Course Title: Use chuchotage (whispered simultaneous) to interpret (LOTE-English)
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: LANG5846C
Course Title: Use chuchotage (whispered simultaneous) to interpret (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: 40
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 basic simultaneous mode, preserving key information and the gist of the source message. It requires the ability to anticipate the intent of a source to assist the message transfer process.
An interpreter in simultaneous mode is required to interpret in one language direction, from source to target, at the same time as source utterances are delivered.
This unit applies to those working as interpreters in spoken simultaneous mode, either alone, collaboratively in tandem, or as part of a team.
Spoken basic simultaneous mode is applied in complex dialogue settings. Complex dialogue settings are those in which the physical elements of the setting, or the number of parties involved, limit the interpreter from managing the discourse. The interpreter may be required to switch modes in a challenging environment, where there is a range of participant interests and personal welfare and safety issues that need to be considered. The content of communication may not easily be predicted or planned for, and there are limited opportunities for error correction.
This unit is delivered in a cluster as follows:
Whisper Cluster (Spoken languages)
- LANG5850C Demonstrate complex LOTE proficiency in different subjects and cultural contexts
- LANG5846C Use chuchotage (whispered simultaneous) to interpret (LOTE-English)
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
PSPTIS086 Use chuchotage (whispered simultaneous) to interpret (LOTE-English) |
Element: |
1. Receive and analyse source message |
Performance Criteria: |
1.1 Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues. 1.2 Identify and record key information to support recall. 1.3 Identify key concepts, and explicit and embedded cultural concepts. 1.4 Identify linguistic and non-linguistic elements of utterances affecting meaning. 1.5 Apply knowledge of grammar, 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 strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance. 2.2 Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message. 2.3 Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery. 2.4 Monitor elapsed time and interpreting performance to identify when it is necessary to rest 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 impact of assignment on self and identify areas for improvement. |
Learning Outcomes
Details of Learning Activities
This course involves using proficient and complex oral communication skills in LOTE to conduct negotiations, present information and participate in social and cultural activities. This course will be delivered through face-to-face combined lectures and workshops and by utilising the learning support material and resources here in Canvas. Furthermore, this course involves interpreting from a source language to a target language in basic simultaneous mode (one direction, at same time as source utterances are delivered), preserving key information and the gist of the source message. Simultaneous interpreting is typically applied in complex dialogue and monologue settings, in which the physical elements of the setting, or the number of parties involved, limit the interpreter from managing the discourse.
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 - Whispered Interpreting Demonstration AT2 - Reflective Report
Assessment Matrix
Criteria for Assessment Refer Appendix 1 for the meaning of the terms in bold. Observation Checklist Satisfactory Not Satisfactory Not Observed Comment Part A: Pre-delivery information demonstration The student: I. arranged seating appropriate to the setting ☐ ☐ ☐ Part B: Interpret long segment simultaneously (English into LOTE) The student: 1. started to interpret a few seconds after the speaker starts to speak ☐ ☐ ☐ 2. interpreted message at the same pace as the source utterance ☐ ☐ ☐ 3. identified, recorded and transferred key information ☐ ☐ ☐ 4. identified, recorded and transferred key concepts ☐ ☐ ☐ 5. identified, recorded and transferred explicit and implicit cultural concepts ☐ ☐ ☐ 6. identified linguistic elements of the utterance affecting meaning. For example, intonation, tone, stress and rhythm ☐ ☐ ☐ 7. identified non-linguistic elements of the utterance affecting meaning. For example, gestures, facial expressions, nonverbal cues ☐ ☐ ☐ 8. used simplified language structure as a strategy to help simultaneous transfer ☐ ☐ ☐ 9. reproduced implied meaning in message ☐ ☐ ☐ 10. delivered key information cohesively and faithfully ☐ ☐ ☐ 11. delivered gist of message ☐ ☐ ☐ 12. identified and resolved transfer problems quickly without affecting flow of communication ☐ ☐ ☐ 13. made self-corrections without disrupting communication ☐ ☐ ☐ 14. expressed key information in the target language coherently ☐ ☐ ☐ 15. used context specific terminology ☐ ☐ ☐ 16. used correct collocation effectively ☐ ☐ ☐ 17. used appropriate colloquial language in the context and register ☐ ☐ ☐ 18. reproduced factual content ☐ ☐ ☐ 19. reproduced linguistic content ☐ ☐ ☐ 20. transferred cultural cues (explicit and embedded) ☐ ☐ ☐ 21. pronounced each syllable of each word with the proper emphasis (enunciating clearly) ☐ ☐ ☐ 22. resolved equivalence issues during message transfer ☐ ☐ ☐ Part C: Interpret long segment simultaneously (LOTE into English) The student: 23. started to interpret a few seconds after the speaker starts to speak ☐ ☐ ☐ 24. interpreted message at the same pace as the source utterance ☐ ☐ ☐ 25. identified, recorded and transferred key information ☐ ☐ ☐ 26. identified, recorded and transferred key concepts ☐ ☐ ☐ 27. identified, recorded and transferred explicit and implicit cultural concepts ☐ ☐ ☐ 28. identified linguistic elements of the utterance affecting meaning, for example, intonation, tone, stress and rhythm. ☐ ☐ ☐ 29. identified non-linguistic elements of the utterance affecting meaning, for example, gestures, facial expressions, nonverbal cues. ☐ ☐ ☐ 30. used simplified language structure as a strategy to help simultaneous transfer ☐ ☐ ☐ 31. reproduced implied meaning in message ☐ ☐ ☐ 32. delivered key information cohesively and faithfully ☐ ☐ ☐ 33. delivered gist of message ☐ ☐ ☐ 34. identified and resolved transfer problems quickly without affecting flow of communication ☐ ☐ ☐ 35. made self-corrections without disrupting communication ☐ ☐ ☐ 36. expressed key information in the target language coherently ☐ ☐ ☐ 37. used context specific terminology ☐ ☐ ☐ 38. used correct collocation effectively ☐ ☐ ☐ 39. used appropriate colloquial language in the context and register ☐ ☐ ☐ 40. reproduced factual content ☐ ☐ ☐ 41. reproduced linguistic content ☐ ☐ ☐ 42. transferred cultural cues (explicit and embedded) ☐ ☐ ☐ 43. pronounced each syllable of each word with the proper emphasis (enunciating clearly) ☐ ☐ ☐ 44. resolved equivalence issues during message transfer ☐ ☐ ☐
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
Course Overview: Access Course Overview