Course Title: Build glossaries for translating and interpreting assignments

Part B: Course Detail

Teaching Period: VE 2020

Class Number: All

Class Section: All

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: LANG5848C

Course Title: Build glossaries for translating and interpreting assignments

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C5364 - Diploma of Interpreting (LOTE-English)

Course Contact: Bum Lee

Course Contact Phone: +61 3 9925 9665

Course Contact Email: bum.lee@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Teaching Staff:

Spoken languages:

Steph Palomares

steph.palomares@rmit.edu.au

Auslan:

Meredith Bartlett

meredith.bartlett@rmit.edu.au

Sarah Strong

sarah.strong@rmit.edu.au

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

None.

Course Description

This unit describes the skills required to develop glossaries for translating and interpreting assignments. It includes the ability to identify and source suitable reference material, and to make efficient use of tools and equipment.

This unit applies to those working as translators and interpreters who are responsible for minimising risks associated with inadequate preparation, or collaborating with colleagues in translating and interpreting tasks.

This unit will be delivered in a cluster as follows:

Spoken language stream - Terminology cluster:

  • LANG5848C Build glossaries for translating and interpreting assignments
  • LANG5863C Use routine health terminology in interpreting (LOTE/English)
  • LANG5864C Use routine legal terminology in interpreting (LOTE/English)

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:

PSPTIS002 Build glossaries for translating and interpreting assignments

Element:

1. Analyse assignment information

Performance Criteria:

1.1 Obtain and analyse assignment documentation and related background material.

1.2 Consider assignment requirements and need for glossary sharing to decide approach and format.

1.3 Select and obtain tools and equipment and identify up-to-date, relevant and comprehensive resources.

Element:

2. Establish familiarity with topic and context

Performance Criteria:

2.1 Access and make critical use of sources of information and reference material.

2.2 Critically analyse terminology in context and record selections in assignment-specific glossary template.

2.3 Identify areas requiring further subject knowledge and seek additional information from client, specialist advisors, or colleagues.

Element:

3. Review and evaluate glossary

Performance Criteria:

3.1 Review preparation to confirm it addresses assignment requirements and update glossary as necessary.

3.2 Consider and implement adjustments to improve process and outcomes of future preparation.

Learning Outcomes


    


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.


Teaching Schedule

 

  Topic
  Medical Legal
Week 1 Introduction Introduction
Week 2 Health system Legal system
Week 3 Common terms Common terms
Week 4 The human body systems Australia legal system
Week 5 Common Terms for Body Parts - Reader 1-2 Criminal law
Week 6 Reader 3-4 Criminal law
Week 7 Reader 5-6 Family law
Week 8 Reader 7-8 Family law
Week 9 Reader 9-10 Tribunal law
Week 10 Reader 11-12 Medico-Legal matters
Week 11 Reader 13-14 Police interpreting
Week 12 Reader 15 Civil law

 


Learning Resources

Prescribed Texts


References


Other Resources

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

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 

 


Assessment Matrix

Remove lines from script areaAdd lines to script area

PSPTIS002 - Build glossaries for translating and interpreting assignments 

 

AUSLAN:

 

 

Element 

Performance criteria 

Assessment Tasks 

 

 

Task 1  

Education Portfolio 

Task 2 

Education Dialogue 

Task 3 

Education Monologue 

Task 4 

Health 

Portfolio 

Task 5 

Health 

Dialogue 

Task 6 

Health Monologue 

1. Analyse assignment information 

 

1.1 Obtain and analyse assignment documentation and related background material. 

Q13 

 

 

Q14 

 

 

1.2 Consider assignment requirements and need for glossary sharing to decide approach and format. 

Q16, Q19 

 

 

Q17- Q20 

 

 

1.3 Select and obtain tools and equipment and identify up-to-date, relevant and comprehensive resources. 

Q14, Q17 

 

 

Q15, Q18-Q20 

 

 

2. Establish familiarity with topic and context  

2.1 Access and make critical use of sources of information and reference material. 

Q14 

 

 

Q15-Q17 

 

 

2.2 Identify areas requiring further subject knowledge and seek additional information from client, specialist advisors, or colleagues. 

Q14- Q16 

 

 

Q15-Q18 

 

 

2.3 Promote ethical standards and practice with clients, colleagues and others. 

Q8, Q20 

 

 

 

Q12, Q16, Q17, Q20 

 

 

3. Review and evaluate glossary 

3.1 Review preparation to confirm it addresses assignment requirements and update glossary as necessary. 

 

 

Q1 

 

 

Q1 

3.2 Consider and implement adjustments to improve process and outcomes of future preparation. 

 

 

Q1, Q2 

Q18 

 

Q1, Q2 

Page Break 

 

 

Foundation Skills – This section is only completed when foundation are explicitly stated in the unit of competency. In most Training Packages the foundation skills are integrated into the unit of competency and this is clearly stated.  

Foundation skill  

Description 

Describe how each foundation skill is demonstrated through the relevant assessment 

Learning (4)  

 

Identify areas requiring further subject knowledge and seek additional information 

Learning skills demonstrated in Assessment Tasks 1 & 4 (Education Portfolio and Health portfolio) - students are required to demonstrate they have consulted with others and used resources to expand their knowledge on specific subjects. 

Reading (4)  

Read, and analyse assignment documentation and terminology, definitions and setting specific information. 

Reading skills demonstrated in Assessment Tasks 1 & 4 (Education Portfolio and Health portfolio) - students are required to demonstrate they have accessed and made critical use of sources of information and reference material in order to prepare a glossary of terms. 

Reading skills are also demonstrated in Assessment Tasks 2, 3, 5 and 6 - students are required to read assignment briefs to prepare assignment specific glossaries. 

Writing (2)  

Prepare an education and health portfolio (written submission) 

Writing skills demonstrated in Assessment Tasks 1 & 4 (Education Portfolio and Health portfolio) - students are required to demonstrate they can successfully complete the portfolio using written English responses. 

Oral Communication (2)  

Demonstrate oral communication when consulting and negotiating with peers / trainers.  

Oral communication skills demonstrated in Assessment Tasks 1 & 4 (Education Portfolio and Health portfolio) - students are required to consult with peers/trainers to expand their knowledge and contribute to the shared glossary. 

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 in at least two assignments: for written languages one translating, one interpreting assignment; for languages without written form, two interpreting assignments. 

 

Task 1  

Education Portfolio 

Task 2 

Education Dialogue 

Task 3 

Education Monologue 

Task 4 

Health 

Portfolio 

Task 5 

Health 

Dialogue 

Task 6 

Health Monologue 

  • making efficient use of suitable print, electronic and human resources 

Q14-Q19 

 

 

Q15-Q20 

 

 

  • preparing, updating and managing glossaries 

Q17-Q19 

 

 

Q15-Q20 

 

 

  • reading and noting information sources for future reference 

Q19 

 

 

Q15-Q17 

 

 

  • setting up glossaries for shared use 

Q17- Q19 

 

 

Q18-Q20 

 

 

  • using internet search techniques to research precedents and inform target language choices 

Q17 

 

 

Q15, Q18 

 

 

  • using technology to create and use glossary templates 

Q17- Q19 

 

 

Q18-Q20 

 

 

 

 

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 

Task 4 

Health 

Portfolio 

Task 5 

Health 

Dialogue 

Task 6 

Health Monologue 

  • file and information management procedures, including processes for storing, retrieving and returning assignment material 

Q14, Q19 

 

 

Q15-Q20 

 

 

  • key sources of information to inform assignment preparation 

Q14 

 

 

Q15-Q17 

 

 

  • privacy and confidentiality requirements 

Q20 

 

 

 

 

 

  • requirements for shared glossaries 

Q16-Q19 

 

 

Q17-Q20 

 

 

  • structure and function of interpreting and translation glossaries 

Q16-Q19 

 

 

Q15-Q20 

 

 

 

 

Assessment conditions 

Describe how assessments meet the assessment conditions 

Evidence must include examples of glossaries developed for assignments. 

Tasks 1 and 4 focus on the development of an education and health glossary which is then used as a basis for two assignments (for each topic) and then reviewed / evaluated for future use with assignments. 

Consideration must be given to holistic assessment for this unit. Refer to advice in the Companion Volumes. 

Consideration has been given to holistic assessment and the unit is being taught and assessed alongside two specific terminology units to allow for integration of learning and assessment relevant to industry practice. 

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors. 

RMIT employment requires all trainers and assessors to comply with the Standards for RTOs in respect to holding the TAE40116, or higher VE qualification including any necessary updated units.  All employees must show currency within their vocational specialty along with their professional employment. 

 

SPOKEN:  

 

   

Grading

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.

 

Other Information

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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