Course Title: Interpret in complex monologue settings (LOTE-English)
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: LANG5841C
Course Title: Interpret in complex monologue settings (LOTE-English)
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C6154 - Advanced Diploma of Interpreting (LOTE-English)
Course Contact: Ya-Ping Kuo
Course Contact Phone: +(61 3) 9925 3771
Course Contact Email: ya-ping.kuo@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Combined Lectures Teacher: Steph Palomares steph.palomares@rmit.edu.au
Nominal Hours: 100
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 complex monologue settings, preserving the communicative intent of the source language. The unit requires the ability to use a range of techniques to assist the message transfer process and to address problems in delivery.
An interpreter in the monologue setting is required to interpret from source to target language in one direction. The physical elements of the complex setting will likely prevent the interpreter from managing the discourse.
Interpreting in this setting typically requires high levels of accuracy and accountability and assignments involving formality, or participants with high status and accountability. The content may involve specialised subjects requiring a high level of subject knowledge, or intense assignment-specific preparation. The content of communication may not easily be predicted or planned for, and there are unlikely to be opportunities for error correction. The consequences of errors in communicative intent can have significant implications. The audience in a complex monologue setting typically requires the interpreter to use public speaking or presentation skills.
This unit is delivered in a cluster as follows:
- Monologue cluster
- LANG5841C Interpret in complex monologue settings
- LANG5847C Use note taking to recall and reproduce source messages
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
PSPTIS081 Interpret in complex monologue settings (LOTE-English) |
Element: |
1. Receive and analyse source message |
Performance Criteria: |
1.1 Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols. 1.2 Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues. 1.3 Identify key information and relationships between complex linguistic and non-linguistic elements and analyse factors affecting meaning. 1.4 Identify complexities, key concepts and explicit and embedded cultural concepts. 1.5 Apply detailed knowledge of specialised subject and context to anticipate purpose and intent of source and strategies used to develop ideas. |
Element: |
2. Transfer message to target language |
Performance Criteria: |
2.1 Use a range of advanced strategies to retain and recall messages, recalling information from notes or other mnemonic devices as appropriate to source language. 2.2 Identify transfer issues and implement strategies to address problems of understanding or recall. 2.3 Use a range of strategies and techniques to transfer communicative intent of utterance into the target language and ensure impartial delivery. 2.4 Use advanced interpreting and language skills to ensure cohesive and faithful delivery of messages. 2.5 Use a range of advanced rhetorical and public speaking techniques to convey the presentation style of the source. 2.6 Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. |
Element: |
3. Evaluate interpreting performance |
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. 3.3 Consider process improvement strategies. |
Learning Outcomes
Details of Learning Activities
This course involves interpreting from a source language to a target language in complex monologue settings (one direction), ensuring that the communicative intent of the source is preserved. We will be learning a range of techniques to assist in this process and to deal with problems in delivery. Furthermore, we will be using note taking to assist with retention and recall when analysing and reproducing source language messages.
Teaching Schedule
Skills Week Date Topic 1 Feb 11 The NAATI CI Test and RMIT Assessment 2 Feb 18 Introduction to Interpreting in Community Settings 3 Feb 25 Seating Arrangements 4 Mar 3 Sight Translation 5 Mar 10 Sight Translation 6 Mar 17 Short and Long-Term Memory Improvement 7 Mar 24 Note-taking - Dialogue 8 Mar 31 Note-taking - Monologue 9 Apr 7 Chuchotage 10 Apr 9 - 15 Mid-semester break 10 Apr 21 Chuchotage 11 Apr 28 Telephone Interpreting 12 May 5 Be Your Own Boss – Running a business as an interpreter 13 May 12 Professional Behaviour and Practical Advice 14 May 19 NAATI Exam Preparation and Technique 15 May 26 Wrap Up Contextual Knowledge Week Date Topic 1 Feb 11 What is context? Why is it important? Research Skills 2 Feb 18 Health – GPs, Community Centres 3 Feb 25 Health – Hospitals 4 Mar 3 Health – Mental Health 5 Mar 10 Welfare - Centrelink 6 Mar 17 Welfare - DHS 7 Mar 24 Welfare - NDIS 8 Mar 31 Education – Early Childcare 9 Apr 7 Education – Primary and Secondary 10 Apr 9 - 15 Mid-semester break 10 Apr 21 Immigration 11 Apr 28 Border Control and Customs 12 May 5 VicRoads and Making Claims (insurance) 13 May 12 Police 14 May 19 Business 15 May 26 Wrap-Up
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 be asked a variety of assessment tasks and activities to assess your level of competence against key performance criteria.
These assessment tasks/activities may include, but are not limited to:
- Practical demonstrations
- Role plays
- Observation checklists
- Real or simulated interpreting assignments (live or recorded)
- Action Learning Tasks
Assessment Tasks
AT1 - Monologue Demonstration
AT2 - Reflection Report
Assessment Matrix
Criteria for Assessment Observation Checklist Satisfactory Not Satisfactory Not Observed Comment Part A: Pre-delivery information demonstration The student: I. Confirmed in a professional manner and relevant to the context: I. Name ☐ ☐ ☐ II. Student ID ☐ ☐ ☐ III. Role ☐ ☐ ☐ IV. Topic ☐ ☐ ☐ V. Setting ☐ ☐ ☐ VI. Clients ☐ ☐ ☐ VII. Mode of interpreting ☐ ☐ ☐ VIII. Interpreting protocols ☐ ☐ ☐ VI. arranged the seating appropriate to the setting ☐ ☐ ☐ Part B&C: Monologue The student: 1. completed each monologue within the timeframe (15 minutes) provided ☐ ☐ ☐ 2.made necessary adjustments to the recording☐☐☐ In part B, English into LOTE monologue, the student demonstrated: 3. accuracy and impartiality in their rendition i.e. accurate transfer of complex and specialised information, without the influence of personal views/beliefs ☐ ☐ ☐ 4. the ability to transfer non-equivalence from English to LOTE ☐ ☐ ☐ 5. the transfer of cultural concepts and cues, including non-verbal cues ☐ ☐ ☐ 6. coherence and cohesive message delivery ☐ ☐ ☐ 7. the analysis and use of implicatures, semantics and pragmatics ☐ ☐ ☐ 8. the use of appropriate grammatical structures and syntax ☐ ☐ ☐ 9. appropriate intonation ☐ ☐ ☐ 10. the appropriate register of the utterance ☐ ☐ ☐ 11. the effective use of colloquial language ☐ ☐ ☐ 12. the use of correct idioms and fixed expressions ☐ ☐ ☐ 13. the ability to recognise and address issues during transfer (e.g., using appropriate self-correction techniques to rectify wrong word choice or re-express sentence) ☐ ☐ ☐ 14. use of interpersonal and communication skills appropriate to English and the context ☐ ☐ ☐ 15. use of public speaking skills appropriate to English and the context ☐ ☐ ☐ 16. took notes during the monologues to assist with retention and recall ☐ ☐ ☐ 17. referred to notes to assist with interpretation, within an appropriate time frame ☐ ☐ ☐ In part C, LOTE into English monologue, the student demonstrated: 18. accuracy and impartiality in their rendition i.e. accurate transfer of complex and specialised information, without the influence of personal views/beliefs ☐ ☐ ☐ 19. the ability to transfer non-equivalence from LOTE into English ☐ ☐ ☐ 20. the transfer of cultural concepts and cues, including non-verbal cues ☐ ☐ ☐ 21. coherence and cohesive message delivery ☐ ☐ ☐ 22. the analysis and use of implicatures, semantics and pragmatics ☐ ☐ ☐ 23. the use of appropriate grammatical structures and syntax ☐ ☐ ☐ 24. appropriate intonation ☐ ☐ ☐ 25. the appropriate register of the utterance ☐ ☐ ☐ 26. the effective use of colloquial language ☐ ☐ ☐ 27. the use of correct idioms and fixed expressions ☐ ☐ ☐ 28. the ability to recognise and address issues during transfer (used appropriate self-correction techniques to rectify wrong word choice or re-express sentence) ☐ ☐ ☐ 29. use of interpersonal and communication skills appropriate to LOTE and the context ☐ ☐ ☐ 30. use of public speaking skills appropriate to LOTE and the context ☐ ☐ ☐ 31. took notes during the monologues to assist with retention and recall ☐ ☐ ☐ 32. referred to notes to assist with interpretation, within an appropriate time frame ☐ ☐ ☐ Note taking The student: 33. developed and applied own note taking symbols and techniques ☐ ☐ ☐ 34. demonstrated an ability to apply universal interpreter note taking techniques and/or conventions, e.g. Rozan’s principles ☐ ☐ ☐
Other Information
Adjustments to Assessments • If for any reason you have difficulties completing or submitting by the due date, you must contact your coordinator for alternative arrangement: If you need no more than a week, your coordinator can grant the extension. You must fill in an APPLICATION FOR EXTENSION OF TIME FOR SUBMISSION OF ASSESSABLE WORK (via http://mams.rmit.edu.au/seca86tti4g4z.pdf) and have it signed by your coordinator as proof of granted extension. The completed form must be submitted at least one working day before the official due date of the assessment. Missing any assessment tasks will result in a NOT YET COMPETENT grade for the cluster and is likely to render you ineligible to graduate. If you need more than a week, you have to apply for University Special Consideration. You must lodge an application online, preferably prior to, but no later than two working days after the official date of assessment. When you apply for Special Consideration for units delivered in a cluster, you must include all units in the cluster in your application. For information about Special Consideration and how to apply, see: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/special-consideration For further information about adjustments to assessments, please see: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/adjustments-to-assessment If your performance has been assessed as unsatisfactory, you can appeal the assessment decision according to the RMIT Assessment Policy and Procedures
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