Objectives of Programme's Learning Outcomes

• Linguistic Skills - Apply linguistic knowledge to the practice of translation or interpretation.
• Master the French language at level C2 of the Common European Framework of Reference for Languages.
• Master the foreign languages at level C2 in reading and listening, and level C1 in writing and speaking.
• Continuously assess and maintain that linguistic knowledge.
• Transmit a message expressed in another language, orally or in writing, all the while respecting the intention, the target audience, the linguistic register and the objectives of the original language and message.
• Cultural and Intercultural Competency - Utilise intercultural knowledge in order to understand, analyse, and contextualise in the practice of translation.
• Be familiar with the political, social and cultural environment of the working language and the chosen foreign languages, as well as a sustained effort to keep abreast of all new developments in those areas.
• Thematic Competency - Develop and apply thematic knowledge related to domains in which translation is practised.
• Identify what information and documentation is required.
• Cognitive Skills - Possess a solid theoretical grounding in translation and/or interpretation and be able to apply it to the professional practice thereof and actively pursue further independent development of it.
• Familiarise themselves with transposition techniques based on theoretical findings, subsequently leading to some practical automatisms.

Learning Outcomes of UE

The student will be able to exercise the following skills: overall comprehension and active and spontaneous use of frequently used expressions and simple statements, in the context of situations of daily life, in relation to the thematic fields relating to areas of immediate priority, and in compliance with the elementary rules of basic grammar: * in visual comprehension to globally perceive and understand simple messages clearly signed, linked to elementary needs and/or of immediate priority, including new messages whose elements are known or recognizable; * in interaction using a memorized repertoire of signs and expressions, and composing short utterances to correctly produce less familiar signs, and to maintain communication without being able to carry on a conversation; to participate in social exchanges without necessarily spontaneously fueling the conversation; to interact and therefore answer and ask simple questions, react to and make statements, request and give information or instructions in the field of foreseeable familiar activities and situations of everyday life; to say what he likes or dislikes; to express its agreement or disagreement; * in continuous production using a memorized repertoire of signs and expressions, and composing short utterances to correctly produce less familiar signs; briefly describe or introduce people, family, living conditions, education, work and current or recent daily activities, using a series of simple sentences or phrases.

UE Content: description and pedagogical relevance

Through the perception of various elements of language (signaire including signs and regional linguistic variants, grammar, rhythm, paralinguistic elements), with respect for deaf culture, the student will be able to: understand signed messages; sign; sign off. Language communication activities By resorting to bodily gestures, namely, eyes as tools of observation to perceive the expression of the face and the body, the signs and the space of signature; to understand the sign by itself (without the support of a word). the hands (flexibility and speed of execution), facial expression, bodily expression (flexibility of the trunk, shoulders, arms, neck and head, wrists and hands). the student will be able to:

* in visual comprehension within the framework of an exchange carried out slowly, clearly signed and in adequate spatial conditions; to understand very frequent expressions and a signatory relating to: himself, their specific needs, his family, its close environment, his work. to understand the essence of simple and clear messages; * in interaction using a memorized repertoire of signs and expressions, and composing short utterances, with pauses to look for signs, to correctly produce less familiar signs, and to maintain communication without being able to carry on a conversation; to intervene in short social exchanges, using elementary forms of politeness; to communicate in simple and routine tasks requiring only a simple and direct exchange of information on familiar activities and subjects; to have simple and short exchanges without however being able to lead the conversation; ask questions, answer questions, and exchange ideas and information in predictable, familiar everyday situations; to explain what he likes or dislikes; to express its agreement or disagreement; to indicate that he is following or not following the discussion and to ask to repeat in case of misunderstanding;
*in continuous production using a memorized repertoire of signs and expressions, and composing short utterances, with pauses to look for signs, to correctly produce less familiar signs; briefly describe or introduce people, family, living conditions, education, work, and current or recent daily activities, using a series of simple sentences or phrases; to explain what he likes or dislikes, using the grammar elements (and related signatory) below: the order of the signs, affirmation, questioning, imperative, negation (the signs of negation), spatialization (real space, iconic space, grammatical space), topicalization: introduction to the concept of "Topicalization" in LSFB, topicalization with questioning, the rhythm, the intensity of the signs (introduction), the different types of plurals, size and shape transfers (elementary level), personal transfers (classical, magnifying glass, stereotype, proform), situational transfers (elementary level), classifiers, manipulation/prehension verbs, multi-directional verbs, timelines, adverbs.

Prior Experience

Master the learning outcomes of the teaching unit "Sign languages (level 2)", namely: in the context of situations of daily life, in relation to the thematic fields relating to areas of immediate priority, and in compliance with the elementary rules of basic grammar: * in visual comprehension; globally perceive and understand simple messages clearly signed, linked to basic needs and/or immediate priority, including new messages whose elements are known or recognizable; * in interaction using a memorized repertoire of simple signs and expressions, and composing very short, isolated, usually stereotyped utterances to correctly produce less familiar signs, and to maintain communication; interact and therefore answer and ask simple questions, react to and make statements, request and give information or instructions in the area of immediate needs or on very familiar topics; * in continuous production using a memorized repertoire of simple signs and expressions, and composing very short, isolated, usually stereotyped utterances to correctly produce less familiar signs, and to maintain communication; use expressions, iconicities and produce simple sentences to introduce themselves, introduce people they know, describe their place of residence and explain what they do.