Macquarie University
| Overview and Aims of the Program | Students completing a major in Chinese-English Translation and Interpreting develop proficiency in translating and interpreting between English and Chinese across a range of modes of texts. They gain an understanding of the society and culture of the countries where English and Chinese are spoken. Students learn about cultural differences, analyse languages in use based on linguistic aspects and culture, and apply skills in translation, interpreting and cross-cultural communication. The Macquarie University Chinese-English Translation and Interpreting major has a distinctive cross-cultural approach and includes opportunities for innovative modes of learning including online delivery and on-spot practice. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE 1. Describe the main translation and interpreting theories and recognize major concepts and themes (K, T, P) 2. Understand the AUSIT (Australian Institute of Interpreters and Translators) Code of Ethics (K, E) 3. Explore cultural difference/s, describe the role of culture in communication, demonstrate this knowledge in a variety of cross-cultural settings and define concepts of cross-cultural communication (K, T, E, A, J, C) SKILLS 4. Analyze various Chinese and English texts to identify the genre, style, register and potential reader of the text and interpret implicit meaning (K, T, P, J) 5. Align translation and interpreting theories to their practic (K, T) 6. Examine the role of the Chinese and English languages in their cultural and societal setting, and evaluate this role in local and global situations (K, T, I, A) 7. Communicate effectively in both Chinese and English across a range of forms and in different contexts including local, international and cross-cultural contexts (K, T, I, P, C) 8. Employ context-appropriate modes of communication including electronic, written (in appropriate script), graphic, oral and aural forms and develop inter-lingual communication skills (K, T, P, I, C, J) APPLICATION 9. Locate and use effectively dictionaries and other tools in translation, demonstrating independent management of language learning (K, P, I, C, L) 10. Evaluate and solve problems that emerge in translation drafting and apply social and cultural awareness to interpreting practice, demonstrating key interpreting skills (K, P, I, C, J) 11. Produce equivalent and reader-oriented translation in English and Chinese, translating different genres of Chinese text into English and English text into Chinese (K, I, P, C) 12. Apply the AUSIT (Australian Institute of Interpreters and Translators) Code of Ethics to practical scenarios and demonstrate a reflective approach to translation and interpreting practice (K, T, P, E, J). |
| Learning and Teaching Methods | Learning and teaching in Chinese-English Translation and Interpreting incorporates a range of methods to enable students to gradually develop the knowledge, skills and opportunities to apply knowledge and skills in the program outcomes. The units take a communicative approach in the classroom environment with additional audio and written material and activities to be worked on at home. The emphasis inside and outside of the classroom is on meaningful interaction and tasks, and the creation of a low anxiety environment which fosters the development of a learning community in which students can practice translation and interpretation as well as discuss the factors involved in cross-cultural communication. This is supported by a range of comprehensible inputs targeted at the students’ developing translation and interpretation skills, both from teaching staff and support materials (principally online), and constant opportunities for students to apply their developing knowledge to meaningful tasks. These include reading and listening to authentic cultural materials, in which students are guided to develop comprehension strategies that can be applied to any situation, and to gain text analysis skills in various contexts. In support of the communicative goals, students also review key translation concepts to build their confidence and capacity to evaluate their own progress in the discipline. As students progress into 300 level units, they also engage in tasks and enrol in units with a stronger emphasis on cognitive and analytical skills in addition to fundamental translation strategies, including conducting research about the source language text and achieving equivalence in target language text. Teaching models include: seminars, tutorials, and supervised independent study. |
| Assessment | Assessment in Chinese-English Translation and Interpreting units is based on a progressive continuous assessment model, which ensures compliance with Macquarie’s policy of early, low-risk assessment and feedback, a minimum of three assessment tasks and different types of task, with no task worth more than 60% of the unit total. The diversity of assessment tasks strives to create a balance for students with different learning styles and opportunities for students to develop their inter-lingual communication skills across both translation and interpretation. Students are given multiple opportunities in each unit throughout the Major to develop comprehension and communication strategies that will assist them in attaining the overall program learning outcomes. Depending on their knowledge of translation and the level of the unit, assessment tasks require students to develop skills of using dictionaries and other tools in translation and deliver target language texts appropriately according to the context and medium, while communicating effectively in both Chinese and English across a range of forms and in different contexts including local, international and cross-cultural contexts. The emphasis is on practical tasks with meaningful applications, such as interpreting and translation tasks relating to various topics, genres and styles, however some tasks such as presentations and reflective journals are also incorporated at both 200 and 300 levels, so that students can confirm knowledge of key aspects of translation and interpretation. All student work is evaluated according to standards that are clearly articulated within the unit, and no norm-referencing is used. Chinese-English Translation and Interpreting employs moderation procedures between multiple markers involved in a single unit and external moderation for units with a single marker. Examples of assessment types include: • oral assignment – individual and group (e.g. dialogue interpreting, speech, consecutive interpreting, sight translation) • in class discussion • oral examination • reflective journal • video/audio recording • online discussion – written • participation • homework (e.g. translation practice, workshop interpreting practice) • presentation. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | A major in Chinese-English Translation and Interpreting can be completed in the Bachelor of Arts giving students a proficiency in Chinese and English language and culture which they can apply to their professional endeavours in a range of fields or as preparation for professional or research degrees at the post-graduate level. The Bachelor of Arts in Chinese-English Translation and Interpreting Studies can also be combined with degrees in Law, Education, Commerce, Business Administration, Science or Engineering, giving graduates in those areas distinctive additional communication skills and cultural knowledge to distinguish them from their peers. A major in Chinese-English Translation and Interpreting Studies can also be completed as part of specialised degrees such as the Bachelor of Global Business, which combines a focus on the relationship between language, history and culture with business skills and a work placement opportunity. Career options for students majoring in Chinese-English Translation and Interpreting Studies: • translation and interpreting • communications and media • international public sector • travel and tourism • international business - private sector • education • consulting. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements
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