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Evidence Guide: PSPTIS509A - Interpret in general monologue settings (LOTE)

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPTIS509A - Interpret in general monologue settings (LOTE)

What evidence can you provide to prove your understanding of each of the following citeria?

Receive and analyse source message.

  1. Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols.
  2. Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues.
  3. Apply subject and context knowledge to anticipate purpose and intent of source and strategies used to develop ideas.
  4. Identify and record key information using mnemonic strategies.
  5. Identify relationships between linguistic and non-linguisticelements, and analyse cultural and other factors affecting meaning.
  6. Identify limits to addressing problems of understanding or recall and confirm understanding where appropriate in a manner that does not compromise effective delivery.
Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply subject and context knowledge to anticipate purpose and intent of source and strategies used to develop ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record key information using mnemonic strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relationships between linguistic and non-linguisticelements, and analyse cultural and other factors affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify limits to addressing problems of understanding or recall and confirm understanding where appropriate in a manner that does not compromise effective delivery.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language.

  1. Recall information from notes and other mnemonic devices.
  2. Use rhetorical techniques to transfer the communicative intent into the target language in a timely manner appropriate to audience and setting, and reflecting speaker's characteristics.
  3. Recognise and address issues in message transfer associated with the setting, language and concepts.
  4. Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment
Recall information from notes and other mnemonic devices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use rhetorical techniques to transfer the communicative intent into the target language in a timely manner appropriate to audience and setting, and reflecting speaker's characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and address issues in message transfer associated with the setting, language and concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate interpreting performance.

  1. Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  2. Determine personal impact of assignment and identify need for debriefing.
  3. Consider process improvement strategies.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine personal impact of assignment and identify need for debriefing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider process improvement strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive and analyse source message

  1. Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols.
  2. Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues.
  3. Apply subject and context knowledge to anticipate purpose and intent of source and strategies used to develop ideas.
  4. Identify and record key information using mnemonic strategies.
  5. Identify relationships between linguistic and non-linguisticelements, and analyse cultural and other factors affecting meaning.
  6. Identify limits to addressing problems of understanding or recall and confirm understanding where appropriate in a manner that does not compromise effective delivery.
Confirm that setting, context, parties and expectations are consistent with client requirements, assignment agreement and interpreting protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend actively to source utterance, applying strategies to support retention and recall and adjusting physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply subject and context knowledge to anticipate purpose and intent of source and strategies used to develop ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record key information using mnemonic strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relationships between linguistic and non-linguisticelements, and analyse cultural and other factors affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify limits to addressing problems of understanding or recall and confirm understanding where appropriate in a manner that does not compromise effective delivery.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language

  1. Recall information from notes and other mnemonic devices.
  2. Use rhetorical techniques to transfer the communicative intent into the target language in a timely manner appropriate to audience and setting, and reflecting speaker's characteristics.
  3. Recognise and address issues in message transfer associated with the setting, language and concepts.
  4. Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment
Recall information from notes and other mnemonic devices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use rhetorical techniques to transfer the communicative intent into the target language in a timely manner appropriate to audience and setting, and reflecting speaker's characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and address issues in message transfer associated with the setting, language and concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate interpreting performance

  1. Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  2. Determine personal impact of assignment and identify need for debriefing.
  3. Consider process improvement strategies.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine personal impact of assignment and identify need for debriefing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider process improvement strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms the ability to interpret from a source language to a target language in general monologue settings, preserving the communicative intent of the source language, including:

applying interpreting and English and LOTE skills required to achieve competent message transfer and competent performance

using strategies and techniques to effectively deliver and preserve the communicative intent and maintain impartiality

using interpersonal and communication skills to interpret in a professional manner appropriate to speaker and audience

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

applying knowledge of the language, conventions, culture and protocols of a range of general and predictable subjects and contexts

drawing on research, general knowledge and information relevant to the subject

using basic memory retention strategies

recognising and resolving transfer problems and transfer errors to assist delivery

Context of and specific resources for assessment

Evidence for assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies for interpreting in general monologue settings.

Resources for assessment include:

opportunities to observe and question candidate interpreting in a range of general monologue settings

examples of personal glossaries and memory aid resources

examples of documentation of client requirements and conditions

examples of debriefing and self-evaluation opportunities taken by candidate

The context for assessment might include simulations of general monologue settings, and ideally will include observations conducted in real interpreting settings. Evidence for assessment should be gathered to demonstrate a range of experiences in interpreting in general monologue settings in a range of fields in the community and business domains.

Required Skills and Knowledge

Required skills

communication skills to:

confirm understanding of source message

transfer messages effectively from source to target languages

use rhetorical techniques to transfer communicative intent in a timely manner

interpersonal skills to:

ensure behaviour and presentation are appropriate to monologue setting and cultural conventions

interact with people from a range of social, cultural and ethnic backgrounds and with a range of communication needs

work with parties with a range of experience and awareness of interpreting protocols and expectations

interpreting skills to achieve competent message transfer, including to:

adapt embedded cultural concepts for correct transfer

conceptualise and express general and predictable information in target language, maintaining impartiality

include non-verbal cues in message transfer

manage problems of equivalence

reproduce factually and linguistically accurate content

use basic strategies to retain and recall messages

produce decipherable notes of key information

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

language skills to achieve competent performance:

application of correct structures, grammar and syntax to achieve coherent delivery

clear pronunciation

correct use of common idiom, collocations and slang

recognition and use of a range of general and context-specific registers

recognition of common metaphors and similes and implied meaning

vocabulary based on general knowledge and specific to context

literacy skills to prepare required background material and resources

organisational skills to:

arrange work environment suitably

prepare and administer resources and documentation relating to assignment

complete required preparation

problem-solving skills to address problems in delivery

research skills to source background information relevant to assignment

self-management skills to:

mentally order information for message transfer

use mnemonic strategies to recall information

interpret in a professional and impartial manner

withdraw from assignment where necessary

Required knowledge

broad general knowledge of cultures and societies of both English and LOTE participants

broad general subject and context knowledge, including of community domains

relevant codes of ethics

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 target message

use culturally appropriate message delivery

feedback and debriefing techniques

legal requirements, professional procedures and guidelines, ethical practices and business standards relating to interpreters, including:

privacy and confidentiality requirements

duty of care

impartiality

limitations of work role, responsibility and professional abilities

OHS and risk management principles and practices to ensure own physical safety and comfort

research methods to source subject and context knowledge relevant to assignment

source and target languages to achieve competent message transfer

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

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Requirements may include:

source and target languages

location or environment

required equipment and resources

work conditions, such as:

continuous hours to be worked

need for tandem, team or relay interpreting

required breaks

sight lines and visibility

timing of monologue

using public speaking aids and equipment

purpose

context and subject

expectations and intended or desired outcomes

target language delivery

risk management considerations

briefings

research and preparation, including identifying sources of information

Protocols may include:

briefing participants

explaining purpose and process, including:

pausing utterance when at own limits of recall

rotating interpreting when team interpreting, according to industry standards and situation'

information management appropriate to monologue

requesting party details, such as names and titles

professional and operational protocols for presentations

Attend actively may include:

applying strategies to support retention and recall, including recording key information

maintaining concentration and focus

seeking repetition and clarification

note speakers gestures, facial expressions and body language

applying subject and context knowledge to anticipate purpose of discourse

deconstructing

complex syntax

lexically dense content

formal register

identifying strategy being used to develop ideas

noting verbal and non-verbal cues

Linguistic and non-linguistic elements may include:

colloquial and idiomatic language

idiosyncratic language use

discourse markers

ellipsis

register

vocabulary based on general knowledge

voluntary and involuntary pragmatic features of speech, such as:

inflection and tone

nuance and intensity of feeling

stress and pitch

voluntary and involuntary prosodic features of speech, such as:

hesitation

pauses and silence

rhythm

body language

eye contact

facial expressions

gestures and posture

Key information may include:

basic facts, including:

numbers, dates and times

personal details, such as names, titles and addresses

key content words

Confirming understanding may include:

checking communicative links

referring to dictionaries or glossaries

seeking clarification

retaining and recalling utterances of sufficient length to ensure delivery is accurate and coherent

Effective delivery may be:

accurate and cohesive

appropriate to discourse, including:

language that suits audience

culturally appropriate verbal and non-verbal behaviour

deconstructing complex syntax, high lexical density and formal register

paraphrasing unfamiliar vocabulary, idiom and abstract concepts

shortening lengthy utterances

slower than normal rate of speech

appropriate to setting

timely

Communicative intent may include:

choosing between literal transfer and the communicative intent of idiomatic expressions

deconstructing complex syntax, dense lexical content and formal register

exercising judgement of embedded cultural concepts

identifying and using common idiomatic expressions

identifying and using loan words or signs

incorporating implied meaning in message transfer

informal and spoken register in the active voice

maintaining logical sequence of source utterance

paraphrasing unfamiliar vocabulary, idiom and concepts

recognising and conveying implied meaning

recognising common metaphors and similes

reflecting speaker characteristics

syntactic simplicity

terminology appropriate to context

transferring cultural cues, such as laughter and euphemism

using correct common collocations

using general standard of expression, style and register

verbalising non-verbal source language elements

Reflecting speaker's characteristics may include:

using appropriate language to maintain affect

verbalising non-verbal source language components

using similar rhetorical and public speaking techniques

reflecting speaker's prosodic features in target language

maintaining impartiality

Issues in message transfer may include:

transfer errors such as omissions, additions or changes that occur as a result of:

misinterpreting, or not transferring sensitively

jargon

cross-cultural differences

lack of common context

transfer problems, include:

elliptic, fragmentary or ambiguous source utterances

lack of equivalents

need for paraphrasing

unknown terms

Personal impact may include:

performance stress

factors affecting interpreter impartiality

occupational health and safety

factors affecting interpreter personal safety or comfort, including:

cultural or societal dilemmas

stressful interpreting situations