Course Title: Manage discourses in general settings

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: LANG5764C

Course Title: Manage discourses in general settings

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C5328 - Diploma of Interpreting

Course Contact : Atsuko Taniguchi

Course Contact Phone: +61 3 9925 3973

Course Contact

Name and Contact Details of All Other Relevant Staff

Japanese group
Atsuko Taniguchi (

Mandarin group
Linzi Lai (

Korean group: Anna H Lee Kim ( )

Nominal Hours: 20

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


Course Description

This unit covers skills and knowledge required to undertake interpreting between two languages in general dialogue settings. The main focus is to preserve the communicative intent of the message and transfer the meaning using a range of techniques. The settings for this level of interpreting mainly includes community services and information, education, health services, business, government services and tourism. This unit will be delivered in a cluster with the following unit:

PSPTIS506A   Interpret in general dialogue settings (LOTE)

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

PSPTIS507A Manage discourses in general settings


1. Plan discourse

Performance Criteria:

1.1. Establish assignment requirements with clients to identify planning and resource needs.
1.2. Arrange work environment to assist performance and ensure safe, comfortable and effective discourse settings.
1.3. Identify factors that may compromise interpreter effectiveness, and make adjustments where possible.


2.  Reach agreement with participants on process

Performance Criteria:

2.1. Confirm relationships between and with participants according to established protocols and practices.
2.2. Negotiate mutual agreement on roles, purpose and process of discourse suitable for the situation and participants and identify areas requiring further research.
2.3. Apply interpreting protocols in a professional manner and seek and provide clarification where required.


4. Monitor progress of discourse

Performance Criteria:

4.1. Identify and address problems in message transfer promptly to effectively transfer messages.
4.2. Monitor and facilitate interactions to ensure effective and equitable turn taking.
4.3. Identify communication challenges arising from cross-cultural and participant attributes, and use appropriate strategies to address them.
4.4. Identify personal and professional limitations in managing discourses and take necessary steps to accommodate these limitations.
4.5. Seek assistance from appropriate persons in challenging situations to manage discourse breakdown and restore communication.
4.6. Ensure conduct complies with professional standards and code of ethics.


3. Manage flow of communication

Performance Criteria:

3.1. Assess participant attributes and use appropriate communication style..
3.2. Identify and address factors affecting communication flow.
3.3. Advise speakers on length, pace and form of delivery in a professional and courteous manner.


5. Evaluate discourse management

Performance Criteria:

5.1. Seek and analyse feedback on discourse management from appropriate persons and evaluate effectiveness of performance to reflect code of ethics.
5.2. Take advice on issues and solutions and explore strategies to improve practice.

Learning Outcomes

Details of Learning Activities

This unit will be clustered and delievered with PSPTIS506A Interpret in general dialogue settings (LOTE). The learning activities may include comprehension exercises, note taking practice, reproduction exercises, memory retention exercises, role play exercises, dialogue interpreting exercises in common domains where paraprofessional interpreters may expect to work in such as education, health, legal, immigration, business, tourism, welfare services and research.
Full time students are being expected to produce Contextual Information Portfolio. 
For online group the learning activities are only from Manage discourses in general settings unit. The learning activities are listed on the blackboard shell for the program in a folder titled “Learning Activities”. Activities may include quizzes, site visits, discussion board entries, research reports, journals, and practical demonstration during interpreting practice sessions and assessment tasks.


Teaching Schedule

No Education Settings Interpret in general dialogue settings elements                                        Manage discourses in general settings elements                                              
1 Course introduction and overview/ Education

Receive and analyse source message.

Transfer message to target language.                                            

Evaluate interpreting performance.

Plan discourse
Reach agreement with participants on process.

Manage flow of communication.
Monitor progress of discourse.

Evaluate discourse management.

2 Education
3 Education
4 Health
5 Health
6 Social welfare/community services

Social welfare/community services 

Assessment 2: Dialogue Interpreting Test

  Mid Semester Break


Assessment 2 review

10 Business/Tourism
11 Immigration


Assessment 3 due

13 Legal


Assessment 3 feedback

15 Course review, revision                                                 
16 Assessment 4: Dialogue Interpreting Test

(*) Please note. In each general setting the Interpret in General Dialogue settings and Manage Discourses in General Settings elements will be covered.
(*) Please note. The topics are indicative only and may vary between language groups depending on their specific needs. The topics will be incorporated in dialogue interpreting practice and assessments. 
(*) Please note. In each general setting the Interpret in General Dialogue settings and Manage Discourses in General Settings elements will be covered.


Learning Resources

Prescribed Texts

Study guide for Units in Diploma in interpreting

Introduction to Interpreting Dialogues and Terminology


Gentile, A., Ozolins, U., & Vasilakakos, M., Liaison Interpreting. A Handbook, Melbourne University Press, 1996 *AUSIT Code of Ethics

Other Resources

The unit is supported online using Blackboard. The Blackboard gives access to important announcements, staff contacts details, the teaching schedule, assessment timelines and a variety of important teaching and learning materials. Access to Blackboard can be found at myRMIT

GUSS Skills Central ( is a site developed specifically for students in the School of Global, Urban and Social Studies at RMIT. It provides links to a range of resources for supporting student work on assessments and negotiating university studies more generally.

Overview of Assessment

Assessment will be ongoing during the semester and you will be asked a variety of assessment tasks and activities to assess your level of competence against key performance criteria.
These assessment tasks/activities include, but not limited to, the following:

- Practical demonstrations

- Role plays

- Observation checklists

- Peer review

- Real or simulated interpreting assignments

Assessment Tasks


Assessment task 1 – Simulated interpreting practice observation (peer and instructor)
From Week 2 onwards you will be observed in simulated interpreting practice as part of the class activity.
Observation list will be provided with expected standards to achieve a CA (Competency Achieved) for this assessment task.

Assessment task 2 - Simulated interpreting assignments
This assessment will be assessed with Manage discourses in general settings unit.
You will be expected to complete THREE simulated interpreting assignments. The task requires you to plan, prepare, manage and interpret in a simulated interpreting assignment in general settings. You are also expected to evaluate your interpreting performance in the form of reflection writing.

-Assignment Task 2-1 - Simulated interpreting assignments will due Week 7
-Assignment Task 2-2 - Simulated interpreted assignments will due in Week 12
-Assignment Task 2-3 - Simulated interpreted assignments will due in Week 16

The course is NAATI Accreditation unit. This Assignment task 2-3 will be assessed against NAATI accreditation test criteria USING A GRADED COMPETENCY. For academic qualification a student must achieve a minimum of Competent (CAG) result. For NAATI accreditation, a student must achieve a minimum of Competent with Distinction (CDI) or above.
The assessment descriptors and NAATI accreditation test marking guidelines used to assess your performance are available in the Essential Information Guide sent to you by email and also posted on the program Blackboard shell.

Assessment 3 – Log Book Section 1 and 2 ( this is co-assessed for LANG5767C in the ethics cluster class. Logbook section 1 and 2 are used to assess LANG5763C competencies as well.)
You are required to keep record of your interpreting practice, reflection, evaluation, observation of others and other professional development activities in the form of Log Book. The Log Book expected to be divided into THREE sections as below:
Section 1: Interpreting practices
This section will include the records of your own interpreting practices and self-evaluation/reflection
Section 2: Observation of other interpreters
This section will include the records of your observation and reflection of other interpreting practitioners (your peer/classmates, professional interpreters at actual assignments, interpreters on the media etc.).
Section 3: Other professional development activities + LANG5767C report
This section include will include the records of your observation and reflection of other interpreting practitioners (your peer/classmates, professional interpreters at actual assignments, interpreters on the media etc.).
Detailed instructions and logbook templates to be provided by the instructor.

Students are required to complete all the tasks and meet the competency standards to be deemed " Competent" for the course.

Assessment Matrix


  Full Time Group  
Elements Assessment task1     Assessment task 2 Assessment task 3      
Plan discourse X  X  X      
Reach agreement with participants on process.  X  X  X      
Manage flow of communication.  X  X  X      
Monitor progress of discourse.  X  X  X      
Evaluate discourse management.  X  X  X      

Other Information

Grading Schedule:

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) award.If a student has not completed ALL the assessment tasks or they have completed 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.
Learning Resources
RMIT Library
The University Library provides extensive services, facilities and study space as well as comprehensive collections of books, periodicals and other course related materials, such as DVD’s, magazines, slides, films etc. Computer laboratories with access to a wide range of desktop publishing software are also available. The library also has an expanding virtual collection of electronic resources and networks, including product data, e-books, electronic journals and newspapers, web based tutorials, online reference and document delivery services etc., all of which are accessible on campus, and off campus 24 hours per day. More information on library resources and services can be found at:
The Learning Lab is a collection of web-based resources including tip sheets and interactive tutorials on study skills, writing, English language development and maths. Access RMIT’s Learning Lab online via this link:

Assessment Tasks : 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 tutor or the course coordinator as early as possible, and no later than one working day before the due date for submission.
You can apply for extension using the University’s Extension Application Form – – or by emailing your course coordinator or tutor directly.
An extension of up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application.
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:
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 receive a penalty of five per cent of the grades available for that assessment per day for each day late.
2. No assessment task shall be accepted more than three weeks after the 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:

Special Consideration:

Students may apply for Special Consideration on a range of health or compassionate grounds where they experience unexpected or extenuating circumstances. Information on ‘How to apply for Special Consideration’ can be found at;ID=b1wqvnwk8aui

Special Consideration Policy:;ID=qkssnx1c5r0y
Special Consideration Procedure:;ID=riderwtscifm


Students are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism in oral, written or visual presentations is the presentation of the work, idea or creation of another person, without appropriate referencing, as though it is one’s own. Plagiarism is not acceptable. The use of another person’s work or ideas must be acknowledged. Failure to do so may result in charges of academic misconduct which carry a range of penalties including cancellation of results and exclusion from your course. Students are responsible for ensuring that their work is kept in a secure place. It is also a disciplinary offence for students to allow their work to be plagiarized by another student. Students should be aware of their rights and responsibilities regarding the use of copyright material.

RMIT Plagiarism Policy:;ID=sg4yfqzod48g1


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:;ID=tk82eodesmot1
Student complaints Procedure:;ID=i1lexipvjt22
Student Complaints Form:

Course Overview: Access Course Overview