Translating and Interpreting - Draft 2

PSPTIS137 Use chuchotage (whispered simultaneous) to interpret_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS137

UNIT TITLE

Use chuchotage (whispered simultaneous) to interpret

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to interpret from a source language to a target language in chuchotage mode, preserving key information and the intent of the source message. It includes anticipating the intent of a source to assist the message transfer process.

 

This unit applies to those working as interpreters in chuchotage mode, either alone or collaboratively as part of a team.

 

An interpreter applying chuchotage mode is required to interpret in one language direction, from source to target, at the same time as source utterances are delivered.

 

Chuchotage is applied in complex settings. Complex settings are those in which the elements of the setting, or the number of parties involved, limit the interpreter from managing the interaction. The interpreter may be required to switch modes in a challenging dialogic or monologic environment, where there is a range of participant interests and personal welfare and safety issues that need to be considered. The content of communication may not easily be predicted or planned for, and there are limited opportunities for error correction.

 

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

 

6 Comments

Title - rename to make competence clear

"Use chuchotage in complex dialogue settings"

Heather Glass 09.06.2022 03.36PM

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Intent

"Reiterating my comment in round 1, that 'gist' was deliberately chosen because there are language pairs where the linguistic and cultural distance is such that the best the interpreter at the non-conference level can achieve is general intent. Can we please add the modifier 'general' to 'intent'?"

Heather Glass 05.06.2022 07.36PM

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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'. That is precisely WHY this unit is needed, as an interactional management competence. Please correct""

Heather Glass 05.06.2022 07.33PM

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Challenging[sic] monologic environments

"What does this mean? A monologue environment at this level is about speeches, presentations, lectures and so on. Do we envisage interpreting at a demonstration or union rally where people are screaming and throwing bottles?! If a spoken language monologue is to be interpreted simultaneously, aren't we talking conference interpreting?"

Heather Glass 05.06.2022 07.32PM

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Dialogic, monologic

"Throughout all the units of competence and all the qualifications relating to interpreting, the established terminology is 'dialogue settings', 'monologue settings'. Why is it necessary to suddenly and randomly introduce 'dialogic environments' and 'monologic environments'? In particular, good practice in TP development is to use plain English. There is nothing plain about 'dialogic environments' and 'monologic environments'. Remove any reference to monologues from this unit, and correct 'dialogic environments' to dialogue settings."

Heather Glass 05.06.2022 07.28PM

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Use of chuchotage in monologue settings

"This competence was identified in the GSA development project and confirmed by Hale et al in 2020, as being ONLY about an interpreter being required to switch modes in challenging dialogue settings. The ability to interpret monologues simultaneously is a different competence than what is described in this unit. It is NOT the case that this unit describes simultaneous interpreting in a monologue setting, and it is NOT the case that the TAC can just suddenly and randomly decide it does without any empirical foundation. If the TAC wants a unit in simultaneous interpreting of monologues, then develop another unit. "

Heather Glass 05.06.2022 07.25PM

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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, applying strategies to support retention and recall, and make required adjustments adjusting physical position to optimise source message sound reception.
    2. Identify key information to support recall and make the necessary omissions of redundancies in order to maintain pace.
    3. Identify key concepts, and explicit and embedded cultural concepts.
    4. Identify linguistic and non-linguistic elements of utterances affecting meaning.
    5. Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas.
  1. Transfer message to target language.
    1. Use a range of strategies and techniques to transfer communicative intent into the target language at an appropriate lag time from the source utterance, depending on the demands of the source and target languages.
    2. Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and intent of source message.
    3. Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery.
    4. Monitor elapsed time and interpreting performance to identify when it is necessary to rest.
  1. Evaluate interpreting performance.
    1. Evaluate performance in line with issues encountered and assignment requirements.
    2. Determine impact of assignment on self and identify areas for improvement.

3 Comments

PC 1.1

"This is chuchotage, not consecutive, therefore there is no need for memory skills. Remove: 'applying strategies to support retention and recall'. Utterances always have a verbal and a non-verbal component, which - unlike in the conference booth - can be reproduced in the dialogue setting in which this competence is applied. Add to the end of the PC, 'and visual cues'."

Heather Glass 05.06.2022 07.41PM

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PC 1.2

"For those of us who actually do this task, recording key information (e.g. dates, numbers, places, titles) is a key step to support recall, particularly in language pairs with significant cultural and linguistic distance between them. Can the TAC please accept that workplace reality and re-introduce the instruction to 'record'?"

Heather Glass 05.06.2022 07.40PM

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PC 2.2

"'general' intent, please. It is not the intention that this unit address conference interpreter level competence"

Heather Glass 05.06.2022 07.37PM

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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 PSPTIS086 Use chuchotage (whispered simultaneous) to interpret (LOTE-English).

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for PSPTIS137 Use chuchotage (whispered simultaneous) to interpret.

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 chuchotage on at least two occasions, one in each language direction, including:
    • applying skills two languages to achieve simultaneous message transfer in one complex dialogic setting and one monologic setting, including:
      • conceptualising and coherently expressing key information in the target language using context-specific terminology as necessary
      • enunciating clearly
      • simplifying language structure to reproduce implied meaning for delivery at the same pace as the source
      • using correct collocations
      • using colloquial language as appropriate to context and register of source utterance
    • solving problems of equivalence in message transfer
    • transferring cultural concepts and cues embedded in utterances
    • identifying source speaker in the interaction
    • preserving key information and the intent of the source message.

4 Comments

intent

"'general' intent, please."

Heather Glass 05.06.2022 07.46PM

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monologue settings

"The use of simultaneous interpreting in a monologue setting is not the competence of this unit. We are not talking NAATI tests. We are talking workplace competence, and this unit was identified and developed to address that competence, not one as yet unresearched and undefined. Remove any reference to monologic[sic] settings."

Heather Glass 05.06.2022 07.45PM

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dialogue setting

"See above for perplexity at the sudden need to do away with plain language and consistency and introduce 'dialogic' as opposed to 'dialogue' settings. Use the established terminology please"

Heather Glass 05.06.2022 07.43PM

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Missing word

"'applying skills IN two languages....'"

Heather Glass 05.06.2022 07.42PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • techniques to identify source speaker in multi-party discourse
  • WHS and performance management issues, practices and procedures relevant to chuchotage
  • theories that have influenced current interpreting practice, including:
    • effort model
    • form based and meaning based transfer.

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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 or case studies that require interpreting applying chuchotage mode in complex dialogue settings.

 

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

LINKS

Companion Volume Implementation Guide

1 Comments

Actual demonstration

"Does this assessment condition require that interpreting - even simulated - actually happen>"

Heather Glass 05.06.2022 07.47PM

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