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.
Requirements may include:
source and target languages
location or environment, such as:
in the field
public venue
at client or contractor location
in other agencies
required equipment and resources
work conditions, such as:
continuous hours to be worked
need for tandem, team or relay interpreting
required breaks
sight lines and visibility
timing of monologue
using public speaking aids and equipment
purpose
context and subject
expectations and intended or desired outcomes
target language delivery
briefings
risk management considerations
research and preparation, including identifying sources of information
Protocols may include:
briefing participants
explaining purpose and process, including:
pausing utterance when at own limits of recall
rotating interpreting when team interpreting, according to industry standards and situation
information management appropriate to monologue
requesting party details, such as names and titles
professional and operational protocols for presentations and negotiations in specific systems such as:
conferences
business
government
diplomatic
academic
international relations
arts and performance
Attend actively may include:
recording key information using advanced mnemonic strategies
applying specialised subject and context knowledge to anticipate purpose of discourse and strategy being used to develop ideas
deconstructing
complex syntax
lexically dense content
formal register
maintaining concentration and focus
maximising retention and recall
seeking repetition and clarification
noting speakers' facial expressions, gestures and body language
noting verbal and non-verbal cues
Key information may include:
key content words
key concepts
key facts, including numbers, dates and times
personal details, such as names, titles and addresses
linguistic and conceptual relationships
technical terms
Linguistic and non-linguistic elements may include:
colloquial and idiomatic language and regional differences
humour
ellipsis
register, including:
language of professionals in different fields
formal and informal
spoken and written
gender-specific and honorific language
terminology appropriate to given contexts
impersonal forms
specialised and context-specific vocabulary
voluntary and involuntary pragmatic features of speech, such as:
inflection and tone
nuance and intensity of feeling
stress and pitch
types of language
voluntary and involuntary prosodic features of speech, such as:
hesitation
pauses and silence
rhythm
discourse markers
body language
eye contact
facial expressions
gestures and posture
Confirming understanding may include:
checking communicative links
referring to dictionaries or glossaries
seeking clarification
Effective delivery may include:
accurate and cohesive
appropriate to discourse, including:
culturally appropriate verbal and non-verbal behaviour
reproducing:
complex syntax, high lexical density and formal register
vocabulary, idiom and abstract concepts
lengthy utterances
appropriate to setting
self-monitoring of performance, including self-correction
timely
Communicative intent may include:
addressing regional differences
exercising cultural judgement in relation to reformulation
identifying and using a wide range of idiomatic expressions
identifying and using loan words or signs
incorporating implied meaning in message transfer
maintaining logical sequence of source utterance
paraphrasing to transfer concepts where there is no equivalence
reflecting speaker characteristics, including affect, demeanour and lucidity
reflecting syntactic complexity and lexical density
transferring cultural cues, such as laughter and euphemisms
transferring the communicative intent of idioms and idiomatic expressions
transferring the communicative intent of metaphors and similes
using complex standard of expression, style and register
using terminology appropriate to context, field and profession
verbalising non-verbal source language components
Reflecting speaker's characteristics may include:
using appropriate language to maintain affect
verbalising non-verbal source language components
using similar rhetorical and public speaking techniques
reflecting speaker's prosodic features in target language
maintaining impartiality
Personal impact may include:
performance stress
factors affecting interpreter impartiality
factors affecting interpreter personal safety or comfort, including:
cultural or societal dilemmas
stressful interpreting situations

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 complex monologue 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
applying educated native speaker language proficiency in the first and near native speaker language proficiency in the second language
using a range of strategies and techniques to effectively deliver and preserve the communicative intent and maintain impartiality
using a range of advanced rhetorical and public speaking techniques to convey the presentation style of the source
using interpersonal and communication skills to interpret in a professional manner appropriate to speaker and audience
applying knowledge of the language, conventions, culture and protocols of a range of specialised subjects and contexts
using advanced memory retention strategies
recognising and resolving transfer problems and transfer errors

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 complex monologue settings.
Resources for assessment include:
opportunities to observe and question candidates interpreting in a range of monologue settings with demanding subject and circumstances and with high expectations for accuracy and conveying the presentation style and intent of the speaker
examples of planning to interpret requiring thorough research of subject and context
examples of using a range of rhetorical styles and public speaking aids and equipment
examples of using a range of memory retention techniques and error correction strategies
The context for assessment might include simulations of complex monologue 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 complex monologue settings in a range of sectors in the community, business and diplomatic domains.