Course Title: Manage discourses in general settings
Part B: Course Detail
Teaching Period: VE 2020
Class Number: 2156
Class Section: TI0A
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: LANG5858C
Course Title: Manage discourses in general settings
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: 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 manage the physical setting and pace of discourses in general settings. It requires knowledge of the nature and structure of general interpersonal and institutional dynamics and the ability to recognise personal and professional limitations and seek assistance from appropriate persons.
This unit applies to those working as interpreters in a range of general settings for a variety of purposes. General settings are those in which the 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 few, or only two, participants, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter opportunities 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 will be delivered in a cluster as follows:
Dialogue cluster:
- LANG5856C Interpret in general dialogue settings (LOTE-English)
- LANG5858C Manage discourse in general settings
- LANG5859C Use routine subject area terminology in interpreting (LOTE-English)
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
PSPTIS042 Manage discourses in general settings |
Element: |
1. Set up discourse |
Performance Criteria: |
1.1 Establish assignment requirements with clients. 1.2 Identify factors that may compromise interpreter effectiveness. 1.3 Arrange work environment to assist performance and ensure interpreter safety, comfort and effectiveness. |
Element: |
2. Agree process |
Performance Criteria: |
2.1 Confirm relationships between and with participants according to established interpreting protocols. 2.2 Explain the role of the interpreter and identify areas requiring further clarification. |
Element: |
3. Manage flow of communication |
Performance Criteria: |
3.1 Assess participant attributes and use appropriate communication style. 3.2 Advise speakers on length, pace and mode of delivery in a professional and courteous manner. 3.3 Address problems affecting communication flow. |
Element: |
4. Monitor and maintain message transfer |
Performance Criteria: |
4.1 Monitor and identify miscommunications. 4.2 Seek and provide clarification where required. 4.3 Identify personal and professional limitations in managing discourses and take necessary steps to remediate these. 4.4 Seek assistance from appropriate persons in challenging situations to manage discourse breakdown and restore communication. |
Element: |
5. Evaluate discourse management |
Performance Criteria: |
5.1 Seek and analyse feedback on discourse and evaluate effectiveness of performance. 5.2 Take advice on issues and solutions and explore and develop strategies to improve practice. |
Learning Outcomes
Details of Learning Activities
This unit is clustered, delivered and assessed with LANG5856C Interpret in general dialogues settings (LOTE-English) and LANG5859C Use routine subject area terminology in interpreting ( LOTE-English).
Activities may include comprehension and transfer exercises, note-taking practice, memory retention exercises, role play exercises, dialogue interpreting exercises using appropriate terminology in English and LOTE, discourse management practice in common domains where Provisional certified interpreters may expect to work in such as education, health, legal, immigration, business, welfare services, and in different settings such as face-to-face or over telephone.
Teaching Schedule
2020 Sem 1 | ||
Week |
Workshop |
Lecture |
1 |
Business |
"Introduction to interpreting in community settings Setting the contract Management of discourse Dialogue interpreting " |
2 |
Business |
"Dialogue Practice Seating arrangements Management of discourse " |
3 |
Education |
Welfare |
4 |
Education |
"Telephone interpreting Webinar " |
5 |
Health |
Business / Education |
6 |
Health |
Consecutive interpreting |
7 |
Health |
"Consecutive interpreting Memory retention Note-taking " |
8 |
Health |
Immigration |
9 |
Health |
Health |
10 |
Human Services |
Health |
11 |
Human Services |
Legal |
12 |
Immigration |
Legal |
13 |
Other topics |
|
14 |
Review |
|
15 |
Review |
|
16 |
Review |
|
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
STUDENT PRACTICAL ASSESSMENT TASK
1 of 3__ |
Task Name |
Remote dialogue and discourse management demonstration |
|
National unit/s code |
PSPTIS040 PSPTIS042 PSPTIS043
|
National unit/s title |
Interpret in general dialogue settings Manage discourse in general settings Use routine subject area terminology in interpreting |
National qualification code |
PSP50916 |
National qualification title |
Diploma of Interpreting |
RMIT Program code |
C5364
|
RMIT Course code |
LANG5856C LANG5858C LANG5859C |
Section A - Assessment Information
Assessment duration and/or due date
|
Students must complete this task at the scheduled date and time. The scheduled date and time for the demonstrations will be given to students 2 weeks before the assessment. WK 17-18, Sem 1.
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Task instructions
| ||
Summary and Purpose of Assessment This assessment enables you to demonstrate your ability to:
You will use the telephone to interpret dialogue in consecutive mode and to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client. Prior to the demonstration you will be presented with an interpreting brief. You will have approximately 15 minutes preparation time to identify subject specific information related to the brief. You will also demonstrate the safe and effective use of telephone equipment, in accordance with RMIT’s Office ergonomics Workstation guidance. On campus, you will participate in role plays to reflect a real life situation as a practicing interpreter and NAATI testing conditions. You will also be asked questions to check your knowledge of interpreting in this setting, support to deal with issues and your application of concepts. Please note that your performance will be video and audio recorded for your assessor to review. Assessment Instructions for students Telephone interpreting is a form of interpreting where the interpreter interprets for the English-speaking client and LOTE speaking client over the telephone in the consecutive mode. For this task, you must provide quality, professional interpreting of general and non-specialised spoken language, in a specified language combination, using consecutive (dialogue) mode into both language directions in a typical situation type and managing discourse in a remote dialogue interaction. Domain and situations The remote interpreting is in the community domain, related to the subjects of immigration and tourism. You will remotely interpret discussion between an English-speaking immigration officer and a LOTE speaking traveller that has just landed in Australia. On the day of demonstration – preparation You are given 15 minutes preparation time in the preparation room prior to the performance. At the beginning of this time, you will receive a written interpreting brief. The brief provides information about the context in which the interpreting takes place including information about the domain, location in which the dialogue takes place, participants’ names and roles and the dialogue situation/topic. You may use dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time (but at no other time). You may use a pen and paper (not supplied) to take notes during this time. You may take the interpreting brief and any written notes made during the preparation time into the demonstration room. However, these must be left, along with any notes made during the interpreting session, in the demonstration room at the completion of the demonstration. Any other resources, including hard-copy dictionaries, glossaries or any electronic devices are not allowed in the testing room.
On the day of demonstration – performance After your preparation time you will be directed to a demonstration room. You will be asked to sit at a table with a telephone. Make the necessary adjustments to ensure the safe use of equipment. When the telephone rings, answer the phone and say ‘Hello’. You can choose to use the telephone handpiece or use the telephone hands-free option by pressing the ‘Handsfree’ button. You will be greeted by an English-speaking telephone operator who will ask if you are available to do this telephone interpreting job. You need to accept the job and you will then be connected to the English-speaking role player who will guide you through a brief introductory dialogue. The role players will introduce themselves and you should introduce yourself to both role players as ‘the interpreter’ and explain the dialogue protocols to them. The commencement of the timed demonstration will be indicated with the words ‘Ok, let’s start’. You will then use consecutive mode to interpret a remote dialogue between the two role players using the telephone. You will have 10-12 minutes to complete your interpreting. It is expected that you will interact with the role players to ensure that meaning is accurately transferred and manage discourse between the two role players (see Interacting with role players below). You must also demonstrate that you can correctly use a minimum of 10 terminologies relevant to the subject matters. When you have completed the interpretation, you must leave all notes on the table in the testing room Interacting with role-players There will be instances during the demonstration where you may not be able to hear the speakers clearly, e.g. because they mumble, the speakers talk at the same time, there is conflict, there is noise or some other interference or the phone may cut out. You should interact with the role players to ensure meaning is accurately transferred between the two and the discourse is effective. You may use a range of strategies to deal with these occurrences, including:
There is no penalty for using strategies that:
On the day of demonstration – verbal questions Following your performance, your assessor will ask you the following questions:
Your assessor will discuss your performance with you after the verbal questions. You will be provided with a copy of the completed observation checklist and written feedback.
Check your understanding PLEASE makes sure you read the criteria as listed in the Observation Checklist (Section B) of this task and understand the criteria against which you will be assessed. PLEASE also clarify any points with your teacher. | ||
Conditions for assessment
| ||
You can appeal the assessment decision according to the RMIT Assessment Processes. | ||
Instructions on submitting your Assessment Evidence | ||
Your performance will be video and audio recorded for assessment evidence.
| ||
Equipment/resources students must supply: |
Equipment/resources to be provided by RMIT or the workplace: |
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]
TASK: Describe the task –context and conditions for assessment.
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The task involves completing a simulated remote interpreting assignment in community domain. You will use the telephone to interpret dialogue in consecutive mode and to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.
|
Section B – Observation Checklist
List the actions to be observed |
Satisfactory |
Not Satisfactory |
Guidance to Meet Criteria |
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☐ |
☐ |
You must complete interpreting via the telephone within the timeframe (10-12 minutes) |
☐ |
☐ |
You must be observed using one of the resources during preparation. Including but not limited to:
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|
☐ |
☐ |
You must be observed:
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☐ |
☐ |
You must be observed effectively positioning the telephone equipment, in line with RMIT’s Office ergonomics Workstation guidance.
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|
☐ |
☐ |
You must be observed introducing yourself to both parties and explain the role of the interpreter. Sample introduction: My name is________ I am your__(language)_interpreter. My role is to facilitate verbal communication by conveying as faithfully as possible the message between the 2 parties. I might interrupt for clarification, and you may do the same if needed. |
|
☐ |
☐ |
You must be observed establishing protocols with interlocutors during introduction e.g. Everything said will be interpreted and all the information will remain confidential. I will be impartial and will interpret in the first person. I might take notes but will destroy them before leaving. |
|
☐ |
☐ |
You are observed using consistent use of forms of address for clients during demonstration. This includes using the same title and client preferred names when referring to the client.
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|
☐ |
☐ |
You are observed adhering to rules or expectations of behaviour and thoughts based on shared beliefs within a cultural or social group. Examples include using positive verbal and body language so as not to cause offence, minimising the use of jargon, adjusting interpretation of titles to reflect the specific language (such as mate, bro, sir, friend, etc) |
|
☐ |
☐ |
You are observed must remain impartial during the interpreting. All utterances are faithfully interpreted without the influence of personal views or beliefs |
☐ |
☐ |
You need to demonstrate the ability to faithfully interpret when the target language has no direct equivalent for a word or a phrase that occurs in the source text. |
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|
☐ |
☐ |
You must be observed to adapt embedded cultural concepts for correct interpreting transfer. |
|
☐ |
☐ |
You must be observed effectively transferring of non-verbal cues. For example, messages transferred by means of intonation, tone of voice, vocally produced noises, body posture, body gestures, facial expressions or pauses etc. |
|
☐ |
☐ |
You must be observed using a minimum of 10 terms relevant to the interpreting subject. |
|
☐ |
☐ |
Your interpreting rendition is cohesive and coherent. Cohesive describes the way in which the message is tied together by linguistic devices, such as And so we see . . . , Additionally . . . , Therefore . . . , However . . . and On the other hand . . It’s a range of possibilities of linking what’s said in a conversation to help connect ideas. A message is coherent if its constituent sentences follow on one from the other in an orderly fashion so that the listener can make sense of what has been said. The interpreting rendition should be acceptable and meaningful in a sense that it is coherent with the situation in which it is received.
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|
☐ |
☐ |
You must be observed mostly demonstrating the skill to interpret the content and intent of the source utterance accurately with only few instances of minor unjustified omissions, insertions and distortions. |
|
☐ |
☐ |
You must be observed mostly demonstrating competence in using appropriate grammatical structures and syntax in interpreting. |
|
☐ |
☐ |
You must be observed mostly demonstrating competence in pronouncing words/terms clearly and correctly in interpreting. |
|
☐ |
☐ |
You must be observed using appropriate register and style in the respective languages, such as different levels of formality or informality, and use of language in different institutional settings. |
|
☐ |
☐ |
You must be observed demonstrating competence in interpreting idioms, collocations and slangs. |
|
☐ |
☐ |
You must be observed demonstrating competence in interpreting implied meaning of metaphors |
|
☐ |
☐ |
You must be observed managing an interaction between speakers in order to facilitate the communication, e.g. managing overlapping speech, seeking clarifications or repeats as required. |
|
☐ |
☐ |
You must be observed demonstrating the ability to deal with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict |
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☐ |
☐ |
You do not perform duties other than interpreting even if asked. E.g. they do not say their own opinion during interpreting even if they were asked by the professional/client. |
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☐ |
☐ |
You must be observed self-correcting own transfer errors. |
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☐ |
☐ |
You must be observed using retention strategies in order to facilitate the communication, e.g. taking notes, seeking clarifications or repeats as required. |
Verbal Questions - In response to verbal questions, the student: | |||
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☐ |
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☐ |
☐ |
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☐ |
☐ |
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☐ |
☐ |
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☐ |
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Verbal Questions asked during the observation Prior to the Practical Assessment, your assessor will inform you how many questions from the list below will be asked. |
Q1: Explain how your performance met AUSiT ethical standards (Access the AUSiT ethical standards here (https://ausit.org/AUSIT/About/Ethics___Conduct/Code_of_Ethics/AUSIT/About/Code_of_Ethics.aspx ). |
Q2: In the interpreting session you have just undertaken, who can you seek assistance from if the client would not speak to you or the call has been cut off? How would you manage discourse breakdown and restore communication in challenging situations like this? |
Q3: Are there any aspects from this interpreting experience that you think may potentially have a personal impact on you? (e.g. emotional distress). If there is, describe how. |
Q4: If you felt you required a debriefing with a professional is necessary after this interpreting experience, who would you like to participate in the debriefing? |
Q5: In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to tourism and immigration? |
Section C – Feedback to Student
Has the student successfully completed the task? |
Yes No |
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Feedback to student:
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Assessor Name (please print) |
Date
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Assessment Task 2
STUDENT PRACTICAL ASSESSMENT TASK
2 of 3__ |
Task Name
|
Remote dialogue and discourse management demonstration |
|
National unit/s code |
PSPTIS040 PSPTIS042 PSPTIS043
|
National unit/s title |
Interpret in general dialogue settings Manage discourse in general settings Use routine subject area terminology in interpreting |
National qualification code |
PSP50916 |
National qualification title |
Diploma of Interpreting |
RMIT Program code |
C5364
|
RMIT Course code |
LANG5856C LANG5858C LANG5859C |
Section A - Assessment Information
Assessment duration and/or due date
|
Students must complete this task at the scheduled date and time. The scheduled date and time for the demonstrations will be given to students 2 weeks before the assessment. WK 15-16, Sem 2.
|
|
Task instructions
| ||
Summary and Purpose of Assessment This assessment enables you to demonstrate your ability to:
You will interpret two dialogues in consecutive mode and manage discourse between two people based on two briefs, each within 10-12 minutes. The interpretations will be face to face and are to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client. Prior to the demonstration you will be presented with an interpreting brief. You will have approximately 15 minutes preparation time to identify subject specific information related to the brief. You will also demonstrate that you can create an environment that assists performance and ensures safety, comfort and effectiveness, in accordance with RMIT’s Manual handling process. On campus, you will participate in role plays to reflect a real life situation as a practicing interpreter and NAATI testing conditions. You will also be asked questions to check your knowledge of interpreting in this setting, support to deal with issues and your application of concepts. Please note that your performance will be video and audio recorded for your assessor to review. Assessment Instructions for students Face to face dialogue interpreting is a form of interpreting where the interpreter interprets for the English speaking client and LOTE speaking client face to face in the consecutive mode. For this task, you must provide quality, professional interpreting of general and non-specialised spoken language, in a specified language combination, using consecutive (dialogue) mode into both language directions, in a typical situation type and managing discourse in two face to face dialogue interactions. Domains and situations The first dialogue interaction, in the business domain, is between a LOTE-speaking representative of a business and an English speaking manufacture of cars and parts. The subject area is money matters. The second dialogue interaction, in the community domain, is between a LOTE-speaking parent of a disabled child and the English-speaking principal of a school. The subject areas are education and social welfare. On the day of demonstration – preparation You are given 15 minutes preparation time in the preparation room prior to the performance. At the beginning of this time, you will receive a written interpreting brief. The brief provides information about the context in which the interpreting takes place including information about the domain, location in which the dialogue takes place, participants’ names and roles and the dialogue situation/topic. You may use dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time (but at no other time). You may use a pen and paper (not supplied) to take notes during this time. You may take the interpreting brief and any written notes made during the preparation time into the demonstration room. However, these must be left, along with any notes made during the interpreting session, in the demonstration room at the completion of the demonstration. Any other resources, including hard-copy dictionaries, glossaries or any electronic devices are not allowed in the testing room. On the day of demonstration – performance After your preparation time you will be directed to a testing room. You will be directed to sit with the two live role players – English live role player and LOTE live role player. The English-speaking role player will guide you through a brief introductory dialogue. The role players will introduce themselves and you should introduce yourself to both role-players as ‘the interpreter’ and explain the dialogue protocols to them. The commencement of the timed demonstration will be indicated with the words ‘Ok, let’s start’. Then, you have 10-12 minutes to complete your interpreting. You will then use consecutive mode to interpret the dialogue between the two role players. It is expected that you will interact with the role players to ensure that meaning is accurately transferred manage discourse between the two role players (see Interacting with role players below). You must also demonstrate that you can correctly use a minimum of 10 terms relevant to the subject matters. When you have completed the interpreting part of task you must leave any notes on the table in the demonstration room and the assessor will tell you where to go next. Interacting with role-players There will be instances during the demonstration where you may not be able to hear the speakers clearly, e.g. because they mumble, the speakers talk at the same time, there is conflict, there is noise or some other interference or the phone may cut out. You should interact with the role players to ensure meaning is accurately transferred between the two and the discourse is effective. You may use a range of strategies to deal with these occurrences, including:
There is no penalty for using strategies that:
On the day of demonstration – verbal questions Following your performance, your assessor will ask you the following questions:
Your assessor will discuss your performance with you after the verbal questions. You will be provided with a copy of the completed observation checklist and written feedback.
Check your understanding PLEASE makes sure you read the criteria as listed in the Observation Checklist (Section B) of this task and understand the criteria against which you will be assessed. PLEASE also clarify any points with your teacher. | ||
Conditions for assessment
| ||
You can appeal the assessment decision according to the RMIT Assessment Processes. | ||
Instructions on submitting your Assessment Evidence | ||
Your performance will be video and audio recorded for assessment evidence.
| ||
Equipment/resources students must supply: |
Equipment/resources to be provided by RMIT or the workplace: |
|
|
|
|
Section B – Observation Checklist
TASK: Describe the task –context and conditions for assessment.
|
The task involves completing two simulated interpreting assignments in business and community domain. You will interpret both dialogues in consecutive mode and are expected to manage the discourse between two people based on a brief, within 10-12 minutes. The interpretation is to be completed on scheduled day of assessment, conducted in real time with two live role players. One will be an English-speaking client and the other a LOTE-speaking client.
|
|
List the actions to be observed |
Satisfactory |
Not Satisfactory |
Guidance to Meet Criteria |
||
|
On at least 1 occasion, the student: |
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||
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1. completed interpreting via the telephone within the timeframe (10-12 minutes) provided |
☐ |
☐ |
You must complete interpreting within the timeframe (10-12 minutes each) |
||
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2. prepared for interpreting using dictionaries, glossaries, or electronic devices to access the internet to research the interpreting brief during the preparation time |
☐ |
☐ |
You must be observed using one of the resources during preparation. Including but not limited to:
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3. arranged the environment to assist performance, comfort and effectiveness |
☐ |
☐ |
You must be observed:
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4. arranged the environment to ensure the safe use of equipment, in accordance with RMIT OHS requirements |
☐ |
☐ |
You must be observed: demonstrating correct procedure for manual handling of furniture or remove tripping hazard. |
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5. effectively explained the role of the interpreter and sought or provided clarification (if required for or by role players) |
☐ |
☐ |
You must be observed introducing himself or herself to both parties and explain the role of the interpreter. Sample introduction: My name is________ I am your__(language)_interpreter. My role is to facilitate verbal communication by conveying as faithfully as possible the message between the 2 parties. I might interrupt for clarification, and you may do the same if needed. |
||
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6. effectively identified requirements and explained the interpreting and relevant subject area protocols to the participants, according to accepted NAATI practice and in line with AUSiT ethics and conduct |
☐ |
☐ |
You must be observed establishing protocols with interlocutors during introduction e.g. Everything said will be interpreted and all the information will remain confidential. I will be impartial and will interpret in the first person. I might take notes but will destroy them before leaving. |
||
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7. used consistent forms of address |
☐ |
☐ |
You are observed using consistent use of forms of address for clients during demonstration. This includes using the same title and client preferred names when referring to the client. |
||
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8. adhered to relevant cultural and social conventions |
☐ |
☐ |
You are observed adhering to rules or expectations of behaviour and thoughts based on shared beliefs within a cultural or social group. Examples include using positive verbal and body language so as not to cause offence, minimising the use of jargon, adjusting interpretation of titles to reflect the specific language (such as mate, bro, sir, friend, etc)
|
||
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9. demonstrated impartiality in their rendition i.e. without the influence of personal views/beliefs |
☐ |
☐ |
You are observed must remain impartial during the interpreting. All utterances are faithfully interpreted without the influence of personal views or beliefs. |
||
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10. transferred non-equivalence from English to LOTE and LOTE to English |
☐ |
☐ |
You need to demonstrate the ability to faithfully interpret when the target language has no direct equivalent for a word or a phrase that occurs in the source text. |
||
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11. transferred cultural concepts and cues |
☐ |
☐ |
You must be observed to adapt embedded cultural concepts for correct interpreting transfer. |
||
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12. transferred non-verbal cues (e.g. tone) |
☐ |
☐ |
You must be observed effectively transferring of non-verbal cues. For example, messages transferred by means of intonation, tone of voice, vocally produced noises, body posture, body gestures, facial expressions or pauses etc. |
||
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13. used appropriate terminology and related vocabulary, using a minimum of 10 terms relevant to the subject matters |
☐ |
☐ |
You must be observed using a minimum of 10 terms relevant to the interpreting subject. |
||
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14. delivered cohesive and coherent messages |
☐ |
☐ |
Your interpreting rendition is cohesive and coherent. Cohesive describes the way in which the message is tied together by linguistic devices, such as And so we see . . . , Additionally . . . , Therefore . . . , However . . . and On the other hand . . It’s a range of possibilities of linking what’s said in a conversation to help connect ideas. A message is coherent if its constituent sentences follow on one from the other in an orderly fashion so that the listener can make sense of what has been said. The interpreting rendition should be acceptable and meaningful in a sense that it is coherent with the situation in which it is received.
|
||
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15. competently reproduced content |
☐ |
☐ |
You must be observed mostly demonstrating the skill to interpret the content and intent of the source utterance accurately with only few instances of minor unjustified omissions, insertions and distortions.
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||
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16. used appropriate grammatical structures and syntax |
☐ |
☐ |
You must be observed mostly demonstrating competence in using appropriate grammatical structures and syntax in interpreting. |
||
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17. clearly and correctly pronounced words/terms, in most cases |
☐ |
☐ |
You must be observed mostly demonstrating competence in pronouncing words/terms clearly and correctly in interpreting. |
||
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18. used the appropriate register and style for the situation |
☐ |
☐ |
You must be observed using appropriate register and style in the respective languages, such as different levels of formality or informality, and use of language in different institutional settings.
|
||
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19. effectively used dialect (if relevant to LOTE language) idioms, collocations and slang |
☐ |
☐ |
You must be observed demonstrating competence in interpreting idioms, collocations and slangs. |
||
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20. communicated the implied meaning of metaphors and/or similes |
☐ |
☐ |
You must be observed demonstrating competence in interpreting implied meaning of metaphors |
||
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21. addressed issues in flow or transfer (e.g., overlapping speech, unfamiliar words, terms or phrases) |
☐ |
☐ |
You must be observed managing an interaction between speakers in order to facilitate the communication, e.g. managing overlapping speech, seeking clarifications or repeats as required. |
||
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22. dealt with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict |
☐ |
☐ |
You must be observed demonstrating the ability to deal with issues affecting discourse, e.g. applied strategies to manage dynamics between speakers, addressing emotional responses and/or conflict
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23. identified appropriate responses to being asked to perform duties other than interpreting |
☐ |
☐ |
You do not perform duties other than interpreting even if asked. E.g. they do not say their own opinion during interpreting even if they were asked by the professional/client. |
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24. addressed own transfer errors, such as incorrect word choice |
☐ |
☐ |
You must be observed self-correcting own transfer errors. |
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25. applied retention strategies (e.g. making notes, seeking clarification, repetition) |
☐ |
☐ |
You must be observed using retention strategies in order to facilitate the communication, e.g. taking notes, seeking clarifications or repeats as required.
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Verbal Questions - In response to verbal questions, the student: | ||||||
List the actions to be observed |
Satisfactory |
Not Satisfactory |
Comment |
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☐ |
☐ |
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b: explained what to say to withdraw from the assignment |
☐ |
☐ |
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Verbal Questions asked during the observation Prior to the Practical Assessment, your assessor will inform you how many questions from the list below will be asked. |
Q1: For Dialogue 1, how did you performance meet AUSiT ethical standards? |
Q2: The clients in Dialogue 2 are discussing complex and emotional issues, increasing the risk of communication break down as the result of conflict or emotional reactions. If strategies to deal with discourse issues weren’t working and you felt you were not able to effectively manage in this situation, you could consider seeking assistance or withdrawing from the assignment.
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Q3: If you were an employee of an interpreting service and you wanted to debrief after completing the assignment related to Brief 2, who would you like to participate in the debriefing? |
Q4: In preparing for this task, how did you increase your knowledge of both the cultural communication and behaviour and the subject areas related to money matters, education and social welfare. |
Q5: If one of your clients was a person with a hearing impairment, what strategies and techniques would you use? Identify two or more to address barriers to communication. |
Q6: For Brief 1 discussion took place during a walk around of the organisation’s warehousing facility, where forklifts and trucks, how would you make sure you kept safe? |
Section C – Feedback to Student
Has the student successfully completed the task? |
Yes No |
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Feedback to student:
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Assessor Name (please print) |
Date
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Assessment Task 3
STUDENT PRODUCT ASSESSMENT TASK
3 of 3_ |
Task Name |
Dialogue and discourse management reflection |
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National unit/s code |
PSPTIS040 PSPTIS042 PSPTIS043
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National unit/s title |
Interpret in general dialogue settings Manage discourse in general settings Use routine subject area terminology in interpreting |
National qualification code |
PSP50916 |
National qualification title |
Diploma of Interpreting |
RMIT Program code |
C5364
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RMIT Course code |
LANG5856C LANG5858C LANG5859C |
Section A - Assessment Information
Duration and/or due date:
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The reflective report is due one week after the assessment task 2 demonstrations. |
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Task Instructions | ||
Summary and Purpose of Assessment This assessment enables you to demonstrate your ability to reflect on your dialogue and discourse management performances in Assessment Tasks 1 and 2 for this cluster. As part of this process, you will analyse and evaluate your ability to use interpreting, language and discourse management skills to achieve competent message transfers. You will also identify areas for improvement and ways to achieve improvement. To effectively participate in the reflection process, provide responses to the prompts/questions in the Reflection Report template (see Appendix 1). Assessment Instructions
What
Where You are expected to complete this assessment outside of class time. How You will be assessed against the criteria listed in the marking guide in Section B of this task. To achieve a satisfactory result, you will need to address all criteria satisfactorily.
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Conditions for assessment | ||
You can appeal the assessment decision according to the RMIT Assessment Processes.
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Instructions on submitting your project/portfolio/report | ||
Type your answer in Appendix 1 and submit the completed Reflective Report template via the Canvas submission point for the task.
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Equipment/resources students must supply: |
Equipment/resources to be provided by RMIT or the workplace: |
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Access to assessment tasks and assessment task 1 and 2’s feedback on CANVAS, including NAATI testing conditions and AUSiT’s Code and Ethics |
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Section B – Marking Guide
Below is a checklist for how this assessment task will be judged as satisfactory or not satisfactory.
Key Criteria that must be demonstrated | ||||
This assessment enables you to demonstrate your ability to reflect on your dialogue and discourse management performances in Assessment Tasks 1 and 2 for this cluster. As part of this process, you will analyse and evaluate your ability to use interpreting, language and discourse management skills to achieve competent message transfers. You will also identify areas for improvement and ways to achieve improvement. | ||||
Criteria for Assessment |
Satisfactory |
Comment |
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Y |
N |
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In the report, the student: |
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1 |
provided a brief description of their thoughts on their overall performance for the three demonstrations |
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2 |
described at least one challenge faced for each demonstration (remote interpretation, Dialogue 1 and Dialogue 2) |
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3 |
identified an interpreting, language or discourse management skill strength in each of the demonstrations (remote, Dialogue 1 and Dialogue 2) and explained how these strengths facilitated faithful and cohesive transfers |
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4 |
described techniques applied to manage flow for Dialogue 1 and Dialogue 2 - one technique for each Dialogue |
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5 |
evaluated the two or more applied techniques to manage flow and suggested suitable alternatives – one technique for each Dialogue |
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explained the application of meaning-based transfer using two examples |
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7 |
identified and described at least one interpreting, language or discourse management skills to apply or use differently in a future, similar situation to the remote task (Assessment task 1) |
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described the importance of interpreters understanding interpersonal and institutional dynamics |
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9 |
described appropriate and relevant strategies to improve interpreting, language and discourse management skills and context-specific knowledge; at least one strategy was provided for each area. |
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Section C – Feedback to Student
Has the student successfully completed the task? |
Yes No |
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Feedback to student:
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Assessor Name |
Date
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Appendix 1
Reflective Report
Complete this template
- Reflect on and evaluate your interpreting, language and discourse management skills by completing the below report.
- Provide your response next to each question/prompt in the template.
- Please include the Cluster Name, Assessment Number, Student Number and Full Name in the file name. e.g. Monologue_AT1_s1234567_John Doe.docx
Student Name: |
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Student ID: |
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Date: |
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Language Group: |
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Reflection point
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Your response |
What did you think of your overall performance? That is, your performance in each of the three demonstrations. Provide a brief description. |
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What challenges did you encounter:
Identify and briefly describe at least one challenge for each. |
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In meeting the requirements of the briefs, what do you think you did well? Identify an interpreting, language or discourse management skill strength in each of the demonstrations (remote, Dialogue 1 and Dialogue 2) and explain how these strengths facilitated faithful and cohesive transfers |
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Consider the communication techniques to manage the flow of communication you applied when interpreting with the Dialogue 1 and Dialogue 2 clients. Provide a brief description of the techniques you applied for:
Identify at least one for each Dialogue. |
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With the techniques you identified for question 4, consider how effective each were. Describe how each technique assisted with flow. Suggest an alternative technique you believe may be as or even more successful in managing the flow in both situations. |
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Provide two examples from the demonstrations when you felt you clearly demonstrated meaning based transfer? Describe how for each example. |
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Having further practiced skills since Assessment task 1 and having recently complete Assessment task 2, what would you do differently in a future, similar remote interpretation situation? Identify and describe at least one interpreting, language or discourse management skills you would apply or use differently. |
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Consider the interests of the clients in Dialogue 2 and the setting. As an interpreter, why is it important to have an understanding of interpersonal and institutional dynamics? |
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The assessor/s provided feedback on your performances, and you’ve reflected on each of the interpreting and discourse management experiences. What are your strategies to improve your:
Provide at least one strategy for each skill and knowledge area. |
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Assessment Matrix
Unit Code |
PSPTIS042 / LANG5858C |
Unit Title |
Manage discourse in general settings |
Description This Competency Assessment Map is a key document for assessors and must be completed for all units delivered and assessed. This document confirms that that all aspects of the unit of competency and assessment requirements have been addressed. This document is part of your assessment tool and once completed, must be filed with the other assessment documents.
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National Qualification Title (if relevant or remove) |
Diploma of Interpreting (LOTE-English) |
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National Qualification Code (if relevant or remove) |
PSP50916
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If unit assessed in cluster, list codes and titles of other cluster units (add rows as required) |
PSPTIS040 / LANG5856CInterpret in general dialogue settings (LOTE-English)PSPTIS043 / LANG5859C Use routine subject area terminology in interpreting |
Assessment task number and title |
Assessment One : Select Method/s ☐ Knowledge Assessment ☐ Product Assessment ☐ Practical Assessment |
Assessment Two: Select Method/s ☐ Knowledge Assessment ☐ Product Assessment ☐ Practical Assessment |
Assessment Three : Select Method/s ☐ Knowledge Assessment ☐ Product Assessment ☐ Practical Assessment |
Descriptions
LANG5858C PSPTIS042 Manage discourses in general settings
This unit describes the skills required to manage the physical setting and pace of discourses in general settings. It requires knowledge of the nature and structure of general interpersonal and institutional dynamics and the ability to recognise personal and professional limitations and seek assistance from appropriate persons.
This unit applies to those working as interpreters in a range of general settings for a variety of purposes. General settings are those in which the 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 few, or only two, participants, to whom the interpreter has physical and visual access. The physical elements of the setting permit the interpreter opportunities 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.
The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and industry codes and standards for ethical translating and interpreting adhered to.
Those undertaking this unit would work independently using support resources as required, while performing specific tasks in a range of familiar and unfamiliar contexts.
No licensing, legislative or certification requirements apply to unit at the time of publication.
Performance Evidence | |||
On at least 2 occasions |
Assessment Task 1: Remote dialogue and discourse management demonstration
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Assessment Task 2: Face-to-face dialogue and discourse management demonstration |
Assessment Task 3: Dialogue and discourse management reflection
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Applying code of conduct to work processes |
6 |
6 |
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Using problem solving skills to assess barriers to effective communication |
21, Q5 |
21 |
Q4, Q9 |
Supporting parties to understand and reach agreement on the interpreting process |
6 |
6 |
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Deflecting pressure from other parties to perform duties other than interpreting |
23 |
23 |
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Seeking debriefing and support where required |
V Q3 |
V Q4 |
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Factors that may impact interpreting in general settings, including barriers to communication |
3-4 |
3-4 |
Q2 |
Communication techniques that facilitate communication flow and discourse management |
21-22 V Q2 |
21-22 V Q5 |
Q5, Q9 |
Culture-specific knowledge to arrange work environment and confirm relationships between and with parties |
5, 8 |
5, 8 |
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Strategies and techniques for working with people with special communication needs |
V Q5 |
V Q2 |
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Relevant professional standards and codes |
6, V Q1 |
6, V Q1 |
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Knowledge Evidence | |||
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Assessment Task 1: Remote dialogue and discourse management demonstration Observation checklist |
Assessment Task 2: Face-to-face dialogue and discourse management demonstration |
Assessment Task 3: Dialogue and discourse management reflection
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Limitations of work role, responsibility and professional abilities |
5-6, 23 |
5-6, 23 |
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Nature and structure of interpersonal and institutional dynamics |
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Q8 |
WHS and risk management practices and procedures relevant to nature of assignment |
4, V Q6 |
4 |
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Course Overview: Access Course Overview