Course Title: Use routine education terminology in interpreting (LOTE-English)
Part B: Course Detail
Teaching Period: Term1 2021
Course Code: LANG5865C
Course Title: Use routine education terminology in interpreting (LOTE-English)
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5364 - Diploma of Interpreting (LOTE-English)
Course Contact: Ya-Ping Kuo
Course Contact Phone: 03 9925 3771
Course Contact Email: email@example.com
Name and Contact Details of All Other Relevant Staff
Teaching Staff: Spoken languages: Steph Palomares firstname.lastname@example.org Auslan: Meredith Bartlett email@example.com Sarah Strong firstname.lastname@example.org
Nominal Hours: 25
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit describes the skills required to understand and use routine education terminology in English and LOTE sufficient to interpret between the two languages in general dialogue or monologue settings in educational contexts.
This unit applies to those working as interpreters in a range of educational, training and children’s services contexts. The interpreter may be required to interact with students and their families, principals, teachers, administrators and pastoral care staff.
This unit will be delivered in a cluster as follows:
Auslan stream - Terminology cluster:
• LANG5848C Build glossaries for translating and interpreting assignments
• LANG5863C Use routine health terminology in interpreting (LOTE/English)
• LANG5865C Use routine education terminology in interpreting (LOTE/English)
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
PSPTIS046 Use routine education terminology in interpreting (LOTE-English)
1. Identify the context of educational terminology
1.1 Identify key features of the education and training system, including key people and institutions.
1.2 Describe standard procedures specific to communication in educational and classroom contexts.
1.3 Outline the role and responsibilities of interpreters and others in educational contexts.
1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.
1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts.
2. Develop understanding of educational terminology
2.1 Research and develop knowledge of routine educational terminology in English and LOTE.
2.2 Use clear pronunciation or signed production of educational terminology.
3. Use appropriate oral or signed communication in educational contexts
3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology.
3.2 Seek clarification of correct use and meaning of routine terms and associated processes.
3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.
3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context.
Details of Learning Activities
As a cluster of two units, learning activities may include discussion of common interpreting and translating topics, identifying key terminology for assignments, and conduct simulated preparation by building bilingual terminology. Students will be required to work with peers to share ideas, discuss assignment preparation and review and complete the terminology list together. Learning activities also include English comprehension practices, note-taking practice, English into English / LOTE reproduction exercises, presentation in English individually or in a group to enhance dialogue/monolingual interpreting exercises.
Please visit Canvas - Syllabus for weekly teaching schedule. All lectures will be delivered online via Collaborate Ultra and tutorials will be delivered on campus.
The unit is supported online using CANVAS. CANVAS gives access to important announcements, staff contacts details, the teaching schedule, assessment timelines and a variety of important teaching and learning materials. Access to CANVAS can be found on RMIT website: https://www.rmit.edu.au/students
Overview of Assessment
Assessment will be ongoing during the semester, and you will receive feedback on your progress. You will undertake a variety of assessment tasks and activities to assess your level of competence against key elements and performance criteria.
Assessment tasks may include, but are not limited to, the following:
- teacher directed class activities
- practical exercises
- group discussions and debates
- real or simulated monolingual interviews and dialogues
- recorded speeches and summaries of speeches
Assessment Tasks (AT) 1,2,3,4,5 and 6 from Terminology Cluster Spoken Languages: AT1 Legal Portfolio AT2 Legal Dialogue AT3 Legal Monologue AT4 Health Portfolio AT5 Health Dialogue AT6 Health Monologue Auslan: AT1 Education Portfolio AT2 Education Dialogue AT3 Education Monologue AT4 Health Portfolio AT5 Health Dialogue AT6 Health Monologue
PSPTIS046 Use routine education terminology in interpreting (LOTE-English) Element Performance criteria Assessment tasks Task 1 Education Portfolio Task 2 Education Dialogue Task 3 Education Monologue 1. Identify the context of educational terminology 1.1 Identify key features of the education and training system, including key people and institutions. Q1-Q4 1.2 Describe standard procedures specific to communication in educational and classroom contexts. Q6 1.3 Outline the role and responsibilities of interpreters and others in educational contexts. Q5 1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts. Q12 1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts. Q11 2. Develop understanding of educational terminology 2.1 Research and develop knowledge of routine educational terminology in English and LOTE. Q14-Q19 2.2 Use clear pronunciation or signed production of educational terminology. 4 4 3. Use appropriate oral or signed communication in educational contexts 3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology. 5 5 3.2 Seek clarification of correct use and meaning of routine terms and associated processes. Q15-Q17 6 6 3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting. 7 7 3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context. 8 8 Page Break Performance Evidence Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least two occasions. Task 1 Education Portfolio Task 2 Education Dialogue Task 3 Education Monologue using social, cultural and professional conventions applicable to the languages being used in routine educational and classroom contexts, including: customs, protocols and taboos 1 1 dialect, idiom, colloquialisms and language conventions 2 2 social conventions and consistent use of forms of address 3 3 Knowledge Evidence Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate. Task 1 Education Portfolio Task 2 Education Dialogue Task 3 Education Monologue basic principles of education and learning Q1 education and training institutions Q3 information sources for increasing educational knowledge and terminology Q14 effective working relationships between interpreters and teachers, educators and teacher aides Q5 public and private education systems Q4 relevant legislation and government policies Q7 security, confidentiality and duty of care Q8, Q9, Q20 WHS relevant to working in educational and classroom contexts Q6, Q10 Page Break Assessment conditions Describe how assessments meet the assessment conditions Assessment of this unit of competency must include use of scenarios, case studies and experiences. Practical assessment uses real world dialogue and monologue examples to allow students to demonstrate their knowledge and skills with industry standard and relevant educational interpreting scenarios. Practical assessment must take place in the context of real or simulated interpreting. Simulated dialogue and monologue interpreting scenarios are designed to provide realistic, current and authentic interpreting experiences with the use of live role-players (dialogues) and Consideration must be given to holistic assessment for this unit. Refer to advice in the Companion Volumes. Where possible, holistic assessment has been considered, in line with other assessment conditions and requirements. Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors. Assessors satisfy the NVR/AQTF mandatory competency requirements for assessors.
This course uses a competency-based assessment and will be graded as follows:
CA (Competency Achieved)
NYC (Not Yet Competent)
DNS (Did Not Submit)
All competency-based assessment tasks for this course must be completed at the required level (see the elements and key performance criteria for each unit) in order to achieve a CA (Competency Achieved). If a student has not completed ALL the assessment tasks or they have completed them but some or all are not at the required level, they will be assessed as NYC (Not Yet Competent).
If a student does not submit assessment tasks at all, a DNS result will be entered.
Applying for an Extension Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your course coordinator as early as possible, and before the due date for submission. You can apply for an extension using the University’s Extension Application Form – http://mams.rmit.edu.au/seca86tti4g4z.pdf – OR by emailing your course coordinator directly. An extension of up to seven calendar days may be granted if good reason can be demonstrated, namely that you have been affected by unexpected or extenuating circumstances. Include supporting evidence (such as medical certificates) with your application. Failure to keep a back-up copy of your assessment, planned house moves, regular extra-curricular activities, other assessments and regular work commitments are not usually accepted as grounds for granting extensions. Extensions beyond seven calendar days cannot be granted by course coordinators, tutors or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration. Applying for Special Consideration If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration Penalties for Late Submission If you have not been granted an extension or special consideration, late submission will be penalised as follows: 1. Assessment tasks submitted after the due date of submission shall automatically receive a penalty of five per cent of the grades available for that assessment per day for each calendar day (or part thereof) late. 2. No assessment task shall be accepted more than three weeks after the original due date without special consideration. Assessment Appeals If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include: a) You believe an error has occurred in the calculation of the grade; or, b) You believe the assessment did not comply with criteria published in the Course Guide; or, c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred). Full details of the procedure (including appeals procedure) can be located at this RMIT site: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals Academic Integrity Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source. If you are even in doubt about how to properly cite a reference, consult your course coordinator or the academic integrity website: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing Plagiarism and Collusion Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable. Examples of plagiarism include: • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation; • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation; • Piecing together text from one or more sources and adding only linking sentences; • Copying or submitting whole or parts of computer files without acknowledging their source; • Copying designs or works of art and submitting them as your original work; • Copying a whole or any part of another student’s work; and • Submitting work as your own that someone else has done for you. • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence. For further information, please see the RMIT Plagiarism Policy https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity –– and the RMIT Student Conduct Regulations – https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/conduct Plagiarism Software The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com Complaints Procedure: RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints. Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable. Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy Student Complaints Procedure: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/complaints/steps-to-take Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
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