Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PSPTIS041 Mapping and Delivery Guide
Interpret in general monologue settings (LOTE-English)

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency PSPTIS041 - Interpret in general monologue settings (LOTE-English)
Description
Employability Skills
Learning Outcomes and Application 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. 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, or in a team while performing specific tasks in a range of familiar contexts.No licensing, legislative or certification requirements apply to unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment of this unit of competency must include demonstration of interpreting in each language direction. Assessment must include experiences and examples of interactions between interpreters and clients that demonstrate diverse skills and strategies for interpreting in general monologue settings.

Consideration must be given to holistic assessment for this unit. Refer to advice in the Companion Volumes.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
Competency Field Translating and interpreting
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Receive and analyse source message
  • Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.
  • Anticipate purpose and intent and strategies being used by the source to develop ideas.
  • Identify and retain key information using mnemonic strategies.
  • Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.
  • Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.
       
Element: Transfer message to target language
  • Recall information from notes or memory.
  • Recognise and address issues in message transfer associated with the setting, language and concepts.
  • Deliver interpreting effectively, appropriate to audience and setting, without undue delay.
  • Use techniques to transfer the communicative intent and reflect the characteristics of the source.
  • Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.
       
Element: Evaluate interpreting performance
  • Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  • Determine personal impact of assignment and identify need for debriefing and counselling.
  • Consider process improvement strategies.
       
Element: Receive and analyse source message
  • Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.
  • Anticipate purpose and intent and strategies being used by the source to develop ideas.
  • Identify and retain key information using mnemonic strategies.
  • Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.
  • Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.
       
Element: Transfer message to target language
  • Recall information from notes or memory.
  • Recognise and address issues in message transfer associated with the setting, language and concepts.
  • Deliver interpreting effectively, appropriate to audience and setting, without undue delay.
  • Use techniques to transfer the communicative intent and reflect the characteristics of the source.
  • Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.
       
Element: Evaluate interpreting performance
  • Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  • Determine personal impact of assignment and identify need for debriefing and counselling.
  • Consider process improvement strategies.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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, 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.

2 Transfer message to target language

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.

3 Evaluate interpreting performance

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.

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 on at least two occasions.

using effective rhetorical techniques and methods to reflect the intention of the source

using interpreting skills to achieve competent message transfer, including:

adapting embedded cultural concepts for correct message transfer

including non-verbal cues in message transfer

managing equivalence in message transfer

reproducing factually and linguistically accurate content

using basic strategies to retain and recall messages

using technical, language, research and basic public speaking skills to ensure cohesive and faithful delivery of messages

using language skills to achieve competent performance, including:

applying correct structures, grammar and syntax to achieve coherent delivery

clear pronunciation

use of correct common idiom, collocations and slang

recognition and use of diverse general and context-specific registers

recognition of common metaphors and similes and implied meaning

vocabulary based on general knowledge and specific to context

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.

concepts of meaning-based message transfer

communication techniques that facilitate interpreting process

cultural knowledge, including cross-cultural perspective of communication and behaviour to:

determine cultural concepts and cues embedded in language

transfer cultural concepts without compromising communicative intent of source

basic strategies to assist retention of information and recall of source messages

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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, 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.

2 Transfer message to target language

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.

3 Evaluate interpreting performance

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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues. 
Anticipate purpose and intent and strategies being used by the source to develop ideas. 
Identify and retain key information using mnemonic strategies. 
Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning. 
Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. 
Recall information from notes or memory. 
Recognise and address issues in message transfer associated with the setting, language and concepts. 
Deliver interpreting effectively, appropriate to audience and setting, without undue delay. 
Use techniques to transfer the communicative intent and reflect the characteristics of the source. 
Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. 
Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 
Determine personal impact of assignment and identify need for debriefing and counselling. 
Consider process improvement strategies. 
Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues. 
Anticipate purpose and intent and strategies being used by the source to develop ideas. 
Identify and retain key information using mnemonic strategies. 
Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning. 
Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. 
Recall information from notes or memory. 
Recognise and address issues in message transfer associated with the setting, language and concepts. 
Deliver interpreting effectively, appropriate to audience and setting, without undue delay. 
Use techniques to transfer the communicative intent and reflect the characteristics of the source. 
Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. 
Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 
Determine personal impact of assignment and identify need for debriefing and counselling. 
Consider process improvement strategies. 

Forms

Assessment Cover Sheet

PSPTIS041 - Interpret in general monologue settings (LOTE-English)
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PSPTIS041 - Interpret in general monologue settings (LOTE-English)

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: