Translating and Interpreting - Draft 2

PSP50922 Diploma of Interpreting_Draft 2

Please scroll down to review the various sections of this document. You can leave a comment by clicking on .
You can choose to be notified when someone else comments by clicking on
You can unsubscribe from notifications by clicking on

Qualification description & entry requirements

QUALIFICATION CODE

PSP50922

QUALIFICATION TITLE

Diploma of Interpreting

QUALIFICATION DESCRIPTION

This qualification reflects the role of individuals who interpret from a source language to a target language, in general dialogue and monologue settings where the interpreter is able to control the interaction to assist retention and recall.

 

In a general setting the context is usually broad and routine and the content or complexity of the situation can usually be predicted and planned for. There are typically two dialogue setting or a few monologue setting participants, to whom the interpreter has physical, visual or audio access.

 

The Diploma of Interpreting prepares interpreters for work typically in the community and business domains, including sectors such as general health, welfare and community services, educational and social contexts, and tourism. As well as interactions such as initial police interviews, over the counter interviews in customer and community information services, non-complex disability assistance, and other informal business and workplace interactions. The interpreting takes place where miscommunication or the consequences of errors in communicative intent can be readily managed through consultation and preparation, and where there are opportunities for error correction.

 

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.

1 Comments

Parameters of linguistic and transfer competence

"The parameters of linguistic and transfer competence at the Diploma level are established by the interpreter's physical and visual access to the interlocutors. This does allow one interlocuter to be remote, as long as the other is physically present to the interpreter. Correct the application from 'to whom the interpreter has physical, video or audio access' back to what it must be, which is 'to whom the interpreter has physical and visual access'. Anything else is a different competence than this unit describes."

Heather Glass 06.06.2022 03.21PM

You need to login to post a reply. or Register

Packaging rules

PACKAGING RULES

12 units must be completed:

 

  • 5 core units
  • 7 elective units, consisting of:
    • 5 units from Group A, Group B or Group C
    • 2 units from Group A, Group B, Group C, or any current Training Package or accredited course.

 

Any combination of electives that meets the above rules may be selected for the award of the Diploma of Interpreting. Electives may be packaged to provide a qualification with a specialisation, as outlined below.

 

Packaging for specialisation:

All Group A electives must be selected for the award of the Diploma of Interpreting (Spoken Language).

 

All Group B electives must be selected for the award of the Diploma of Interpreting (Auslan).

 

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.

5 Comments

Electives

"What is the point of creating specialisations if only to undermine them by allowing units to be taken from among any on the list? What is the point of duplicating units in specialisations and general electives: PSPTIS103, PSPTIS117, PSPTIS118, PSPTIS119, if they can be taken from any other category any way? These packaging rules are not logical and certainly confusing."

Heather Glass 06.06.2022 04.04PM

You need to login to post a reply. or Register

Packaging Rules

"I understand the inclusion of the monologue, language proficiency and even education terminology units in the Auslan specialisation, but I do not think students at the diploma level should be expected to manage interactions in complex settings. The other diploma level units are not expecting them to develop other skills for complex settings, and the qualification description above clearly states that the expectation reflects the role of interpreters in general (not complex) settings."

Sarah Strong 06.06.2022 09.51AM

You need to login to post a reply. or Register

3 Replies

"Absolutely agree with you Sarah. Interpreting in a complex setting where the physical elements of the setting prevent or limit the interpreter from managing interactions is beyond the competence of this level."

Heather Glass 06.06.2022 03.24PM

You need to login to post a reply. or Register

"I agree that Manage interactions in complex settings is not appropriate for Diploma students whether for Auslan or Spoken Languages. "Complex settings" are for the Advanced Diploma."

Bing Lee Teh 17.06.2022 03.15PM

You need to login to post a reply. or Register

"I also agree with Sarah that students at the diploma level shouldn't be expected to manage interactions in complex settings. Interpreting in complex settings requires a high level of subject knowledge, or intense assignment-specific preparation, diploma students are trained for this."

Ya-Ping Kuo 17.06.2022 04.25PM

You need to login to post a reply. or Register

Core units

CORE UNITS

PSPTIS102

Apply codes and standards to ethical practice

PSPTIS104

Prepare to translate and interpret

PSPTIS112

Interpret in general dialogue settings

PSPTIS114

Manage interactions in general settings

PSPTIS115

Use routine subject area terminology in two languages

 

0 Comments

This section doesn't have any comments.

ELECTIVE UNITS

Group A: Spoken Language specialisation

PSPTIS103

Build glossaries for translating and interpreting assignments

PSPTIS116

Demonstrate routine language proficiency in different subjects and cultural contexts

PSPTIS118

Use routine health terminology in two languages

PSPTIS119

Use routine legal terminology in  two languages

Group B: Auslan specialisation

PSPTIS113

Interpret in general monologue settings

PSPTIS116

Demonstrate routine language proficiency in different subjects and cultural contexts

PSPTIS117

Use routine education terminology in two languages

PSPTIS134

Manage interactions in complex settings

Group C: General electives

ICTICT214

Operate application software packages

PSPLAN014

Convey information between Auslan and English

PSPTIS103

Build glossaries for translating and interpreting assignments

PSPTIS105

Conduct career planning

PSPTIS113

Interpret in general monologue settings

PSPTIS117

Use routine education terminology in two languages

PSPTIS118

Use routine health terminology in two languages

PSPTIS119

Use routine legal terminology in two languages

PSPTIS133

Interpret through communication media

PSPTIS135

Sight translate

PSPTIS141

Interpret as part of a team

 

QUALIFICATION MAPPING INFORMATION

Supersedes and is not equivalent to PSP50916 Diploma of Interpreting (LOTE-English).

LINKS

Companion Volume Implementation Guide

11 Comments

ï PSPTIS105 Conduct career planning

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

Bing Lee Teh 17.06.2022 02.30PM

You need to login to post a reply. or Register

PSPTIS105 - conduct career planning

"I support this not being a core unit. For students working between Auslan and English this unit is not essential or needed for their learning as interpreters. It is more suitable as an elective. Career planning is fairly obvious for our cohorts and there are limited options which are already well known to students."

Kate Matairavula 16.06.2022 04.26PM

You need to login to post a reply. or Register

PSPTIS117

"I've argued elsewhere in specific feedback to PSPTIS142, that there is insufficient difference in the KE of this and the 142 unit to justify there being two units. It may be that if and when the Auslan cohort finish fixing 142, that this unit will be enough for spoken language interpreters. That can also mean, therefore, that we can remove reference to education, along with health and law, from PSPTIS115 and PSPTIS142. The types of discourse in those three subject areas are too many and too varied to be addressed summarily in 115 and 142."

Heather Glass 06.06.2022 05.27PM

You need to login to post a reply. or Register

PSPTIS133

"By definition, this unit is inappropriate for Diploma. The use of communication media immediately sets up the parameters of a complex setting, which is the province of the Advanced Diploma. Accommodation could be made in PSPTIS114 for the situation where the interpreter has physical access to one of two interlocutors, the other being remote. That would be within the linguistic parameters of the Diploma."

Heather Glass 06.06.2022 03.47PM

You need to login to post a reply. or Register

3 Replies

"The world of online work has changed so I would argue that this could be appropriate for the Diploma. In the real world entry level Auslan interpreters are doing online interpreting. Preparing entry-level interpreters would be an industry requirement of all interpreting agencies. Interpreting agencies are booking interpreters on video meetings regularly. They need to know their limitations and how to manage the media. "

Kate Matairavula 16.06.2022 04.37PM

You need to login to post a reply. or Register

"Yes. My suggestion is to amend PSPTIS114 to exactly that end; knowing and managing limitations. However, the real concern is the confluence of ability to manage interaction remotely and transfer competence. The two are separate because the former confounds the latter. There is anecdotal evidence, for example, that fail rates for spoken language candidates in NAATI tests are higher in the remote interpreting test than in the F2F test. That concurs with - albeit still limited evidence from - research that remote technologies affect language and transfer. IF PSPTIS133 and F2F assessment of transfer competence are kept separate and there is no licence for RTOs to seek to assess transfer competence with online modalities, THEN it would be safe for PSPTIS133 to be a Diploma elective. However, elsewhere in the qualification description and transfer unit applications and in knowledge evidence, it is proposed that interpreters not have to reproduce non-verbal message components, and it is proposed to introduce audio access to the Dip qualification description and to amend the definition of Dip level transfer competence to include remote delivery. All of this would add up to legitimising online assessment of transfer competence, without any validating research or evidence that the competence F2F and online is the same. Keep PSPTIS133 as a complex interactional management task, taught and assessed separately from basic interactional management and transfer competence. "

Heather Glass 16.06.2022 04.55PM

You need to login to post a reply. or Register

"I agree that this is really for the Advanced Diploma and is inappropriate for the Diploma cohort."

Bing Lee Teh 17.06.2022 02.40PM

You need to login to post a reply. or Register

PSPTIS133, 135 and 141

"The same argument against 134 as an option for Auslan applies to all three of these units for all language cohorts. By definition and design, all three of these units are for use in complex settings. In particular, for spoken languages PSPTIS141 requires negotiation and note taking and the presence of more than one interpreter constitutes a complex setting. Further, a proper reading and understanding of 135 makes it clear that the task is very much about complex, not plain English text. Complex test is beyond the competence of the Diploma level. The task is also sight translation to support interpreting. The type of interpreting that requires sight translation as a support is complex monologues; again the province of the Advanced Diploma. Finally, the unit requires knowledge of the 'iterative use of sight translation to create legally binding documents, including affidavits, informed consent, contracts and witness statements'. This is SO beyond the scope of a Diploma level candidate as to be terrifying otherwise. Any attempt to teach these two units at Diploma level will be an invalid, arguably irresponsible, undertaking. If an RTO wishes to use the licence to draw units from elsewhere, let them make the rocky case that any or all of these represent 'the complexity of the skills appropriate to the AQF level of this qualification, and therefore appropriate to an occupational outcome at Diploma level, but let us please not sanction it when it is not true. If the Auslan cohort needs some or all of these, then make them specific to Auslan. Again, the industry suffers from too many and too idiosyncratic pathways to the occupations. The point of moving to nationally endorsed qualifications was to achieve national standardisation and reduce the variation. The industry does not need more flexibility in course structure, it needs less. There is nothing wrong with a Diploma with less than 12 units, particularly if the alternative is to seek to 'pad' the qualification with units that are beyond the competence of the cohort."

Heather Glass 06.06.2022 03.45PM

You need to login to post a reply. or Register

PSPTIS116 - Discriminatory

"Here we have a perfect illustration of the probelm that there are not separate English and LOTE versions of this unit. In round 1 I argued comprehensively for the need to address both A and B languages separately, the fact that it cannot be assumed that an interpreter candidate has the requisite competence in both a standard version of their A language and their B language, and that making it possible for an RTO to exclusively deliver this unit in either LOTE or English , but not both, will work to exclude and discriminate against candidates who need the opposite language from the one the RTO chooses. There must be at least two units; one for English and one for LOTE and both must be separately available in the Diploma of interpreting. There is no logical reason otherwise. The practice of providing extensive English support to non-native speakers of English, and no LOTE support to native English speakers has been a TAFE blind spot for many, many years. It is one that in these days of political correctness and anti-discrimination legislation can no longer be countenanced. "

Heather Glass 06.06.2022 03.34PM

You need to login to post a reply. or Register

1 Reply

"I note that the equivalent Diploma level units, PSPTIS139 and 140, are both core in the Advanced Diploma of Interpreting. If anything, the additional work on A and B languages is even more important at the Diploma level. Two units, please."

Heather Glass 06.06.2022 04.50PM

You need to login to post a reply. or Register

PSPTIS113

"Quite extraordinary that the above is now mandatory for Auslan and elective for spoken languages. There are multiple occasions in which spoken language interpreters need to complete a task involving a monologue to a small group in an informal or semi-informal context. The logic of this is obscure. Is it just that with multiple interlocutors it becomes too hard to assess, particularly online? If that is the case, it is not a valid or acceptable objection. Competency standards and their packaged qualifications are about skilling a workforce, not making life easy for RTOs."

Heather Glass 06.06.2022 03.27PM

You need to login to post a reply. or Register