Translating and Interpreting - Draft 2

PSPTIS121 Translate special purpose texts from English to LOTE_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS121

UNIT TITLE

Translate special purpose texts from English to LOTE

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to translate special purpose texts from English to a language other than English (LOTE). It includes conveying the purpose and use of the source information in functionally equivalent translated texts for a specific audience.

 

This unit applies to those working as translators of special purpose texts.

 

Special purpose texts convey information in translated texts for a specific audience, or to a wide unknown audience in translated or signed utterances, with the same functional effect as the source texts, and which are accurate and appropriate to the context, target audience and end use. Special purpose texts contain significant equivalence problems between source and target texts and the text may have its own specific terminology. There may be a need to undertake extensive research and translate complex language and concepts, or significant implications for client reputation and image.

 

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

 

2 Comments

Utterance v text

"I recognise that the use of the term 'utterance' is an attempt to accommodate translation of written texts to languages without written form. Does 'utterance' include texts, or vice versa? If that is not the case, then the translation 'to' bit must be to translated or signed utterances or texts. Otherwise, the unit description ceases to address translation to a written language. Reading further in the PCs, it appears the word 'text' is used throughout. Again, if it is exclusive of 'utterances' this unit has become neither fish nor fowl."

Heather Glass 05.06.2022 01.57PM

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Functional effect

"'Functional equivalence' has been replaced as the quality benchmark in the Diploma transfer units with 'functional effect'. There is no reason for it to be otherwise in this unit. Amend to: "Special purpose texts convey information in translated texts for a specific audience in translated or signed texts, with the same functional effect as the source texts, and which are accurate and appropriate to the context, target audience and end use." "

Heather Glass 05.06.2022 01.54PM

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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. Analyse English special purpose source texts.
    1. Receive and manage source texts according to client requirements and conditions, and confirm they are complete and legible.
    2. Identify complex areas of content and language requiring additional research and gather reference material.
    3. Analyse source texts and apply knowledge of subject and context and experiences in related texts to determine key elements and potential translation problems.
    4. Choose approach to translation suitable to purpose and target audience.
  1. Translate English source texts to draft texts in LOTE.
    1. Research and apply established translation precedents and information from resources, to ensure consistent outcomes.
    2. Apply requirements of the subject and cultural context to translation.
    3. Apply recognised target language conventions, standards and formats to translation.
    4. Analyse and adapt cultural and linguistic content of source texts as appropriate for document end use.
    5. Produce draft translations of source texts that are accurate and coherent and appropriate for end use.
    6. Produce written or word processed documents, applying basic design elements to text.
    7. Record translation decisions and justification in glossary.
  1. Check draft translations.
    1. Identify and correct errors, fidelity issues and unsupported translation decisions.
    2. Refine and improve target texts.
    3. Evaluate subject-specific terminology and concepts, consistency, accuracy and functional equivalence of translated text.
    4. Ensure text type and document objectives are achieved and requirements are met in target text.
    5. Submit draft translation and glossary to independent reviser and subject advisor for review.
  1. Revise translations.
    1. Assess and incorporate advice from independent reviser and subject advisor.
    2. Discuss and resolve outstanding issues with appropriate persons as necessary.
    3. Undertake further self-revision until target text accurately reflects content and intent of the source text.
  1. Finalise and evaluate translations.
    1. Use technology to format translated texts according to agreed specifications and end use requirements.
    2. Proofread formatted texts using standard methods to annotate proof corrections.
    3. Submit final version of translated text and supporting documentation to clients.

6 Comments

PC 3.4

"How are text type objectives and document objectives different? The original wording was 'text type document objectives', where 'text type document' is all one thing, and an adjectival phrase associated with 'objectives'"

Heather Glass 05.06.2022 02.16PM

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PC 4.3

"The criterion, as per the unit application, is 'functional effect' and texts that are target audience focused; 'appropriate to the context, target audience and end use'. The criterion is NOT source text focus. Further, specifying accuracy, content and intent, is a tautology: by definition (cf. AUSIT Code of Ethics - https://ausit.org/wp-content/uploads/2020/02/Code_Of_Ethics_Full.pdf) accurate transfer conveys both the content and the intent of the source text. This PC also directly contradicts PC3.3, the unit application and the PE item below. It creates a fatal contradiction in the UoC in relation to the benchmark for competence. There can be no justification for keeping it."

Heather Glass 05.06.2022 02.14PM

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PC 3.5 and 4.1

"reviser OR subject advisor: one or t'other, not both."

Heather Glass 05.06.2022 02.13PM

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PC 3.2

"Suggest this step comes after PC 3.3"

Heather Glass 05.06.2022 02.12PM

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PC 3.3

"The criterion as per the unit application is 'functional effect', not functional equivalence."

Heather Glass 05.06.2022 02.11PM

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PCs 2.2 and 2.4

"These are the same, aren't they? Condense into one PC."

Heather Glass 05.06.2022 02.07PM

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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 PSPTIS062 Translate special purpose texts from English to LOTE.

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for PSPTIS121 Translate special purpose texts from English to LOTE.

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:

  • translate special purpose texts from English to a LOTE on at least two occasions applying:
    • advanced techniques to produce a translation that has the same functional effect as the source text and is accurate and appropriate for the context, target audience and end use
    • advanced bilingual research skills and the ability to critically apply specialist resources
    • a wide range of consistent registers and styles appropriate to end use
    • correct and idiomatic collocation, lexis and syntax
    • current and consistent specialist vocabulary, including foreign loan words
    • correct target language punctuation and paragraphing
    • textual devices that create cohesion and coherence, including cohesive markers and substitution devices
  • on each of the above occasions:
    • ensure factual correctness, including:
      • level of tense
      • gender
      • singular or plural
    • check content and formatting of translated text for consistency and accuracy, and correct as required
    • meet time and contractual requirements.

2 Comments

Observing deadlines and contracts

"Even introducing artificially timed assessments will not demonstrate competence to observe deadlines. Requiring a candidate to meet contractual obligations will require that prior to each assessment task, a contract will have to be drawn up. In both cases, we are now moving away from the competence of translation per se, to the competence of professional practice, which is covered in the code of ethics under 'maintaining professional relationships' and 'profession conduct' (https://ausit.org/wp-content/uploads/2020/02/Code_Of_Ethics_Full.pdf). And just to be clear, there is no argument for introducing artificially timed assessments. How long I take to do a translation is up to me and my desired capacity to earn, based on a thorough understanding of the principles of chargeable time (PSPTIS146 and how to improve productivity PSPTIS130). This PE item is a red herring in this unit. Remove it."

Heather Glass 05.06.2022 02.19PM

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Spelling

"Language varieties involve different 'spelling' (e.g. American, British; simplified v. traditional Chinese), a PE requirement that has been removed from this version of the UoC. So now we've left out the requirement to choose the language variety as appropriate to the target audience, which is pretty fundamental. What about putting in something like 'orthography appropriate to audience'?"

Heather Glass 05.06.2022 02.18PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • purpose and implications of translation of special purpose texts, including types of translation
  • translation techniques relevant to special purpose text assignments, including principles of:
    • direct and oblique translation
    • formal and dynamic translation
    • form based and meaning-based translation
    • literal and free translation
    • adaptation for clarity
    • contrastive analysis of meaning and language
    • equivalence at the level of discourse, pragmatics, syntax and word
    • grammatical function transposition
    • localisation
  • people who can act as revisers:
    • other translators
    • the client
    • subject matter advisors.

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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:

  • translation source and target texts, examples of research and glossaries, assignment experiences or examples of interactions with colleagues and clients that require diverse skills and strategies for translating special purpose texts from source language to target language
  • word processing and document management technology.

 

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

LINKS

Companion Volume Implementation Guide

1 Comments

Assessors

"I've said it everywhere else. Do not see why, if as the Validation Guide tells us, Assessment Conditions address 'any required characteristics of the assessor', and the resources TP does it, why we cannot specify here that industry experts are to be involved."

Heather Glass 05.06.2022 02.22PM

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