Course Title: Interpret in general monologue settings (LOTE-English)
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: LANG5857C
Course Title: Interpret in general monologue settings (LOTE-English)
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
Nominal Hours: 80
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 interpret from a source language to a target language in general monologue settings, preserving the communicative intent of the source language.
An interpreter in the general monologue setting is required to interpret in one language direction, from source to target language. General settings are those in which context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically only a few participants, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter some ability to manage the discourse to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation.
This unit applies to those working as interpreters in consecutive and simultaneous (in the case of Auslan) modes, either alone, collaboratively, in tandem, or as part of a team.
This unit will be delivered in a cluster as follows:
Monologue cluster:
Auslan stream:
- LANG5857C Interpret in general monologue settings (LOTE-English)
- LANG5860C Demonstrate routine LOTE proficiency in different subjects and cultural contexts (E-Group A)
- LANG5862c Demonstrate routine English proficiency in different subjects and cultural contexts (E)
Spoken language stream:
- LANG5857C Interpret in general monologue settings (LOTE-English)
- LANG5860C Demonstrate routine LOTE proficiency in different subjects and cultural contexts (E-Group A)
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
PSPTIS041 Interpret in general monologue settings (LOTE-English) |
Element: |
1 Receive and analyse source message |
Performance Criteria: |
1.1 Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues. 1.2 Anticipate purpose and intent and strategies being used by the source to develop ideas. 1.3 Identify and retain key information using mnemonic strategies. 1.4 Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning. 1.5 Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. |
Element: |
2 Transfer message to target language |
Performance Criteria: |
3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 3.2 Determine personal impact of assignment and identify need for debriefing and counselling. 3.3 Consider process improvement strategies. |
Element: |
3 Evaluate interpreting performance |
Performance Criteria: |
2.1 Recall information from notes or memory. 2.2 Recognise and address issues in message transfer associated with the setting, language and concepts. 2.3 Deliver interpreting effectively, appropriate to audience and setting, without undue delay. 2.4 Use techniques to transfer the communicative intent and reflect the characteristics of the source. 2.5 Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. |
Learning Outcomes
Details of Learning Activities
A range of activities will include: role plays, interpreting and presenting speeches (incorporating the use of videos and real people), note-taking practice, building contextual knowledge, building terminology in English and LOTE, peer observation in class and in guided weekly activities.
LANG5860C Demonstrate routine LOTE proficiency in different subjects and cultural contexts will be delivered with this unit in Monologue Interpreting cluster.
Teaching Schedule
Course syllabus - Spoken Language stream
2020 Sem 1 | ||
Week |
Topic |
Lecture/Workshop |
1 |
AATI CPI vs RMIT Assessments |
|
2 |
Intro to Interpreting |
"Dialogue, Seating arrangements, Management of discourse " |
3 |
Education |
Early Childcare, Primary and Secondary |
4 |
Health |
GPs, Community Centres, Home Visits |
Health | "Introduction to interpreting in community settings" Hospitals |
|
6 |
Welfare |
Centrelink, DHHS |
7 |
Welfare |
NDIS |
8 |
Preparation |
Research Skills |
9 |
Interpreting Skills |
Memory Retention and Note Taking |
10 |
Immigration |
Border Force |
11 |
Remote Interpreting |
Telephone |
12 |
VicRoads and others | Banking, telecom, insurance |
13 |
RMIT Exam Prep | Professional Behaviour |
14 |
Wrap Up |
Review |
15 |
Exam |
|
16 |
Exam |
|
Learning Resources
Prescribed Texts
References
Other Resources
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 Monologue interpreting demonstration (semester 2)
Task Instructions
Summary and Purpose of Assessment
This practical assessment task is the first of two (2) tasks you must complete satisfactorily to be deemed competent for this unit.
This assessment task will enable you to demonstrate your knowledge and skills in a general monologue setting to:
- receive and analyse source message
- transfer message from English to LOTE
- evaluate interpreting performance.
There are two parts to this task:
- Part A - Demonstration of interpreting skills
- Part B - Written responses to questions.
For the first part of the task, you are to provide quality, professional interpreting of general language, using consecutive (monologue) mode from spoken English into spoken LOTE. This will involve watching a video recording of a spoken English presentation and interpreting the source material into spoken LOTE. This demonstration is to take place on campus. You will be notified of the exact day and date two weeks prior to the assessment. One week prior to the scheduled time, you will be provided with an interpreting brief so you can prepare for the demonstration.
Assessment Task 2 Monologue interpreting demonstration (semester 2)
Task Instructions
Summary and Purpose of Assessment
This practical assessment task is the second of two (2) tasks you must complete satisfactorily to be deemed competent for this unit.
This assessment task will enable you to demonstrate their knowledge and skills in a general monologue setting to:
- receive and analyse source message
- transfer message from LOTE to English
- evaluate interpreting performance.
There are two parts to this task:
- Part A - Demonstration of interpreting skills
- Part B - Written responses to questions.
For the first part of the task, you are to provide quality, professional interpreting of general language, using consecutive (monologue) mode from spoken LOTE into spoken English. This will involve watching a video recording of a spoken LOTE presentation and interpreting the source material into spoken English. This demonstration is to take place on campus on a day and time scheduled two weeks prior. One week prior to the scheduled time, you will be provided with an interpreting brief so you can prepare for the demonstration.
The brief and environment will simulate the experience of a practicing interpreter and NAATI testing conditions. Students must be made aware that their demonstration:
- must be completed within a 10-15-minute timeframe - the word count for each monologue is approximately 200 words (+/- 10 words in English) and given in two segments of roughly 100 words.
- will be video and audio recorded for an assessor to review.
For the second part of the task, students are to complete the questions to evaluate their performance and to check their knowledge of interpreting in a monologue setting, support to deal with issues and your application of concepts.
Assessment Matrix
PSPTIS041 - Interpret in general monologue settings (LOTE-English)
Element |
Performance criteria |
|
|
|
|
Assessment Task 1: Monologue interpreting demonstration |
Assessment Task 2: Monologue interpreting demonstration |
1 Receive and analyse source message |
1.1 Attend actively to source utterance,and identify and adjust physical position to optimise sound reception and visual cues. |
A2-3 |
A2-3 |
1.2 Anticipate purpose and intent and strategies being used by the source to develop ideas. |
B1 |
B1 |
|
1.3 Identify and retain key information using mnemonic strategies. |
A4 B12 |
A4 B12 |
|
1.4 Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning. |
A5, A13 |
A5, A13 |
|
1.5 Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. |
A6 B6 |
A6 B6 |
|
2 Transfer message to target language |
2.2 Recall information from notes or memory. |
A8 B12 |
A8 B12 |
2.2 Recognise and address issues in message transfer associated with the setting, language and concepts. |
A7 B6
|
A7 B6
|
|
2.3 Deliver interpreting effectively, appropriate to audience and setting, without undue delay. |
A1, A7 |
A1, A7 |
|
2.4 Use techniques to transfer the communicative intent and reflect the characteristics of the source. |
A9, A11-14 |
A9, A11-14 |
|
2.5 Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. |
B9-10 |
B9-10 |
|
3 Evaluate interpreting performance |
3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics. |
B3-6 |
B3-6 |
3.2 Determine personal impact of assignment and identify need for debriefing and counselling. |
B7 |
B7 |
|
3.3 Consider process improvement strategies. |
B3, B13 |
B3, B13 |
|
|
|
|
|
Foundation Skills | ||
Foundation skill |
Description |
Describe how each foundation skill is demonstrated through the relevant assessment |
Learning Level 4 |
Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process Adapts a range of familiar strategies to new contexts and experiments with new approaches |
AT1 and AT2: Monologue interpreting demonstration, Part A requires students to apply skills and knowledge to situations in a test environment. They can prepare but they will not have the source text to practice so skills and knowledge must be adapted to new contexts. AT1 and AT2: Monologue interpreting demonstration, Part B requires students to reflect on their experiences and identify opportunities or provide recommendations for improvement |
Reading Level 3 |
Evaluates and integrates information and ideas to construct meaning from a range of familiar, and some unfamiliar, texts and text types Selects and applies a range of reading strategies as appropriate to purpose and text type |
AT1 and AT2 require students to interpret complex written instructions and to conduct research of written resources. The research requires evaluation of sources to ensure relevancy.
|
Oral communication Level 3 |
Selects and uses appropriate strategies to establish and maintain spoken communication in familiar and some unfamiliar contexts Derives meaning from a range of oral texts in familiar and some unfamiliar contexts |
AT1 and AT2: Monologue interpreting demonstration, Part A requires students to interact with a client in two unfamiliar contexts, to effectively analyse the meaning of two oral texts and transfer meaning orally to another language. |
Performance Evidence | ||
|
Assessment Task 1: Monologue interpreting demonstration |
Assessment Task 2: Monologue interpreting demonstration |
Using effective rhetorical techniques and methods to reflect the intention of the source |
A10 |
A10 |
Using interpreting skills to achieve competent message transfer, including:
|
A12 |
A12 |
|
A11, A23 |
A11, A23 |
|
A12 |
A12 |
|
A8 |
A8 |
|
A4, A6, A8 B12 |
A4, A6, A8 B12 |
|
A3, A5-7, A9-11, A15-16, A18
|
A3, A5-7, A9-11, A15-16, A18
|
Using language skills to achieve competent performance, including:
|
A9 |
A9 |
|
A10 |
A10 |
|
A15 |
A15 |
|
A5, A7 |
A5, A7 |
|
A16 |
A16 |
|
A18 |
A18 |
Knowledge Evidence | ||
|
Assessment Task 1: Monologue interpreting demonstration |
Assessment Task 2: Monologue interpreting demonstration |
Concepts of meaning-based message transfer |
A9 B14 |
A9 B14 |
Communication techniques that facilitate interpreting process |
A17 B8 |
A17 B8 |
Cultural knowledge, including cross-cultural perspective of communication and behaviour to:
|
A5, A13 B2-3
|
A5, A13 B2-3
|
|
A5, A13 B2-3 |
A5, A13 B2-3 |
Basic strategies to assist retention of information and recall of source messages |
A4, A6 B12
|
A4, A6 B12
|
Assessment conditions |
Describe how assessments meet the assessment conditions |
Assessment of this unit of competency must include demonstration of interpreting in each language direction. |
AT1 enables students to demonstrate interpreting competency from English to LOTE. AT2 enables students to demonstrate interpreting competency from LOTE to English. |
Assessment must include experiences and examples of interactions between interpreters and clients that demonstrate diverse skills and strategies for interpreting in general monologue settings. |
A2 For AT1 and AT2, Part A, students must interact with a supervisor who play the part of the client.
|
Consideration must be given to holistic assessment for this unit. |
AT1 and AT2 each provide students with the opportunities to explain their understanding of key concepts in the Knowledge Evidence and demonstrate their skills and application of knowledge outlined in each component of the unit. |
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors. |
Yes. |
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