Diploma of Interpreting (Auslan)

Expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to spoken and/or signed communication.

• In interpreting simulations and class learning activities, this will assist you to comprehend and express both or all your languages accurately and in a timely way. 

Communicate clear instructions and explanations, either by speaking or signing, in a timely way.

• In interpreting simulations and class learning activities, this will assist you with communicating the intended meaning when interpreting.

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 may be provided for students in class learning activities. However, interpreting simulations are designed to reflect the nature of interpreting work and therefore occur in real time and often require timely communication.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication and non-verbal cues (e.g., to indicate turn-taking), both of which can vary depending on whether you are engaging with people using spoken or signed languages. These can include (but is not limited to): eye contact, gestures, facial expression, speaking volume, intonation and tone of voice, size and intensity of signing and signing space, and proximity.

What do I need to be able to do?

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

In interpreting simulations and class learning activities, tasks which require social communication abilities may need you to:

• use non-verbal cues (such as gestures, eye contact, and others listed above) to signal continuation or pause when interpreting
• recognise others’ non-verbal communication/cues and incorporate these in your interpreting

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.

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 which may include screen-based, image-based and sign/symbol-based texts and handwritten notes.

In interpreting simulations, tasks which require the use of reading include: 

• comprehending written instructions and other information
• understanding written text in English to interpret into another language by speaking or signing, in a timely way
  • for spoken language interpreters, also understanding written text in the language/s other than English to interpret into spoken English.

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?

Produce coherent written communication appropriate to interpreting simulations and class learning activities, and to demonstrate knowledge in written assessment tasks.

In interpreting simulations, class learning activities and assessment, tasks which require clear, concise, accurate and time-efficient writing may include:

• producing an accurate written account of a spoken or signed text (e.g., a speech) whether live or recorded by summarising or using dot points
• note-taking for consecutive interpreting (spoken languages)
• completing written assessment tasks, such as essays and reports to demonstrate your understanding of course content and other prescribed written materials

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 and assessment tasks.

What do I need to be able to do?

Demonstrate competence by interpreting meaning and concepts in dialogues and monologues under time constraint in simulations.

In interpreting simulations and class learning activities, tasks requiring your use of high-level cognitive skills are:

• accurately interpreting a conversation between two languages, some segments of which may be long and conceptually complicated
  • for spoken language interpreters working consecutively, this may also involve taking notes to support this interpreting
• responding to unexpected situations that require you to problem solve and remain focussed i.e., interpreting in a noisy or otherwise distracting environment, or for a speaker or signer who forgets to pause
• planning and preparing to accurately interpret concepts and terminology in various learning activities i.e., in lawyer-client or doctor-patient interactions.

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 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 simulation tasks which require vision include:

• reading printed or handwritten documents in English and interpreting the content into another language under time constraint.  This a type of interpreting is called Sight Translation.
  • for spoken language interpreting, this also includes reading printed or handwritten documents in your language/s other than English and interpreting into spoken English.
• capturing non-verbal cues or communication in face-to-face and online interpreting.

Signed language interpreting requires the capacity to see and interpret sign language produced live (both face-to-face and online), and video recorded.

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 interpreting simulations and on-campus 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 simulation tasks that require hearing or alternatives (e.g. accurate lip reading, use of 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

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

For Auslan <> English interpreting:

Interpreting simulation tasks and class learning activities that require hearing (including with support of assistive technologies) include:

• demonstrating your capacity to follow oral instructions and explanations in English whether live face-to-face, online or recorded.
• listening to spoken English texts and interpreting into Auslan
• listening to simulated conversations where one person is speaking English and interpreting each of these segments into Auslan (and the Auslan segments into English).

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

For deaf interpreting:

Interpreting simulation tasks and class learning activities do not require hearing and are carried out in Auslan and a range of other forms of signing. This may include, but is not limited to, the use of International Sign, modified signing such as visual frame used with Deafblind people, and varied forms of Non-Conventional Sign Language.

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.

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

What do I need to be able to do?

Interpreting simulation and class learning activities may require physical and/or mental endurance and can include:

• concentrating, planning, and problem solving under time constraint. 
  • e.g., receiving instruction, working in a pair to prepare, then accurately interpreting multiple dialogues and / or monologues.
• standing or sitting for extended periods of time.
• note-taking for extended periods of time while consecutively interpreting (spoken languages).

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 activities.