Unit of competency details

PSPTIS086 - Use chuchotage (whispered simultaneous) to interpret (LOTE-English) (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 07/Mar/2016

Usage recommendation:
Current

Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 091519 Translating And Interpreting  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 091519 Translating And Interpreting  09/Aug/2016 
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Unit Of competency

Modification History

Release

Comments

1

This unit was released in PSP Public Sector Training Package release 1.0 and meets the Standards for Training Packages.

Application

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.

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 a broad range of support resources, while performing sophisticated tasks in a range of specialised contexts.

No licensing, legislative or certification requirements apply to unit at the time of publication.

Competency Field

Translating and interpreting

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Receive and analyse source message  

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.

2. Transfer message to target language 

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.

3. Evaluate interpreting performance 

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.

Foundation Skills

The foundation skills demands of this unit have been mapped for alignment with the Australian Core Skills Framework (ACSF). The following tables outline the performance levels indicated for successful attainment of the unit.

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Further information on ACSF and the foundation skills underpinning this unit can be found in the Foundation Skills Guide on the GSA website.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

 

Assessment requirements

Modification History

Release

Comments

1

These Assessment Requirements were released in PSP Public Sector Training Package release 1.0 and meet the Standards for Training Packages.

Performance Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following in both language directions on at least two occasions.

  • applying LOTE and English language skills required to achieve simultaneous message transfer:
  • conceptualising and coherently expressing key information in the target language using context-specific terminology as necessary
  • enunciating clearly
  • simplifying language structure to reproduce implied meaning for delivery at the same pace as the source
  • using correct collocations
  • using colloquial language as appropriate to context and register of source utterance
  • reproducing factual and linguistic content
  • solving problems of equivalence in message transfer
  • transferring cultural concepts and cues embedded in utterances

Knowledge Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

  • cultural knowledge, including cross-cultural perspective of communication and behaviour
  • techniques to identify source of utterances in multi-party discourse
  • WHS and performance management issues, practices and procedures relevant to chuchotage
  • interpreting theories that have influenced current interpreting practice, including:
  • effort model
  • form based and meaning based transfer

Assessment Conditions

Assessment of this unit must include use of simulations in complex dialogue settings, and consideration must be given to assessment in real interpreting settings. Evidence for assessment should be gathered to demonstrate diverse experiences in interpreting in complex dialogue settings.

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

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

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