Advanced_Community

|[pic] |WEA North West Region | | |Open College Network | | |Introduction to Advanced Community Interpreting | | | | | |Core Module | | | | | |Student’s | | |Course Materials | | |Introduction to Advanced Community Interpreting Skills – Level 3 | | |FJ33QQ007 | | | | | | | | | | | | | | |[pic] | Contents Learner’s personal profile 7 Presentation of portfolio 8 Learning outcome 1 9-12 Identify settings in which a community interpreter works Assignment feedback to learner 13 Learning outcome 2 14 Describe the role of the community interpreter Learning outcome 3 15-18 Recognise and identify professional community interpreting skills Assignment feedback to learner 19 Learning outcome 4 20-22 Recognise the impact of prejudice, stereotyping and cultural issues within the community interpreting context Assignment feedback to learner 23 Learning outcome 5 Demonstrate the core skills of community interpreting Role Play Assessment 24-25 Reflection and self evaluation 26 Learning outcome 6 27 Use language appropriate to the context or situation Authentication declarations 28 Introduction Welcome to this Level 3 Introduction to Advanced Community Interpreting Skills. This unit forms part of the OCN Community Interpreting programme. (For full information about the programme, see the Student Guide.) When you complete this unit successfully you will earn six credits. Learning outcomes By the end of this unit, you should be able to: • identify settings in which a community interpreter works • describe the role of the community interpreter • recognise and identify professional community interpreting skills • recognise the impact of prejudice, stereotyping and cultural issues within the community interpreting context • demonstrate the core skills of community interpreting • use language appropriate to the context or situation. Use the table on the next page to chart your progress against these learning outcomes. Introduction to advanced community interpreting skills – Learning outcomes Unit code: FJ33QQ007 Level: 3 Credit value: 6 |Learning outcomes |Assessment criteria |Evidence for moderator |Tutor comment | |You should be able to: |You can: |Outcomes achieved on the following |Tutor notes on learner progress: | | | |pages: | | |LO1. Identify settings in which a CI works |1.1 Describe and evaluate settings in which a CI is necessary to: | | | | |ensure equal opportunities | | | | |meet community need | | | |LO2. Describe the role of the CI |2.1 Use a variety of written information to demonstrate the roles a CI may| | | | |have to undertake | | | |LO3. Recognise and identify professional community |3.1 Critically analyse the criteria for the appointment and selection of a| | | |interpreting skills |CI | | | | |3.2 Explain the importance of the choice of CI in a variety of | | | | |circumstances | | | | |3.3 Outline a code of conduct for CIs | | | | |3.4 Explain the need for confidentiality in community interpreting | | | |LO4. Recognise the impact of prejudice, stereotyping |4.1 Analyse the implications of prejudice, stereotyping and cultural | | | |and cultural issues in the community interpreting |issues as they relate to the work of the CI | | | |context | | | | | |4.2 Explain strategies for addressing these issues within the interpreting| | | | |context | | | |LO5. Demonstrate the core skills of community |5.1 Perform as an interpreter in a structured role play situation | | | |interpreting | | | | | |5.2 Reflect on and record self-evaluation of your performance | | | | |5.3 Exhibit extended competence in both languages | | | | |5.4 Switch effectively between languages with no prolonged pauses | | | |LO6. Use language appropriate to the context or |6.1 Identify and use appropriate vocabulary in a range of community | | | |situation |interpreting contexts | | | Unit title: Introduction to advanced community interpreting skills Unit code: FJ33QQ007 Level: 3 Credit value: 6 I certify that the learner has achieved all of the learning outcomes and I am satisfied that the work produced is the learner’s own work. Learner ________________________________ Date ___________________ Tutor ___________________________________ Date ___________________ Internal moderator _____________________ Date ___________________ Level achieved _______________________ Date ___________________ Learner’s personal profile Write some notes about yourself so that your tutor can understand your learning needs and help you draw up an individual learning plan. Please include: • your personal details • a recent photo • your work history (paid and voluntary) – include a full CV if you wish • your reasons for doing this community interpreting course • what you hope to achieve after completing the course. • Word count approx 500 words. My personal profile Presentation of Portfolio Please note the following requirements for presentation of your tasks. 1. Please use a slim file e.g. display book. 2. Use dividers between all the six Learning Outcomes. 3. Make a cover note at the front of the file with your name, address, phone no. and Course ID. 4. Title of the Task at the top of the page. 5. No bullet points unless advised. 6. Your name set as a header or footer on all your work. 7. Font preferable Times New Roman size 12. 8. Line spacing to be 1.5 Learning outcome 1 Identify settings in which a community interpreter works To achieve this learning outcome, you’ll need to meet assessment criterion 1.1: Describe and evaluate settings in which a community interpreter is necessary to ensure equal opportunities and meet community need. You’ll meet this criterion if you successfully complete Tasks 1–3. [pic] Task 1 Read Handout/Booklet on Community Interpreting. Then, in the spaces below: • define the role of the community interpreter (80 – 100 words) • list some services/agencies where interpreters are used (10-15) • list some professionals that community interpreters may have to work with. (approx 15 – 20 ) |Definition of the role of community interpreter | | | | | | | | | |Agencies using community interpreters | | | | | | | | | | | |Professionals that community interpreters may work with | | | | | | | [pic] Task 2 Now choose two of the services/agencies that you identified in Task 1 and write a paragraph on each, describing when and why they might use a community interpreter. (For each scenario 80-100 words) For each setting you’ve chosen, outline some advantages and disadvantages of using a professional or non-professional interpreter. (At least 5 to 6 advantages and disadvantages). Setting 1 (e.g. hospital, health centre) |When and why a CI may be used: | | | | | | | | | | | | | | | | | | | |Non-professional interpreter | |Advantages Disadvantages | | | | | | | | | | | | | | | | | | | | | |Professional interpreter | |Advantages Disadvantages | | | | | | | | | | | | | Setting 2 (e.g. Social Security, Tax Office) |When and why a CI may be used: | | | | | | | | | | | | | |Non-professional interpreter | |Advantages Disadvantages | | | | | | | | | | | | | |Professional interpreter | |Advantages Disadvantages | | | | | | | | | | | |What would happen if no one is available to accompany the client to any of the agencies/services you listed in | |Task 1' | | | |Describe at least 2 or 3 effects. | | | | | | | | | [pic] Task 3 This task asks you to think about how the various agencies you’ve listed can implement equal opportunities policies to meet the needs of communities. How can an agency promote their services to a multi cultural community, for example' Start addressing these issues by working through the questions below. |What do you understand by the term ‘equal opportunities’' (You might see this expressed in a different way. | |Many public sector organisations talk about ‘equality and diversity’, for example.) Provide an example of an | |agency’s equal opportunities policy statement. You could look for this on the internet. Or you could look for a| |newspaper cutting advertising an ‘equal opportunities employer’ and highlight the main points. Look for | |adverts for bi- or multi-lingual staff and note how these are worded. | | | |Definition of ‘equal opportunities’ | | | |(Minimum 30 words) | | | | | | | | | | | | | | | | | | | |Describe one community based organisation that promote equal opportunities (e.g. by employing relevant language| |translation in promoting their services). E.g. library, C.A.B. | | | |(150 words for your community based organisation). | | | | | Assignment feedback to learner Learner: Tutor: Unit title: Introduction to Advanced Community Interpreting Assessment criteria met by this assignment: LO 1 LO 2 (tasks 1, 2, 3, 4) |Feedback to learner | | | | | | | | | | | | | | | | | | | | | | | |Suggested actions: Date achieved: | | | | | | | | | | | | | | | Signed: Date: |Learner response | | | | | | | | | | | | | | | | | | | | | | | Signed: Date: Learning outcome 2 Describe the role of the community interpreter To achieve this learning outcome, you’ll need to meet assessment criterion 2.1: Use a variety of written information to explain and analyse the roles a community interpreter may have to undertake. You’ll meet this criterion if you successfully complete Task 4. [pic] Task 4 Your tutor will have talked to you about the ‘linguistic model’ of interpreting. But a good community interpreter has to take a much broader approach to interpreting. |Briefly, what is the linguistic model of interpreting' | |(100 words for each model) | |Now describe the two different roles that a community interpreter may have to undertake | | | |Role 1 Cultural expert | |Role 2 Interpreter as facilitator | Read the two case studies and write what the likely outcome could be under the two different models. (Linguistic and Community Interpreting Models). Learning outcome 3 Recognise and identify professional community interpreting skills To achieve this learning outcome, you’ll need to meet assessment criteria 3.1– 3.4: 3.1 Critically analyse the criteria for the appointment and selection of a community interpreter. 3.2 Explain the importance of the choice of community interpreter in a variety of circumstances. 3.3 Evaluate a code of conduct for community interpreters. 3.4 Explain the need for confidentiality in community interpreting. You’ll meet this criterion if you successfully complete Tasks 5–8. [pic] Task 5 How do you know who is suitable to be a community interpreter' An ideal community interpreter should have a particular set of skills and qualities and be able to integrate well with the various agencies that require those skills. Below, list at least six criteria for selecting a community interpreter and explain why each is important. For example, you might think that the most obvious criterion is being proficient in both English and the target language so that you can serve both parties equally well. (50 words for each example). |1. | |2. | |3. | |4. | |5. | |6. | [pic] Task 6 The choice of community interpreter will depend on the circumstances. This task asks you to think about matching the community interpreter to the particular community interpreting situation. |Give three scenarios where a community interpreter is inappropriately or badly matched to the particular | |situation. Then give the appropriate match in the situation and give your reasons why. | |(100 –150 words for each example.) | | | |1. | | | | | | | | | |2. | | | | | | | | | |3. | | | [pic] Task 7 Your Community Interpreting Booklet contains a handout setting out the Code of Practice for community interpreters. Your next task is to evaluate this code. Read the Code, then choose three points which you consider to be particularly important and write about what might happen if a community interpreter didn’t adhere to these points. |Key practice points and why they’re important. (100 –150 words for each point). | | | |1. | | | | | | | | | | | | | | | | | |2. | | | | | | | | | | | | | | | | | | | |3. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | [pic] Task 8 Two of the most important things that the Code of Practice addresses are the key issues of confidentiality and impartiality. First, make sure you know exactly what’s meant by ‘confidentiality’ and ‘impartiality’. Then read the case study below and think about how the community interpreter can demonstrate both confidentiality and impartiality in this situation. |Confidentiality means… | | | |(approx 80 words) | | | | | | | | | | | | | | | |Impartiality means…. | | | |(approx 80 words) | | | | | | | | | | | | | |How the community interpreter can demonstrate confidentiality and impartiality in the case study below: | | | | | |A female client has come to Social Services because she suspects that her partner is physically abusing her | |children and she is very concerned for their safety. She is reluctant to disclose personal facts and | |information as she is anxious of any backlash or consequences if details are disclosed into the community or to| |her partner. | | | | | | | |(200 words minimum) | | | | | | | Assignment feedback to learner Learner: Tutor: Unit title: Introduction to Advanced Community Interpreting Assessment criteria met by this assignment: LO3 (tasks 5,6,7,8) |Feedback to learner | | | | | | | | | | | | | | | | | | | | | | | | | |Suggested actions: Date achieved: | | | | | | | | | | | | | | | | | | | Signed: Date: |Learner response | | | | | | | | | | | | | | | | | | | Signed: Date: Learning outcome 4 Recognise the impact of prejudice, stereotyping and cultural issues within the community interpreting context To achieve this learning outcome, you’ll need to meet assessment criteria 4.1 and 4.2. 4.1 Analyse the implications of prejudice, stereotyping and cultural issues as they relate to the work of the community interpreter 4.2 Explain strategies for addressing these issues within the interpreting context [pic] Task 9 This task is in three parts to allow you the opportunity to think through carefully these important issues. If you wish, you can use the internet or newspaper or magazine articles to provide you with examples of attitudes that might impact on the role of community interpreter. |First, define the term ‘prejudice’ and then give two examples of how prejudice might operate in the community | |interpreting context. | | | |‘Prejudice’ means (80 – 100 words) | | | | | | | |Example 1- Read the booklet Community Interpreting (page 2) | |Describing a situation encountered by an Iranian Interpreter. | |In your own words, analyse in which racial prejudice is operating in this example. How would this affect the | |interpreting situation. | | | | | |Example 2 | | | | | | | | | | | Now move on to think about stereotyping. Again, we’ll ask you to think about what it actually means before giving some examples. Remember you can use the internet or written resources (newspapers, magazines, etc.) to help you with your answer. |‘Stereotyping’ means (80 – 100 words) | |Example 1 | |A male client is booked in for an interview regarding his immigration status in this country at a Solicitors | |office. A female interpreter has been booked to enable the communication process. The male client strongly | |feels that the female interpreter shouldn’t be working and a women’s place is in the home. He demonstrates his | |discomfort by being uncooperative and not willing to answer questions in depth. Also, his body language | |displays negative signs. | |How would this gender stereotype effect the interpreting situation' | |Example 2 | For the final part of this task, you’re asked to think about how the cultural context can affect the role of the community interpreter. First, read the short case study below. |A care order has been issued ordering the removal of a child from the family home because of continuing concern| |for her safety. The parents feel very confused because they’ve recently arrived in Britain and don’t understand| |what a care order is. | |A community interpreter is brought in who has a good understanding of the cultural context on both ‘sides’. He | |works to keep the family informed about the course of any legal procedures and, at the same time, to interpret | |the parents’ behaviour to the professionals involved. | Your task is to analyse the cultural implications of this situation. Read the Community Interpreting Booklet on page 2 and 3 (Different cultures and backgrounds). |Using a minimum of 200 words, analyse the implications of this situation. You may find it helpful to structure | |your answer by considering in turn the cultural problems faced by: | |1. the professional (e.g. social worker) | |2. the interpreter | |3. the client (the parents). | Task 10 Look at the two examples that were given in task 9 about the Iranian interpreter and the gender stereotype example and describe what strategies you as a community interpreter would use to influence/educate agencies in overcoming these barriers. (100 words minimum). Assignment feedback to learner Learner: Tutor: Unit title: Introduction to Advanced Community Interpreting Assessment criteria met by this assignment: LO4 (tasks 9,10) |Feedback to learner | | | | | | | | | | | | | | | | | | | | | | | |Suggested actions: Date achieved: | | | | | | | | | | | | | | | | | | | Signed: Date: |Learner response | | | | | | | | | | | | | | | | | Signed: Date: Learning outcome 5 Demonstrate the core skills of community interpreting To achieve this learning outcome, you’ll need to meet assessment criteria 5.1-5.4. 5.1 Perform as an interpreter in a structured role play situation 5.2 Reflect on and record self evaluation of your performance 5.3 Exhibit extended competence in both languages 5.4 Switch effectively between languages with no prolonged pauses You’ll meet these criteria if you successfully complete your structured role play assessment. There is space below to make notes on your role play exercise. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Role Play Assessment Name: __________________________________ Date: ______________ Venue: ___________________________________________________________ Language spoken:_________________________________________________________ | |English |Mother tongue | |Role Play | | | | |Good |Average |Poor |Good |Average |Poor | |Understanding of normal spoken language | | | | | | | |Spoken skills: | | | | | | | |Conveying simple meanings | | | | | | | |Conveying technical words and explanation | | | | | | | |Exhibit extended competence in both | | | | | | | |languages | | | | | | | |Switch effectively between languages with | | | | | | | |no prolonged pauses | | | | | | | |Eye contact | | | | | | | | | | | | | |Body language | | | |Role played: | | |Tone of voice | | | |Professional | | |Appropriate intervention | | | |Client | | Tutor signature: _______________________________ Date:____________ Learners’ signature: ___________________________ Date: __________ Reflection and self evaluation As you reflect on your role play exercise, think about the points listed below and try to cover them in your self evaluation |How did you perform as an interpreter' Were you professional, etc.' | | | |Were there any words that you found hard to translate into your own mother tongue so that you had to use a word| |in English' | | | |What will you do in future if you find a word that’s hard to translate' | | | |Were you translating everything the professional wanted you to' Give one or two examples of points you | |translated with ease and some that gave you difficulties. | | | |Was your body language appropriate throughout the exercise' | | | |What aspects were you comfortable with in the setting of your role play' What aspects were you uncomfortable | |with' | | | |How do you think the client felt about you as an interpreter' | | | |How do you think the professional felt about you as an interpreter' | | | |What will you try to improve next time you interpret' | | | |What aspects of interpreting do you feel more confident about since starting the course' | | | |What is your overall view of your performance in this exercise' | Learning outcome 6 Use language appropriate to the context or situation To achieve this learning outcome, you’ll need to meet assessment criterion 6.1. 6.1 Identify and use appropriate vocabulary in a range of community interpreting contexts You’ll meet this criterion by compiling and using a glossary of terms (250–300 words). The glossary is an opportunity for you to compile a comprehensive list of the more specialised or technical vocabulary that you come across. With your tutor’s help, try to come up with an appropriate translation in your mother tongue for any such terms you encounter. |Titles for glossary to be compiled in alphabetical order. | | | |EDUCATION, IMMIGRATION/LAW, HEALTH AND SOCIAL SERVICES | | | |Example: (Under Education). | | | |Word- definition in English- word in mother tongue (can be written in Roman English or native language). | | | |Book – a resource you would read. Kithaab | | | | | | | | | | | | | | | | | | | | | | | | | | | Your glossary should be a useful resource for your future work as a community interpreter – and one which you can add to as you gain experience Authentication declarations This form should be completed and attached to each portfolio submitted. |Qualification: OCN Level | |UNIT: Introduction to Advanced Community Interpreting | | | |Candidate declaration: | | | |I confirm that the evidence listed for this award is authentic and a true representation of my own work. | | | |Candidate name: | |Candidate registration number: | |Date handed in: | |Candidate signature: | |Assessor declaration: | | | |I confirm this learner has achieved all the requirements of this award. | |Assessment was conducted under the specified conditions and context, and is valid, authentic, reliable, current| |and sufficient. | | | |Assessor name: | |Assessor signature: Date marked: | |Internal moderator declaration: | | | |I have sampled this unit and confirm that the learner’s work meets the standards specified and may be presented| |for external moderation and/or certification. | | | |Internal moderator name: | |Internal moderator signature: Date moderated: | | | |This section to be left blank if sampling of this portfolio did not take place. |