Translating and Interpreting - Draft 2

PSPTIS136 Use complex subject area terminology in two languages_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS136

UNIT TITLE

Use complex subject area terminology in two languages

APPLICATION

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

 

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

 

Complex settings are those involving specialised subjects requiring a high level of subject knowledge, or intense assignment specific preparation. The elements of the setting, or the number of parties involved may limit the interpreter from managing the interaction. The interpretation may be completed onsite or remotely. Interpreting in this setting typically requires high levels of accuracy and accountability and assignments involving formality, or participants with high status and accountability. The content of communication may not easily be predicted or planned for, and there are limited opportunities for error correction. The consequences of errors in communicative intent can have significant implications.

 

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

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 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 education, health and law 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 05.06.2022 07.03PM

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1 Reply

"*Use two languages in interpreting COMPLEX subject area discourses"

Heather Glass 06.06.2022 09.55AM

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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 05.06.2022 07.02PM

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Parameters of linguistic competence

"The definition of a complex setting is: 'The PHYSICAL elements of the setting, or the number of parties involved, LIMIT the interpreter from managing the interaction'. Please correct"

Heather Glass 05.06.2022 07.01PM

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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 complex 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. Extend understanding of the subject area.
    1. Research and increase knowledge of complex subject area terminology in two languages.
    2. Use intelligible pronunciation or signed production of complex terminology from the subject area.
  1. Use appropriate oral or signed communication in interpreting.
    1. Receive and understand oral or signed communication using complex subject area terminology in two languages.
    2. Seek advice to clarify correct use and meaning of terms and associated processes.
    3. Use a range of complex subject area vocabulary and expressions in two languages when interpreting.
    4. Apply prosodic features, gestures and body language appropriate to the subject area context.

5 Comments

Element 1

"Amend to: Identify the context of the discourse"

Heather Glass 05.06.2022 07.07PM

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PC 2.1

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

Heather Glass 05.06.2022 07.07PM

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Element 3

"Use appropriate oral or signed communication in interpreted discourse"

Heather Glass 05.06.2022 07.07PM

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PC 3.1

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

Heather Glass 05.06.2022 07.06PM

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PC 3.3

"Amend to: Use a range of complex subject area vocabulary and expressions in two languages when interpreting"

Heather Glass 05.06.2022 07.06PM

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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 PSPTIS085 Use complex subject area terminology in interpreting (LOTE-English).

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for PSPTIS136 Use complex 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 complex subject area terminology in two languages on at least two occasions, one in each language direction, including:
    • recognising and using social, cultural and professional conventions applicable to the languages being used in complex subject area contexts, 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 six of the following subject areas:
    • commerce and trade
    • diplomatic relations
    • industry and technology
    • science and the environment
    • complex Aboriginal and Torres Strait Islander interests
    • culture and community
    • complex immigration and settlement matters
    • complex financial matters
    • complex health matters
    • complex legal and justice matters
    • complex education matters
    • complex social services matters.

2 Comments

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 05.06.2022 07.17PM

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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 the diploma general subject area unit, because spoken language interpreters have limited involvement in education, essentially in parent-teacher interviews; a particularly specific and limited form of discourse. Arguably it is not relevant to the Advanced Diploma. It is COMPLETELY inappropriate for health and legal to be included in this unit, and complex educational discourses are likely to largely be the province of Auslan interpreters only. 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'? What complex discourses are there in 'community' that are not covered in our community domain subjects? 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. What is envisaged by complex social services matters? Do we mean matters before the AAT? Then surely that is covered under the unit on the legal subject area, or perhaps under complex immigration and settlement matters, which, if before the AAT is arguably also covered under legal. How are complex financial matters separate from commerce and trade? What is envisaged that is not covered by commerce and trade?"

Heather Glass 05.06.2022 07.16PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • 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 in complex 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

"For subject areas not covered in the Dip unit, this knowledge is needed here, given that 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. We are not dealing with words out of context; quite the opposite."

Heather Glass 05.06.2022 07.23PM

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Terminology

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

Heather Glass 05.06.2022 07.18PM

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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:

  • case studies or examples of diverse interpreting assignments in complex dialogue or monologue settings in complex subject area contexts.

 

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

LINKS

Companion Volume Implementation Guide

1 Comments

NOT interpreting

"While this competence needs to be demonstrated in interpreting, we need to avoid the misapprehension that it is about interpreting. It is about '...using two languages in interpreting routine subject area discourses'', or similar....""

Heather Glass 05.06.2022 07.21PM

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