Translating and Interpreting - Draft 2

PSP50822 Diploma of Translating_Draft 2

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Qualification description & entry requirements

QUALIFICATION CODE

PSP50822

QUALIFICATION TITLE

Diploma of Translating

QUALIFICATION DESCRIPTION

This qualification reflects the role of individuals who translate general purpose texts from one language to another, to convey information written in plain language to a limited and known audience in translated texts, or to an audience in translated spoken or signed utterances, that are fit for purpose and appropriate to the context, target audience and end use.

 

The Diploma of Translating prepares translators to translate texts that contain limited equivalence problems between source and target text, plain language and concepts accessible to the general public, and limited requirement for research on the subject beyond client resources. Limited and known audiences include the clients of community services, educational institutions, community information services and businesses, or may relate to government client relationships.

 

The English to LOTE specialisation is applicable to candidates whose strongest language is their LOTE.

 

The LOTE to English specialisation is applicable to candidates whose strongest language is English.

 

The Language pair direction specialisation is applicable to candidates who have equal facility in both their LOTE and English.

 

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

 

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

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Packaging rules

PACKAGING RULES

13 units must be completed:

 

  • 4 core units
  • 9 elective units.

 

The learner is required to choose one of the specialisations as outlined below.

 

Packaging for Specialisations

English to LOTE specialisation:

All Group A electives must be selected for the award of the Diploma of Translating (English to LOTE).

  • 3 units from Group A
  • 3 units from Groups B to E
  • 3 units from Groups B to E, or any current Training Package or accredited course.

 

LOTE to English specialisation:

All Group B electives must be selected for the award of the Diploma of Translating (LOTE to English).

  • 3 units from Group B
  • 3 units from Groups A, C, D or E
  • 3 units from Groups A, C, D or E, or any current Training Package or accredited course.

 

Language Pair Direction specialisation:

All Group C electives must be selected for the award of the Diploma of Translating (Language Pair Direction).

  • 6 units from Group C
  • 2 units from Group E
  • 1 unit from Group E, or any current Training Package or accredited course.

 

Auslan specialisation:

All group D electives must be selected for the award of the Diploma of Translating (Auslan).

  • 5 units from Group D
  • 2 units from Group E
  • 2 units from Group E, or any current Training Package or accredited course.

 

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

1 Comments

Number of units

"See comments under elective units. The packaging is chaotic and less units will serve industry's needs better."

Heather Glass 06.06.2022 04.42PM

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Core units

CORE UNITS

PSPTIS102

Apply codes and standards to ethical practice

PSPTIS103

Build glossaries for translating and interpreting assignments

PSPTIS104

Prepare to translate and interpret

PSPTIS106

Translate and certify non-narrative texts

 

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ELECTIVE UNITS

Group A: English to LOTE specialisation

PSPTIS107

Translate general purpose texts from English to LOTE

PSPTIS110

Demonstrate routine written LOTE proficiency in different subjects and cultural contexts

PSPTIS147

Read and analyse general purpose English texts to be translated

Group B: LOTE to English specialisation

PSPTIS108

Translate general purpose texts from LOTE to English

PSPTIS109

Read and analyse general purpose LOTE texts to be translated

PSPTIS111

Demonstrate routine written English proficiency in different subjects and cultural contexts

Group C: Language Pair Direction specialisation

PSPTIS107

Translate general purpose texts from English to LOTE

PSPTIS108

Translate general purpose texts from LOTE to English

PSPTIS109

Read and analyse general purpose LOTE texts to be translated

PSPTIS110

Demonstrate routine written LOTE proficiency in different subjects and cultural contexts

PSPTIS111

Demonstrate routine written English proficiency in different subjects and cultural contexts

PSPTIS147

Read and analyse general purpose English texts to be translated

Group D: Auslan specialisation

PSPTIS107

Translate general purpose texts from English to LOTE

PSPTIS108

Translate general purpose texts from LOTE to English

PSPTIS109

Read and analyse general purpose LOTE texts to be translated

PSPTIS111

Demonstrate routine written English proficiency in different subjects and cultural contexts

PSPTIS147

Read and analyse general purpose English texts to be translated

Group E: General electives

BSBCRT311

Apply critical thinking skills in a team environment

BSBWRT311

Write simple documents

CUAWRT401

Edit texts

ICTICT214

Operate application software packages

PSPLAN012

Converse in Auslan at a proficient user level

PSPTIS105

Conduct career planning

PSPTIS124

Apply theories to translating and interpreting work practices

 

QUALIFICATION MAPPING INFORMATION

Supersedes and is not equivalent to PSP50816 Diploma of Translating.

LINKS

Companion Volume Implementation Guide

13 Comments

PSPTIS130 Use Translation Technology

"This unit is too complex for the Diploma level and should be included in the Advanced Diploma level."

Bing Lee Teh 17.06.2022 03.36PM

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PSPTIS105 Conduct career planning

"Please keep this as an elective. Most students already know their career pathway when enrolled in the Diploma of Translating, so many students chose not to attend class."

Bing Lee Teh 17.06.2022 03.35PM

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PSPTIS105

"I agree that this career planning unit should remain an elective. For deaf translators there are very limited options for careers and students would already know what they are without doing this unit. "

Kate Matairavula 16.06.2022 03.36PM

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1 Reply

"When I teach it, I teach it with T&I as a component of the bigger picture of a learner's lief and career goals. For some learners T&I is all they're interested in. For some it's a side hussle. Either way, they need the industry and market knowledge. PSPLAN105 has only one element, which only tangentially deals with the content of PSPTIS105."

Heather Glass 16.06.2022 04.24PM

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CUAWRT401, PSPTIS124 and Aboriginal language candidates

"Nothing to say really, except that neither of these units are an option, and therefore are just yet another barrier to this cohort becoming qualified."

Heather Glass 06.06.2022 03.07PM

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2 Replies

"Hi Heather, it is for this reason that they are electives - therefore, candidates from Aboriginal language cohorts would not be required to complete them, which would then remove the perceived barrier. "

Melinda Brown 06.06.2022 04.41PM

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"They're also beyond the complexity of the skills appropriate to the AQF level of this qualification, Melinda, where a key skill is language benchmarked at ISLPR 3 or ACSF level 4 at the absolute best, and the practitioner is only semi-autonomous."

Heather Glass 06.06.2022 04.44PM

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Consistency of occupational outcomes and number of units

"What the T&I industry suffers from is too much variety and too many idiosyncratic pathways to the occupations. The industry does not need more flexibility in course structure, it needs less. The current Diploma has 12 units. By dint of consolidating the reading units with the comparative textual analysis unit, there is now one unit less. The TAC appears to have rejected the idea of developing subject area units for translating. There is nothing wrong with a Diploma with only 11 units, particularly if the alternative is to seek to 'pad' the qualification with units beyond the competence of the cohort, like CUAWRT401 and PSPTIS124, or with units, the relevance of which is highly questionable, like BSBCRT311."

Heather Glass 06.06.2022 03.05PM

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CUAWRT401

"A cursory glance at the foundation skills of this unit makes it abundantly clear it is well beyond the level of 'plain English' competence. ACSF levels for reading, writing and oral communication are all 'complex'. At Diploma level it is not just unlikely, but unreasonable to expect competence sufficient to edit for the purposes of publication. Remove."

Heather Glass 06.06.2022 03.01PM

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2 Replies

"This is an imported unit and the unit code 401 indicates that it is pitched at Certificate 4 level, so this should not present a barrier for Diploma level students. Again, it is an elective, so candidates who do not feel that this is appropriate for them are not required to select it. "

Melinda Brown 06.06.2022 04.44PM

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"It is beyond the complexity of skills appropriate to the AQF level of this qualification. The language requirements and the level of experience alone should make it clear, but just in case, a 'wide unknown audience' - ergo, an audience for published materials - is the province of the Adv Dip Translating. This unit is specifically identified as the competence to edit for publishing . Finally, let's face it, it's not up to the candidates to choose their electives, they have to take what the RTO has on scope and chooses to deliver. It has no place in any Diploma offering."

Heather Glass 06.06.2022 04.57PM

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PSPTIS124

"The reading and probably writing requirements for this unit are well beyond the competence that is 'plain English'. This is essentially a Masters course in a single unit. Further, at Diploma level, the practitioner is semi-autonomous and definitely does not have the experience, maturity and range of technical skills to be critiquing the work of other practitioners. Remove."

Heather Glass 06.06.2022 02.57PM

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Occupational outcome

"In 2018 a TAC was convened to make a case for change, because an error in the packaging rules enabled a qualification that gave no clear occupational outcome to be packaged. The error was to not specify units from the General Electives, which allowed an RTO to choose any units at all from anywhere in the Diploma of Translating. These packaging rules deliberately do the same. There seems little point in establishing specialisations if only to undermine them. For example, to have the language pair specialisation, a candidate must demonstrate all of reading, writing and transferring both LOTE and English; six units. With these packaging rules, an RTO could choose the English to LOTE stream and then package with it Translation to English, Write English, Write simple documents and three units from any other TP or course. Is the candidate qualified to translate in both directions, or not? They have not demonstrated competence in reading LOTE, but they've done several units that suggest they can translate to English. An RTO could choose the LOTE to English specialisation, and then package with it Translation to LOTE, Write LOTE, Write simple documents, Edit, and career planning. Is the candidate qualified to translate in both directions, or not? They have not demonstrated competence in reading English, but they've done several units that suggest they can translate to LOTE. Outside the specialisation, elective choices must be from among only General Electives and some limited choices from other TPs or courses. These packaging rules are a pathway to rorts and chaos. "

Heather Glass 06.06.2022 02.47PM

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