Translating and Interpreting - Draft 2

PSPTIS115 Use routine subject area terminology in two languages_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS115

UNIT TITLE

Use routine subject area terminology in two languages

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to understand and use terminology from specific subject areas in two languages, sufficient to interpret between the two languages in general dialogue or monologue settings in those subject areas.

 

This unit applies to those working as interpreters in a range of contexts.

 

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, or only two, participants. Interpreting may be completed onsite or remotely. The elements of the setting permit the interpreter to manage the interaction 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.

 

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

 

4 Comments

Not interpreting competence!

"It should be remembered that the benchmark of competence in this unit is 'lower' than for the transfer units. Training for this unit builds ability to switch between languages. It does NOT require commensurate competence in accuracy. Accuracy is the province of the transfer units. This unit is a building block to transfer; it is about the nature of discourse and the ability to seamlessly switch between languages."

Heather Glass 04.06.2022 07.07PM

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Unit title

"The title of this unit and the question in the Validation Guide whether 'in interpreting' should be removed point to a degree of misunderstanding about the unit and what it describes. This unit and its Adv Dip counterpart, and those in both qualifications relating to health, education and the law, are all units in need of improvement. Apart from separating duplication of KE out of the Adv Dip units, amendments are needed to make it crystal clear that the units are about the ability to switch between languages in the context of particular types of discourse. Changes proposed in the unit and in the Validation Guide indicate that understanding has degenerated to the units being only about words in two different languages. Nothing could be further from the original intention. These units were developed at some speed in 2015, and so are not as well worded as they could be. Either we need to expand the word 'terminology' to 'vocabulary and expressions', or we need to define the word 'terminology' to be understood as 'vocabulary and expressions in the discourse of...' What about something like 'Use two languages in interpreting routine subject area discourses'?"

Heather Glass 04.06.2022 06.54PM

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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 vocabulary and expressions and the nature of discourse in the context of parameters that define the linguistic competence of the interpreter. The level of linguistic competence described in this unit is specific to routine and predictable situations involving no more than six 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 transfer of both content and intent of a message. Visual media also present challenges to identification and reproduction of both verbal and non-verbal cues, but straw polls of interpreters and the expert opinion of Dr Jim Hlavac strongly suggest that at least one interlocutor being physically present is within the linguistic competence this unit describes. Attempts to assess Diploma level linguistic competence using only remote media without the physical presence of at least one interlocutor are invalid and not based on empirical evidence that the language 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 the ability to switch between languages in the context of particular types of discourse in this unit. "

Heather Glass 04.06.2022 06.48PM

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1 Reply

"Please note that the parameters established in the unit description are the parameters of linguistic competence at this level."

Heather Glass 05.06.2022 07.05PM

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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. Identify the context of the terminology.
    1. Identify key features of the subject area, including key people and institutions.
    2. Identify the elements and nature of interaction specific to routine communication in the subject area context.
    3. Identify social, cultural and professional conventions and interpersonal and institutional dynamics of two languages appropriate to and observable in the subject area contexts.
    4. Discuss the role and responsibility of interpreters and others in the subject area contexts.
  1. Develop understanding of the subject area.
    1. Research and develop knowledge of routine subject area terminology in two languages.
    2. Use intelligible pronunciation or signed production of routine terminology from the subject area.
  1. Use appropriate oral or signed communication in interpreting.
    1. Receive and understand oral or signed communication using routine subject area terminology in two languages.
    2. Seek advice from appropriate persons or resources to clarify correct use and meaning of terms and associated processes.
    3. Use routine subject area terminology in two languages.
    4. Use prosodic features, gestures and body language appropriate to the subject area context.

5 Comments

PC 3.3

"Amend to: Use routine subject area vocabulary and expressions in two languages when interpeting"

Heather Glass 04.06.2022 07.02PM

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PC 3.1

"Amend to: Receive and understand oral or signed communication using routine subject area vocabulary and expressions in two languages"

Heather Glass 04.06.2022 07.02PM

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Element 3

"Use appropriate oral or signed communication in interpreted discourse"

Heather Glass 04.06.2022 07.01PM

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PC 2.1

"Amend to: Research and develop knowledge of routine subject area vocabulary and expressions in two languages"

Heather Glass 04.06.2022 07.00PM

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Element 1

"Amend to: Identify the context of the discourse"

Heather Glass 04.06.2022 06.59PM

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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 not equivalent to PSPTIS043 Use routine subject matter terminology in interpreting (LOTE-English).

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for PSPTIS115 Use routine subject area terminology in two languages.

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:

  • use routine subject area terminology in two languages on at least two occasions, one in each language direction, including:
    • using social, cultural and professional conventions applicable to the language being used in routine subject areas, including:
      • customs, protocols and taboos
      • language varieties
      • idiom and colloquialisms
      • consistent use of forms of address
  • during the above occasions use terminology in at least five of the following subject areas:
    • Aboriginal and Torres Strait Islander interests
    • education
    • environment
    • government and elections
    • immigration and settlement
    • money matters
    • social welfare and employment
    • tourism and events
    • culture and community
    • health
    • legal.

3 Comments

Subject area contexts

"Again, this unit is about the use of two languages in interpreted discourse. Why has the word 'contexts' been removed? In social welfare and employment, contexts may be: a Centrelink office, a job search office, rental accommodation, a performance management meeting, Workcover's offices, and so on. What discourses do 'subject areas describe? Put the word 'contexts' back in."

Heather Glass 04.06.2022 07.19PM

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Subject areas and discourse types

"Health, legal and education have separate, stand-alone units because they are HUGE subject areas, involving MULTIPLE different types of discourse. Education was originally written just for Auslan. We allowed it to be a subject area in this unit, because spoken language interpreters have limited involvement in education, essentially in parent-teacher interviews; a particularly specific and limited form of discourse. It is COMPLETELY inappropriate for health and legal to be included in this unit, and if including education is going to muddy the waters, then that topic should be removed as well. In that regard, I am again going to object to 'culture and community'. What types of discourse do we mean? Are we talking about the community domain? All these subjects are in the community domain. When we talk about 'culture' are we talking about 'cultural events'? Then why is it separate from tourism and events? I reiterate, this unit is not about words, it is about switching between languages in given discourses defined by contexts in the given subject area."

Heather Glass 04.06.2022 07.16PM

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Using two languages in interpreting

"There should be ABSOLUTELY NO suggestion that it is appropriate to assess the competence of this unit 'in each language direction'. Demonstration of competence has to be in interpreted discourse."

Heather Glass 04.06.2022 07.15PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • basic principles of the subject area
  • information sources for increasing subject area knowledge and terminology
  • role and responsibility of interpreters and others
  • key people and institutions relevant to subject area
  • nature and structure of interpersonal and institutional dynamics relevant to subject area contexts
  • WHS relevant to working in subject area contexts.

2 Comments

Policies, procedures and legislation

"In given subject area contexts, interpreters encounter and are subject to policies, procedures and laws that apply to those subject area contexts. Those policies, procedures and laws shape the discourses we are required to interpret. Please put this back into the KE. We are not dealing with words out of context; quite the opposite."

Heather Glass 04.06.2022 07.31PM

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Terminology

"Let's make it 'vocabulary and expressions' so there is no more confusion?"

Heather Glass 04.06.2022 07.29PM

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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, case studies, experiences or examples of interactions with colleagues and clients that require diverse skills and strategies for interpreting.

 

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

LINKS

Companion Volume Implementation Guide

1 Comments

NOT interpreting

"This unit is NOT about demonstrating '...diverse skills and strategies for interpreting'. It is about '...using two languages in interpreting routine subject area discourses'', or similar...."

Heather Glass 04.06.2022 07.33PM

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