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.
Concept of translation may include:
the nature of linguistic meaning and equivalence
cross-linguistic differences
Key developments may include:
pre-modernist translation theory
direct translation, oblique translation and transpositions
translation shifts
the science of translating
early translation theory
formal and dynamic equivalence
the principle of equivalent response
semantic and communicative approaches
contemporary theory
functional categories
functional theories
text-type analysis
skopos theory
translatorial action
consecutive interpreting
the effort model
note-taking
the interpreting approach
Key issues may include:
translation quality assessment
text and pragmatic level analysis
semiotic level of context and discourse
criticisms of discourse and register analysis
Principle influences may include:
Prominent practitioners and theoreticians, e.g.
James Holmes
George Steiner
Roman Jakobson
Vinay and Darbelnet
Catford
Nida
Newmark
Gentzler
Buhler
Munday
Reiss
Vermeer
Holtz-Manttari
House
Gile
JF Rozan
Seleskovitch and Lederer
Newmark
Hatim and Mason and the Hallidayan model
Pym
Translator and Interpreter training
Expansion of international for a, e.g.
UN
International tribunals
International criminal courts
International commissions
Contemporary theory may include:
communicative/functional approaches
linguistic approaches
psycho-linguistic/cognitive approaches
polysystems theory
philosophical theories
general translation theory
partial translation theories
Position and positionality may include:
political agendas in international relations
community interpreting
The new media may include:
digital, computerized, networked information and communication technologies
search engines
data bases
distribution platforms
virtual communities
audiovisual
Constructive reporting may include:
checking a translation or interpreting assignment by another practitioner
defending a translation or interpreting assignment called into question in a court or tribunal setting
explaining translating or interpreting decisions
preparing a report on a colleague's work

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 research, analyse and apply a range of approaches to translating and interpreting based on the history, development and progress of relevant theories and their application to practice including:
researching translation theory and its development and influence on current practice
discussing the role of the translator and new directions for translation
analysing aspects which have to be translated / interpreted for a range of specific work assignments
determining the relevance and application of particular theories to work assignments
explaining the relevance of new media in translating and interpreting
classifying, explaining and defending translation procedures, translations and interpretations
Context of and specific resources for assessment
Where possible assessment should be based on demonstrating the application of relevant theories on real examples of work assignments and situations. Where this is not possible, work-like scenarios and examples should be the basis of assessment for a minority of applications.
Assessment should be conducted on evidence from a range of work and client settings, conditions and requirements reflecting the reasonable expectations for a working practitioner.
Assessment should be based not only on knowledge of a range of theories, but on evidence of the applicability of a theory to particular work assignments, and the impact of the theory on the examples of practice.