jones, R. (2002). Conference interpreting explained. Manchester: St. Jerome.
• Pöchhacker, F. (2016). Introducing Interpreting Studies (2nd ed.). London: Routledge.
• Pöchhacker, F. (Ed.). (2015). Routledge Encyclopedia of Interpreting Studies. Milton Park, Abingdon, Oxon and New York: Routledge.
• Sawyer, D.B. (2004). Fundamental Aspects of Interpreter Education. Amsterdam and Philadelphia: John Benjamins.
• Setton, R. (2011). Interpreting Chinese, Interpreting China. Amsterdam: John Benjamins.
• Setton, R. & Dawrant, A. (2016). Conference Interpreting. A complete course. Amsterdam: John Benjamins.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Apply theories of simultaneous interpreting to professional practice.
b. Identify the range of contexts using SI in which interpreters work, to differentiate between what is required of the interpreter in this range of contexts, and to apply an appropriate professional-level skillset to each different context.
c. Demonstrate specialist knowledge and skills deriving from extensive information search and skill practice in all areas of SI professional activities.
d. Critically reflect and make appropriate judgments in terms of their own professional SI performance, and to critically assess voice projection, intonation, and modulation, as meaning-making elements.
e. Engage with and interpret, at a complex level, layers of meaning within discourse.
f. Work autonomously, manifested in self-direction, self-discipline, and time-management
Skills
Research skills, IT skills, analytical skills, presentation skills
The dissertation will take one of the following forms:
• An extended essay on an aspect of interpreting theory and practice (for example, on relevance theory or discourse analysis)
• A case study documenting an extended interpreting engagement (preparation, glossary work, evaluative research bibliography, think-aloud protocol, relationship with clients etc)
Learning Outcomes
On successful completion of this module (and their dissertation), students will be able to:
a. Critically reflect upon and make appropriate judgments in terms of their own professional performance, and apply those judgements within a particular thematic or practice-based area, as selected by the student.
b. Contextualise and theorise a variety of perspectives and professional situations.
c. Synthesise and present complex ideas, in both written and oral form, within the framework of a structured and reasoned argument in a well-articulated, and stylistically mature fashion.
d. Develop independent and sophisticated insights into the world of the professional interpreter, and to demonstrate these through the undertaking of an independent research project.
e. Work autonomously, manifested in self-direction, self-discipline, and time-management.
Skills
Research skills; writing skills; analytical skills; independent study skills; time-management skills.
This module will introduce students to various forms of consecutive interpreting (CI) practice, core theories and principles, problems frequently encountered and the relevant skills required, such as active listening, note-taking, and communicative and public speaking skills. It will also introduce students to key issues of professional practice. Materials on general and specific topics include both English and Mandarin Chinese, and each direction for interpreting occupies half of semester.
Content outline
• Introduction to conference interpreting: overview, history, ethical and commercial considerations, and personal qualities and skills required to become a good interpreter.
• Code of ethics, client issues, facilitating face-to-face communication and handling stress.
• Consecutive interpreting: modes and types of CI (e.g. conference consecutive and liaison).
• Particular difficulties for interpreting tasks between English and Mandarin Chinese and coping strategies (e.g. numbers, fast or dense speech, non-stop speakers).
• Active listening, memory/note-taking, re-expression, and delivery.
• Discussing recorded interpretations of speeches for self/peer-assessment.
• Practice of consecutive interpreting of speeches for self/peer assessment.
• Practice of liaison interpreting: role-plays of business meetings and press conferences.
Indicative reading list and resources
• Blinstrubaité, A. (2000). “Interaction in liaison interpreting.” Perspectives, 8(2), 125-133.
• Downie, J. (2016). Being a Successful Interpreter: Adding Value and Delivering Excellence. Abingdon: Routledge.
• Gile, D. (2009). Basic Concepts and Models in Interpreter and Translator Training. Amsterdam and Philadelphia: John Benjamins.
• Gillies, A. (2013). Conference interpreting: a student’s practice book. Milton Park, Abingdon, Oxon: Routledge.
• Hild, A. (2014). “The role of self-regulatory processes in the development of interpreting expertise.” Translation & Interpreting Studies: The Journal of The American Translation & Interpreting Studies Association, 9(1), 128.
• Jones, R. (2002). Conference interpreting explained. Manchester: St. Jerome.
• Pöchhacker, F. (2016). Introducing Interpreting Studies (2nd ed.). London: Routledge.
• Pöchhacker, F. (Ed.). (2015). Routledge Encyclopedia of Interpreting Studies. Milton Park, Abingdon, Oxon and New York: Routledge.
• Sawyer, D.B. (2004). Fundamental Aspects of Interpreter Education. Amsterdam and Philadelphia: John Benjamins.
• Setton, R. (2011). Interpreting Chinese, Interpreting China. Amsterdam: John Benjamins.
• Setton, R. & Dawrant, A. (2016). Conference Interpreting. A complete course. Amsterdam: John Benjamins.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Apply theory and principles to professional practice of consecutive interpreting (CI).
b. Identify and assess how CI practice varies to suits a range of contexts, and to apply an appropriately differentiation CI skillset to each different context.
c. Demonstrate specialist knowledge and differentiated, mode-specific skills in those areas of professional activity where CI is the requisite mode.
d. Critically reflect and make judgments that are appropriate to the application of CI mode to context in terms of their own professional performance, and critically evaluate their ongoing acquisition of professional-level skills in that regard.
e. Engage with and interpret, at a complex level, layers of meaning within the discoursal and conceptual domains of each specific interpreting task.
This new module involves spending a certain length of time in an appropriate placement during any given period in the year agreed together by the Centre for Translation and Interpreting (CTI), the employer/employing unit (if applicable), and the student. The total duration of the placement should range between 120-420 hours but does not have to be taken in a block of time (from approx. 17 full days -- 7 hours per day – or 6 weeks of part-time placements – 20 hours per week -- up to 60 full days or 21 weeks of part-time placements). The placement must finish by September in the year the student expects to graduate. The placement can be hosted in the University or at a relevant organisation in Northern Ireland or elsewhere. All kinds of organisations are eligible, as long as the tasks assigned to the student are considered relevant to a career in the language services industry or any other industry that requires the skill set developed in the programme of MA Translation or MA Interpreting.
The onus will be on the students to obtain a placement. There are two different routes: students may (1) apply for an existing opening in the CTI internally, e.g. a position in the CTI Information Hub, or one currently offered by an external institution that has an internship agreement with the CTI, or (2) locate a placement on their own. Both routes require approval from the CTI to ensure the suitability of the placement; for the first route, there will be an internal selection process undertaken by the CTI if availability with the intended employer is limited. Students will be provided with support from the Careers, Employability, and Skills Service in the Student Guidance Centre. Students must submit pre-placement paperwork, which includes a maximum of one A4 page documentation showing the suitability of the placement (how it links to the student’s studies), the goal(s) of the student, and how the student intends to accomplish the goal(s). The deadline for submission is one month prior to the decision for the placement proposal being made.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Identify and explain the range of contexts in which translators and interpreters work, to differentiate between what is required of the translator/interpreter across a full range of professional environments, working with various agents and entities, and to choose and apply an appropriate professional-level skillset to each different context.
b. Effectively apply the principles of translation and interpreting to professional-level translator and interpreter practice and justify how their practice is fit for purpose.
c. Explain how the wider language-services sector operates, and to be able to relate their own profession to that wider context in terms of professional practice.
d. Critically reflect and make appropriate judgments in terms of their own professional performance.
e. Demonstrate specialist knowledge and skills deriving from extensive research in all areas of professional activity.
f. Evaluate appropriate professional codes of behaviour and practice within each work context.
Skills
Completion of the placement and relevant assessment will allow students to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: ability to identify relevant and context-specific knowledge, sources and data; understand, evaluate and internalise such information in one’s own behaviour
• Analytical Thinking: ability to identify measures suitable for specific contexts to address the issues at hand as a cross-cultural communication and language professional
• Critical & Independent Thinking: ability to analyse each individual situation to establish context-dependent best practices and defend one’s choices when encountering questions or criticism
Professional and employability skills
• Communication Skills: ability to communicate ideas clearly both orally and in writing, either as a participant of the communication or interpreter/translator
• Teamwork: ability to work with others in a team, make contribution in different positions, negotiate conflicts, and help the team achieve goals
• Diversity: ability to acknowledge and be sensitive to cultural and personal differences present in the working environment and act accordingly
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Efficient and effective work practice: ability to work efficiently to deadlines, both individually and as part of a team
• Time Management: ability to prioritise tasks at hand and properly allocate time and energy, cope with stress, and negotiate deadlines or expectations when necessary
• Entrepreneurship: ability to demonstrate innovative ways to build one’s own reputation and professional network and identify a niche market for career success
Technical and practical skills
• Information Technology: ability to use contemporary and relevant ICT, and to learn new IT skills, e.g. search engine, project/client management, CAT, TM, TB, and MT
• Regulations and standards: be aware of the current rules and regulations concerning ethics, confidentiality, and information management, and the ability to meet the requirements
Normally a strong 2.2 Honours degree (with minimum of 55%) or equivalent qualification acceptable to the University in any discipline.
A 2.2 Honours degree below 55% (or equivalent qualification acceptable to the University) may be acceptable with relevant professional experience. Applicants with qualifications below 2.2 Honours degree standard may be considered if they can demonstrate a minimum of three years relevant professional experience.
If you would like further informal advice, please contact course convenor Dr Chen-En Ho c.ho@qub.ac.uk.
Please contact the programme team for information on the language pairs offered for 2025 entry (students must demonstrate a high level of proficiency in both languages).
Applicants are advised to apply as early as possible and ideally no later than 15th August 2025 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit the link below for more information. http://go.qub.ac.uk/RPLpolicyQUB
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Careers in interpreting and translation can be both highly intellectual and extremely rewarding in a practical sense. In addition to international organisations, interpreters and translators can find employment in a range of roles in diverse companies or work as freelancers for agencies and/or direct clients. Professional interpreting and translation skills are valued in many areas of employment, notably banking and finance, politics, NGOs, publishing, libraries, arts venues, management consultancy, law, and jobs in engineering and manufacturing, due to their international client base. Interpreters and translators are also required in a wide range of other activities and lines of work, including aiding police investigations and other security services, supporting migrant communities, conference proceedings, sports events, and governmental communications. http://www.qub.ac.uk/directorates/sgc/careers/
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
