Graduate Certificate of Community Interpreting
CINT19CTV1
• GPA of 4.50 (out of 7.00) or overseas equivalent
• Proficiency in a language other than English
| Minimum number of credit points at 800 level or above | 16 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Certificate |
| Overview and Aims of the Program | The Graduate Certificate of Community Interpreting is designed to meet the needs of interpreters working in the community from any language background. Students will acquire the skills and knowledge to perform dialogue interpreting in a range of institutional settings common to community interpreting practice in Australia and overseas. The program focusses on the practical application of skills and knowledge to interpreting practice. Flexible delivery of the program is ideally suited to part-time study for practising professionals. |
| 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: 1. demonstrate specialised skills and techniques required for community interpreting in a range of institutional contexts (K, T, P) 2. review, analyse, consolidate and synthesize knowledge relevant to professional practice in community interpreting (K, T, P) 3. apply critical thinking to generate and evaluate complex ideas relevant to the setting-specific characteristics of community interpreting practice, particularly in relation to discourse and role (K,T, P) 4. generate creative solutions to complex problems arising in interpreting practice in relation to translational choices, interpersonal relations and professional conduct (T, P, E) 5. effectively communicate an understanding of theoretical concepts relevant to community interpreting practice to clients, peers and employers (C, P, K) 6. make high-level independent judgements in relation to ethical problems arising in practice (J, E) 7. initiate, plan, implement and evaluate strategies to maintain and improve interpreting skills and knowledge and bilingual language maintenance (K, T, P, C). |
| Learning and Teaching Methods | Throughout this program you will be encouraged to build on your existing skills and knowledge in dialogue interpreting practice. You will develop both practical skills and knowledge and an understanding of the dynamics of interpreter-mediated communication from theory, research and evidence-based practice. In order to develop and maintain your competence as a bilingual and bi-cultural professional, you will also be encouraged to develop an awareness of bilingualism and bilingual language assessment and maintenance across all four sub-skills of reading, writing, speaking and listening. The Graduate Certificate is delivered in blended mode and fully online. There are no formal lectures in this program, but seminars will be delivered during the on-campus sessions and pre-recorded versions posted online. You will be provided with readings and recorded materials (video clips and samples of interpreted interaction) that you are expected to engage with in the on-campus sessions (for blended delivery) or through online discussions and in written assignments. Collaborative learning is encouraged through practical tasks such as the development of a shared database of resources, through the presentation and analysis of workplace experiences and in discussions around models of interpreting practice. The program is structured to develop independent learning and you will be guided in the development of reflective practice and self and peer assessment skills to monitor your own learning and that of your peers. |
| Assessment | All assessment tasks will require you to demonstrate an understanding of principles and an ability to review, analyse, consolidate and synthesise knowledge relevant to professional practice in order to problem-solve across a range of hypothetical and real scenarios. You will complete a range of assessment across the units depending on the outcomes being assessed. Assessments do not typically address rote knowledge but will require you to demonstrate practical application of knowledge and skills to interpreting practice. Both the progressive nature of assessment, and the structure of most of the assessment tasks is designed to encourage you to view the assessment as a learning experience as well as providing unit staff with an indication of your understanding of key concepts central to the practice of dialogue interpreting in professional settings. For this purpose, practical interpreting tasks such as simulations of interpreted communication in a range of professional settings (hospital, Refugee Review Tribunal and social security) are the main focus of the assessments in which you will be required to demonstrate the application of specific theories, skills and techniques. Written assignments encourage the further development of written communication skills and the ability to engage with the readings on theory and evidence-based practice. In addition, written case studies will provide the opportunity to demonstrate critical analysis of practice and your ability to engage with the research literature. |
| 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. Information can be found at: https://mq.edu.au/rpl |
| 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 | Graduates will be able to work in a range of institutional settings as dialogue interpreters either as freelance practitioners or in-house employees. Skills and knowledge are applicable to employment in Australia and overseas. |
| 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. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
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