Diploma of Interpreting (Spoken English)

Diploma of Interpreting (Spoken English)

As part of the Diploma of Interpreting program, you will undertake interpreting simulations and other on-campus learning activities. The following information outlines examples of the fundamental tasks you will be expected to carry out during this program.

These examples are provided for your information only and are not entry requirements.

There are a range of adjustments to your study conditions available to enable and support you to undertake these tasks. Please contact the Equitable Learning Services to discuss any adjustments you may require. 

If you intend to seek national certification by the National Accreditation Authority for Translators and Interpreters (NAATI) on completion of this program, it is advisable you check with NAATI about reasonable adjustments for the certification test.

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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 way. 

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.

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 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 simulations and class learning activities, 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)
  • recognising clients non-verbal communication to ensure you incorporate this information 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 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 simulations, 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

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 simulations and class learning activities.

In interpreting simulations and class learning activities, 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
  • demonstrating  your understanding of course content and prescribed written material by completing written assessment tasks, such as essays and reports

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 competence by applying meaning and concepts in dialogue under time constraint in interpreting simulations.

In interpreting simulations, tasks requiring your use of high level cognitive skills are:

  • 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 i.e.,  interpreting in a noisy environment or for a client who forgets to pause
  • planning and preparing  to accurately interpret concepts and terminology for your client in various learning activities i.e.,  lawyer-client, doctor-patient meetings

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 simulations and on campus learning activities.

Mental wellness is a state of well-being in which an individual can realise their own abilities or potential, can cope with the normal stresses of life and can work productively and fruitfully.

Behavioural stability refers to an individual’s ability to moderate their own behaviour.
Stable mental health promotes optimal and safe engagement in on-campus learning environments. Many people who live with mental health conditions complete their studies successfully. The following services are available to support students living with mental health conditions at RMIT: 

What do I need to be able to do?

The on campus learning environment can be challenging and will require you to engage with peers and teaching staff, reflect on your work and respond appropriately to constructive feedback.

Interpreting simulations can present complex and unpredictable human situations which require the following:

  • managing multiple demands with engagement, focus and composure
  • undertaking interpreting assessments when your performance will be recorded either in audio or video format in an enclosed sound proof booth room or a small classroom with specialised equipment
  • managing client content of a sensitive, confronting or traumatic nature with objectivity and accuracy

What adjustments to my study conditions can I access?

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

Flexible arrangements for your professional experience placement will be considered. The appropriateness and practicality of these arrangements may vary between placements and agencies and should be discussed with your placement coordinator prior to commencement of the placement. 

You may be supported to take time off from your studies if you become unwell or have difficulties with behavioural stability until you are ready to recommence.

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 hand written documents in one language and orally interpreting 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

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.

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 parent teacher interview for up to 1.5 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 activities.

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Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

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aboriginal flag
torres strait flag

Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

More information