Translating and Interpreting - Draft 2

PSPTIS113 Interpret in general monologue settings_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS113

UNIT TITLE

Interpret in general monologue settings

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to interpret from a source language to a target language in general monologue settings, preserving the communicative intent of the source language.

 

This unit applies to those working as interpreters in consecutive and simultaneous (in the case of signed language to spoken and vice versa) modes, either alone, or collaboratively as part of a team.

 

An interpreter in the general monologue setting is required to interpret in one language direction, from source to target language. General settings are those in which the context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically few participants. Interpreting may be completed onsite or remotely. The elements of the setting must permit the interpreter some ability to manage the interaction to ensure communication and flow is not disrupted. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation.

 

The skills in this unit 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 unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

 

UNIT SECTOR

 

5 Comments

Application - restore this wording

"An interpreter in the general monologue setting is required to interpret in one language direction, from source to target language. General settings are those in which context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically only a few participants, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter some ability to manage the discourse to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation."

Heather Glass 09.06.2022 03.34PM

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Non-verbal cues

"In the subject area units - PSPTIS115, 117, 118 and 119 - candidates are required to 'use prosodic features, gestures and body language appropriate to the subject area context'. These are formative units. In demonstrating competence in transfer as is required in this unit, obviously we also need to see evidence of the transfer of non-verbal cues such as 'prosodic features, gestures and body language'. These things are extraordinarily difficult to identify and transfer over remote media. Can to a certain extent be identified and transferred if at least one interlocutor is physically present to the interpreter, as evidenced by practitioners and Dr Hlavac describing that situation as 'easier' than only visual access to interlocutors. PSPTIS116 also requires the demonstration of non-verbal communication skills. If we are requiring the use of these non-verbal features of linguistic competence in every unit building up to this one, we cannot logically exclude that skill from this unit, either by unit design or assessment method."

Heather Glass 05.06.2022 11.53AM

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Unit descriptor - onsite or remotely

"The above wording enables assessment of this unit by settings defined either of these. In other words, RTOs could decide to deliver and assess interpreting in dialogue settings using only remote media. That would be in direct contravention of the transfer competence established at this level by dint of extensive consultation and research during the GSA development project. It would also compromise the necessary ability to recognise and reproduce non-verbal cues, the former skill of which is specified in the PE, and the latter skill of which must be restored to the PE for this unit to be a valid description of the interpreter competence in this task. Restore the unit descriptor to the well-substantiated wording 'physical and visual access'."

Heather Glass 05.06.2022 11.18AM

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What task this unit describes

"It has become apparent that there is widespread misunderstanding of the derivation of this unit and the competency it describes. The unit envisages one speaker, a small audience (about six or seven people) in a relatively informal setting, not involving complex group dynamics, where the interpreter has physical and visual access and can therefore actually manage the interaction. This unit most definitely CANNOT be demonstrated over remote media. "

Heather Glass 04.06.2022 05.33PM

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Application - parameters of competence

"The amended wording of the unit application undermines the integrity of this unit and the competence benchmark it describes. This unit deals with transfer competence per se. It describes a level of transfer and linguistic competence specific to a small group (up to six) of interlocutors to whom the interpreter has physical and visual access. There is no evidence to suggest that the language competence necessary for audio interpreting is the same as the setting of this UoC (cf Dr Jim Hlavac). In fact, audio media preclude the demonstration of both verbal and non-verbal cues necessary to competence to transfer both content and intent of a message. Visual media also present challenges to identification and reproduction of both verbal and non-verbal cues. The advanced interactional management that interpreting over remote technologies requires is deliberately and separately described in PSPTIS133. Attempts to assess Diploma level transfer using only remote media are invalid and not based on empirical evidence that the language and transfer competences are equivalent to the face-to-face setting. Remove: 'Interpreting may be completed onsite or remotely.' Restore sentence to: The PHYSICAL elements of the setting must permit the interpreter to manage the interaction to ensure that utterances are suitable for retention and recall. Assess fundamental transfer competence in this unit. Assess the advanced interactional management necessary for remote technologies separately."

Heather Glass 04.06.2022 05.27PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Receive and analyse source message.
    1. Attend actively to source utterance, and identify and adjust physical position to optimise sound or visual reception and visual cues.
    2. Anticipate purpose and intent and strategies being used by the source to develop ideas.
    3. Use strategies to identify and retain key information.
    4. Identify relationships between verbal and non-verbal language, and identify cultural and other factors affecting meaning.
    5. Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.
  1. Transfer message to target language.
    1. Recall information from notes or memory.
    2. Recognise and address issues in message transfer associated with the setting, language and concepts.
    3. Reproduce message, maintaining its logical sequence and communicative intent.
    4. Deliver interpreting effectively, appropriate to audience and setting, without undue delay.
    5. Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.
  1. Evaluate interpreting performance.
    1. Evaluate performance in line with issues encountered and assignment requirements.
    2. Determine personal impact of assignment and identify need for debriefing and counselling.
    3. Consider process improvement strategies.

3 Comments

PC 1.4

"Do we need to add 'or signed language'?"

Heather Glass 04.06.2022 05.38PM

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PC 3.3

"So here we're happy just to consider process improvement strategies. If we have to document in PSPTIS112, why don't we have to document here?"

Heather Glass 04.06.2022 05.32PM

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PC 2.1

"This PC is likely a key factor in the misunderstanding associated with this unit. At Diploma level, it is not expected that the interpreter can use any more than the most basic of note taking: numbers, dates, proper nouns, lists. Amend to 'Recall information from basic notes...'"

Heather Glass 04.06.2022 05.32PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

UNIT MAPPING INFORMATION

Supersedes and is equivalent to PSPTIS041 Interpret in general monologue settings (LOTE-English).

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for PSPTIS113 Interpret in general monologue settings.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • interpret in general monologue settings on at least two occasions, one in each language direction, including:
    • using effective rhetorical techniques and methods to reflect the intention of the source
    • adapting embedded cultural concepts for correct message transfer
    • identifying non-verbal cues in message transfer
    • managing equivalence in message transfer
    • reproducing factually and linguistically accurate content
    • using strategies to retain and recall messages
    • using voice projection or intelligible sign production check sign language equivalent and interactional management skills to ensure cohesive and faithful transfer of messages
  • use language skills when completing the above interpreting, as applicable to the language pair, including:
    • applying correct structures, grammar and syntax to achieve coherent delivery
    • using clear pronunciation or sign production
    • using correct common idiom, collocations and slang
    • recognising and using diverse general and context-specific registers
    • recognising common metaphors and similes and implied meaning
    • using vocabulary based on general knowledge and specific to context.

5 Comments

Transfer of non-verbal cues

"The word 'use' is missing from the PE item relating to non-verbal cues. In the subject area units - PSPTIS115, 117, 118 and 119 - candidates are required to 'use prosodic features, gestures and body language appropriate to the subject area context'. These are formative units. In demonstrating competence in transfer as is required in this unit, obviously we also need to see evidence of the transfer of non-verbal cues such as 'prosodic features, gestures and body language'. These things are extraordinarily difficult to identify and transfer over remote media. PSPTIS116 also requires the demonstration of non-verbal communication skills. If we are requiring the use of these non-verbal features of linguistic competence in every unit building up to this one, we cannot logically exclude that skill from this unit."

Heather Glass 05.06.2022 11.54AM

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Use of registers

"At Diploma level, it is not expected that the interpreter will have the linguistic competence to 'use diverse general and context-specific registers'. This contradicts the linguistic parameters of this unit and confounds the benchmark of competence. Amend to: 'recognising diverse general and context-specific registers'."

Heather Glass 04.06.2022 05.47PM

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Voice projection...?

"Voice projection and sign production have nothing to do with cohesive and faithful message transfer. Voice projection is about being heard. Presumably there's a sign equivalent for being seen. Basic interactional management helps cohesion and fidelity. These are two separate things, both of which need to be in the PE."

Heather Glass 04.06.2022 05.44PM

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Artefact

"Remove 'check sign language equivalent'"

Heather Glass 04.06.2022 05.43PM

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Consistency

"'on at least two occasions, in a face-to-face situation...'"

Heather Glass 04.06.2022 05.42PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • strategies to assist retention of information and recall of source messages
  • concepts of meaning-based message transfer
  • communication techniques that facilitate interpreting process
  • cross-cultural perspectives of communication and behaviour which derive from cultural concepts and cues embedded in language
  • methods to transfer cultural concepts without compromising communicative intent of source
  • technical, language and interaction management techniques.

2 Comments

Technical and language techniques

"I'm not sure I understand what the above means. Aren't 'technical' techniques what are described in the PE under 'interpreting skills'? And aren't 'language' techniques what are described in the PE under language skills? And under the PE, interactional (not 'interaction') management skills are part of 'interpreting skills'. So are we talking about the same thing in the PE and the KE, or are they different? If they are the same, do we need to duplicate them in the KE?"

Heather Glass 04.06.2022 05.48PM

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Cross-cultural knowledge or perspectives

"This seems to be missing the point, which is as described in the PE (and the original UoC), that the interpreter should be seeking to transfer cultural concepts and cues in the process of interpreting in terms of their communicative intent, and not resort to explaining or literal transfer. So they need to be able to identify cultural concepts and cues and seek a pragmatics-based transfer solution. I think this wording is taking us unnecessarily to the chicken and egg question; does culture and the way it manifests in communication and behaviour come from language, or does language and the communication and behaviour it supports come from culture? Can't we just go back to the original and unambiguous wording of PSPTIS040?"

Heather Glass 04.06.2022 05.48PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a workplace or simulated environment that reflects workplace conditions.

 

Assessment must ensure access to:

  • scenarios of interpreting in each language direction
  • scenarios or examples of interactions between interpreters and clients that require diverse skills and strategies for interpreting in general monologue settings.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

2 Comments

Broken record alert!

"It is unclear why the statement about assessors satisfying RTO Standards can be included here, and a crucial statement that industry experts can be involved in assessment, and even more crucial definition of what constitutes an industry expert, cannot. If the resources training package can do it, why can't we?"

Heather Glass 04.06.2022 05.50PM

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Scenarios of interpreting

"Don't we need scenarios and examples as we do in the dialogue unit?"

Heather Glass 04.06.2022 05.49PM

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