Elements and Performance Criteria

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.
Protocols may include:
effecting introductions
briefing participants
explaining purpose and process, including pausing utterance when at own limits of recall
confirming confidentiality of information
requesting participant details, such as names and titles
setting and organisational protocols specific to client and interpreting requirements
Attend actively may include:
maintaining concentration and focus
applying subject and context knowledge to anticipate purpose of discourse
identifying strategy being used to develop ideas
deconstructing:
complex syntax
dense lexical content
formal register
applying strategies to support retention and recall, including:
reviewing records and recollection of message
recording key information
noting verbal and non-verbal cues
seeking repetition and clarification
close observation of speakers
Factors affecting communication flow may include:
physical adjustments required, such as:
adjusting position and seating in regard to listener or speaker
adjusting lighting and ventilation, and visual and ambient noise
immediate emotional, psychological, developmental, physical, or other states or attributes of participants
factors affecting meaning, such as:
colloquial language
idiosyncratic language use
cultural concepts
humour
paralinguistic elements
register
direct speech (first person), reported speech (third person)
Linguistic elements and non linguistic elements may include:
colloquial and idiomatic language
idiosyncratic language use
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
Structural elements may include:
cultural cues
language cues necessary for following conversation, interrupting or interjecting
interpersonal elements
turning points in an argument
turn taking
Addressing issues of understanding or recall may include:
confirming understanding
checking communicative links
managing cultural and interpersonal dynamics
referring to dictionaries or glossaries
retaining and recalling utterances of sufficient length to ensure delivery is accurate and cohesive
seeking clarification or repetition
Effective delivery may include:
delivery that is appropriate to participants, including:
language that suits participants
conveying message
culturally appropriate verbal and non-verbal behaviour
paraphrasing unfamiliar vocabulary, idiom and abstract concepts
shortening lengthy utterances
speaking slower than normal rate of speech
clear pronunciation and delivery
appropriate register
reflecting dialogue and appropriate to setting
self-monitoring of performance, including self-correction
timely delivery
Communicative intent may include:
checking for understanding in Auslan and Indigenous languages
choosing between literal transfer and the communicative intent of idiomatic expressions
colloquial language
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
Techniques may include:
continuing to interpret while searching references
correcting own errors in a timely manner
delivering in direct, not reported speech
keeping all parties informed
paraphrasing
preserving self references
repeating complex instructions
seeking repetition rather than explanation
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
Managing discourse may include:
clarifying terminology and message elements
directing speakers on length, pace and form of spoken delivery
explaining exchanges between interpreter and one party to the other party
using strategies to pause utterance at limits of recall
Issues may include:
assignment requirements
personal preparation
personal competency
maintaining impartiality
code of ethics
necessity to withdraw
requirement for team or relay interpreting
Personal impact may include:
performance stress
occupational health and safety
factors affecting interpreter impartiality
factors affecting interpreter personal safety or comfort, including:
cultural or societal dilemmas
adversarial dialogues
stressful interpreting situations
trauma and tragedy

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 dialogue 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 participants and conditions
using basic memory retention strategies
recognising and resolving transfer problems and correcting transfer errors
applying knowledge of the language, conventions, culture and protocols of a range of general and predictable subjects and contexts
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 dialogue settings.
Resources for assessment include:
opportunities to observe and question candidate in a range of interpreting assignments and contexts
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 dialogue 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 dialogue settings in several community domains.