Graduate Diploma in Translating and Interpreting

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.
In interpreting simulations and class learning activities, this will assist you to comprehend and express English and another language, either by verbal or sign communication, accurately and in a timely manner.
In translation simulations and class learning activities, this will assist you with understanding and clarifying spoken translation instructions.

Verbally communicate clear instructions and explanations in a time responsive way.
In interpreting simulations and class learning activities, this will assist you with communicating the intended meaning of language when interpreting in English.
In translation simulations and class learning activities, this will assist you with communicating with peers while working on source texts to reach agreement on translation approaches.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression will be provided for students in interpreting and/or translating simulations and class learning activities. However, interpreting simulations are in real time and often require timely communication.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking.

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both simulation and class learning activities to comprehend and express meaning across languages and cultures and to build relationships and rapport with clients.

In interpreting/translating simulations, tasks which require your use of social communication abilities include:

• using eye contact and facial expressions to signal continuation or pause when interpreting for a client using non-verbal cues (such as those listed above)
• using non-verbal cues to negotiate and finalise a translation assignment with your client

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.  

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication.

Reading

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources such as: screen-based, image-based and sign/symbol-based texts and handwritten notes.

In interpreting/translating simulations and class learning activities, tasks which require the use of reading include: 

• comprehending written instructions 
• understanding written text in English and another language in order to orally interpret into either language, in a timely way
• understanding written text in English and another language in order to re-express the text into either language in writing, in a timely way

The ability to read, understand and interpret written information is fundamental for the delivery of interpreting and translating tasks.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities.

Writing (Written Language)

N.B. This refers not to the physical act of writing but rather to the written content.

What do I need to be able to do?

Acquire information and produce coherent written communication appropriate to interpreting and/or translating simulations and class learning activities.

In interpreting and/or translating simulations, tasks which require clear, concise, accurate and time-efficient writing include: 

• producing an accurate written transcription of a speech or conversation in both English and another language in interpreting simulations
• transcribing and translating audio-visual files under time constraint and producing accurate subtitles using assigned software in translating simulations
• writing texts which demonstrate your understanding of meaning and concepts in English and another language in interpreting and/or translating simulations

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities.

What do I need to be able to do?

Demonstrate interpreting and/or translating competence by applying meaning and concepts in dialogue under time constraint in interpreting and/or translating simulations.

In interpreting and/or translating simulations, tasks requiring your use of high level cognitive skills are:

In interpreting simulations:

• listening to a conversation in English and another language, interpreting a number of sentences, some of which may be long and conceptually complicated, into another language accurately and with minimal written notes 
• responding to unexpected situations that require you to problem solve and remain focussed: interpreting in a noisy environment or for a client who forgets to pause and/or is client is distressed and emotional  
• planning and preparing  to accurately interpret concepts and terminology for your client in various learning activities, such as lawyer-client, doctor-patient meetings 

In translating simulations:

• reading and comprehending a 250-word English text and writing this text with the same meaning and concepts in another language, or vice versa, using a computer and under time constraint
• translating texts which contain ambiguities, requiring you to assess, decide and produce accurate translations.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in interpreting/translating simulations and on campus learning learning activities.

Vision

Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.

What do I need to be able to do?

Interpreting and/or translating simulations, tasks which require vision include: 

In interpreting simulations:

• read printed or hand written documents in one language and orally interpret content into another language under time constraint, this a type of interpreting is called Sight Translation
• capturing non-verbal cues or communication in face to face interpreting

In translating simulations:

• reading and comprehending text based documents in English, which may include visual elements such as graphics or images, and reproduce the same intended meaning in another language while incorporating all elements of the original document, and vice versa.
• checking, editing and finalising the translation of text based documents in a variety of formats including, handwritten, print and electronic formats 

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of assistive technology to enhance vision will be considered. Glasses and other visual aids can be used during on-campus simulation learning activities.

If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services. 

Hearing

What do I need to be able to do?

Interpreting and/or translating simulation tasks that require hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:

• demonstrating your capacity to follow oral instructions and explanations
• listening to simulated conversations carried out between two parties in English and another language and interpreting each segment into either language
• listening to audio-visual media in English and another language and reproducing the aural communication into written format using a computer

The capacity to acquire auditory information is necessary for competent and accurate interpretation and/or translation.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of augmentation such as lip reading and / or assistive technology e.g. ‘power’ amplified stethoscope to enhance hearing will be considered.

This refers to the ability to undertake a task/s over a pre-determined period of time. This could include physical performance such as standing for a period of time, or cognitive (mental) performance such as concentrating for a particular length of time.

What do I need to be able to do?

Interpreting simulation tasks which require physical and mental endurance include:

• concentrating, planning, and problem solving under time constraint while completing a 1.5 hour simulation
• accurately interpreting a simulated court hearing for up to 2 hours
• maintaining physical performance for 20 minutes while performing  AUSLAN interpreting.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your circumstances and physical capacities. You may use strategies such as rest breaks to support your performance for on-campus learning contexts.