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Master of Translation and Interpreting Studies with the degree of Master of Applied Linguistics and TESOL


Faculty of Human Sciences
Master of Translation and Interpreting Studies with the degree of Master of Applied Linguistics and TESOL (MTransInterMAppLingTESOL)
Admission Requirement:
• Australian level 7 bachelor's qualification or recognised equivalent in a language or communication related field including translation studies, translating and interpreting, linguistics, speech and hearing sciences, speech-language pathology, language or literary studies, comparative literature, creative writing, education, journalism, media or communication studies, law, or a related discipline
• Proficiency in one of the available languages
• GPA of 4.50 (out of 7.00) or overseas equivalent
English Language Proficiency:
Academic IELTS of 6.5 overall with minimum 6.0 in each band, or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Candidature Length:
Full-time: 3 years
North Ryde — Session 1 (25 February 2019)
North Ryde — Session 2 (29 July 2019)
Volume of Learning:
Equivalent to 3 years
General requirements:
Minimum number of credit points 96
Minimum number of credit points at 600 level 8
Minimum number of credit points at 800 level or above 88
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

600 level

Language Teaching Methodologies (4)
Planning and Programming in TESOL (4)

800 level

Pragmatics and Intercultural Communication (4)
Language, Learning and Community (4)
Linguistics and Language Teaching (4)
Practicum in TESOL (4)
Evaluating Language Classroom Practice (4)
Second Language Acquisition (4)
Translation Practice 2 (4)
Interpreting Practice 1 (4)
Interpreting Practice 2 (4)
Introduction to Translation and Interpreting (4)
Technology for Translating and Interpreting (4)
Professional Practice in Translating and Interpreting (4)
Translation Practice 1 (4)
Communication Skills for Translators and Interpreters (4)
Approaches to Translation and Interpreting (4)
Research Methods in Language Study (4)
Research Methods in Translation and Interpreting Studies (4)
28cp from
Genre, Discourse and Multimodality (4)
Exploring Discourse in Context and Action (4)
Classroom, Curriculum and Context (4)
Language Testing and Evaluation (4)
Language Teaching and Learning Beyond the Classroom (4)
Language for Specific Purposes (4)
Literacies (4)
Teaching English for Academic Purposes (4)
Languages and Cultures in Contact (4)
Reading Development and Disorders (4)
Special Studies in Applied Linguistics (4)


AQF Level Level 9 Masters by Coursework Degree
CRICOS Code 083812K
Overview and Aims of the Program The Master of Translating and Interpreting with the degree of Master of Applied Linguistics (MTI/MAPPL) is a 2.5 year Masters program.

The Masters program is designed to meet the needs of those who aim to work as professional translators and. Students will acquire the skills and knowledge to perform translating and interpreting in a range of institutional settings common to community and commercial translating and interpreting practice in Australia and overseas. The program focusses on the acquisition of theoretical knowledge relevant to translating and interpreting practice and the application of such knowledge to skills and knowledge required in professional practice. Students are also required to design and implement a research project. There are opportunities available for students to execute practicum projects with our industry partners in a variety of settings.

The Master of Applied Linguistics and TESOL covers theoretical and methodological issues relevant to practitioners in a variety of professions whose work is concerned with applied language study. It is internationally relevant and focuses on the development of analytic skills and understanding the complex relationship between language use and context, and research in these areas. The degree is designed to allow candidates to study a broad range of topics within the area of Applied Linguistics. It covers theoretical and methodological issues relevant to practitioners in a variety of professions whose work is concerned with applied language study. In particular, the degree has been designed to provide a strong theoretical and practical foundation in the field of teaching English as a second or foreign language. Much of the content of the program is also relevant to teachers of other languages.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program it is anticipated you should be able to:

1. demonstrate understanding of theoretical principles of both translation and interpreting studies (K, T)
2. demonstrate substantial translating and interpreting skills and techniques (K, T, P)
3. initiate, plan, implement and evaluate strategies to maintain and improve language skills and knowledge required of professional translators and interpreters (T, E, J)
4. demonstrate knowledge and skills of technological applications for the practice of translation and interpreting (K, T, P)
5. apply linguistic skills and knowledge to investigate, analyse and synthesize complex information, problems, concepts and theories within the fields of T&I (K, T, P, J)
6. apply knowledge and skills creatively and ethically, with a high level of personal autonomy and professional accountability (T, E, J)
7. demonstrate knowledge of research methodologies in the field of translating and/or interpreting (K, T, P)

8. articulate the complex roles that language and discourse play in human interactions in a range of professional and social contexts
9. critically analyse communicative interactions from a range of theoretical perspectives, drawing on both established and cutting-edge theories of language and grammar
10. apply theoretical linguistic knowledge in order to formulate creative solutions to real-life communication problems
11. demonstrate an in-depth understanding of cultural influences on communication patterns and critically analyse examples of cross-cultural miscommunication
12. reflect on the history of social understandings of language, and map the links between language, learning and the communities to which language users belong
13. critically evaluate bodies of research literature in the fields of applied linguistics and language education
14. creatively design or adjust a second or foreign language curriculum in line with current evidence-based practice
15. appraise language teaching materials, techniques and approaches with reference to language learning theories, learning context, and learner goals
16. select or design language assessment tasks or tests that are appropriate to the purpose of the assessment, in line with current research-based practice
17. apply a range of theoretical perspectives to understanding the complexities of language classrooms and the interactions that occur within such classrooms
18. conceive and formulate research questions relating to language in use and language learning, and design research to address such questions
19. synthesise findings in diverse areas of second language acquisition research in order to propose creative solutions to problems faced by language learners and language teachers
20. communicate an understanding of the ways in which spoken and written language is influenced by the specific context and purpose of the communicative event.
Learning and Teaching Methods In this program, you will be guided and encouraged to acquire the theoretical knowledge and understanding as well as practical skills and methods required to become a professional translator or interpreter and TESOL practitioner. Progressively, you will also be guided to achieve this collaboratively, as well as independently in various practical, research and theoretical activities. These will include lectures, discussion classes, tutorials, seminars, workshops as well as a practicum, online activities, all based on a student-centered approach where you will learn to work collaboratively with peers, but also independently.

Since the program is a combination of theoretical knowledge and practical skills, you will be exposed to a variety of teaching and learning interventions and tasks. These tasks will include various reading activities, information gathering activities, practical exercises, independent research tasks, and self-reflective activities, as well as a practicum where you will obtain experience in a real-world context. You will be encouraged and guided to apply the theoretical knowledge you will acquire in certain parts of the program, in the practical component of the program.

There is a strong technological component in the T&I part of the program, through which you will be trained to engage with and apply various computer tools in both translation and interpreting. Technology is playing an increasingly central role in the work of language professionals, and you will be prepared to engage with various types of technology in executing your practical tasks. Through this emphasis on technology, you will also be guided to acquire skills that will allow you to adapt to a fast-changing reality.

In addition to the skills and knowledge you will acquire, you will also be guided to develop the ability to find creative solutions to complex linguistic problems through practical and research-oriented activities. Through these activities you will learn to engage with linguistic choices in translation and interpreting, conduct yourself in interpersonal relations with various agents in the translation and interpreting communication context in a professional and ethical manner.
The way the program is delivered allows for your independent development of investigative, analytical, and synthesizing linguistic skills and knowledge in larger research projects where you will be required to deal with complex information, problems, concepts and theories in the practice of translation and interpreting. In these projects, you will be taught to communicate theoretical concepts relevant to your field for the benefit of peers, clients and the general public.

Most units of the Master of Applied Linguistics and TESOL component of the degree program can be undertaken either externally (online) or internally, and on a full-time or part-time basis. Students may also elect to study some units externally and others internally if they so desire. Some units are only offered externally, and others are taught with a ‘blend’ of face-to-face and online engagement. While there is flexibility built into the program, it is important to note that some student visas for study in Australia mandate that a certain percentage of the coursework must be completed internally, and students holding these visas may be required to complete their studies on a full-time basis.

The Applied Linguistics and TESOL component of the program aims to train its graduates to become applied linguists who demonstrate a keen awareness of language as it is used in a variety of social and professional settings. Students are therefore trained to develop and apply skills in the observation, critical analysis and evaluation of language in context. Furthermore, they are expected to be able to engage with research in a range of sub-disciplines of applied linguistics, as well as formulating their own research questions in areas of individual interest. A particular focus of the program concerns the teaching and learning of English and a second or foreign language. The learning and teaching methods used in the delivery of the Master of Applied Linguistics and TESOL program reflect these broad aims, as well as the specific program learning outcomes. The exact learning and teaching methods vary from one unit to another, but the following patterns are typical.

Throughout the Applied Linguistics and TESOL component of the program, students will learn through guided and reflective reading of textbooks, monograph chapters, and scholarly journal articles. This reading will generally be guided by pre-reading tasks/activities, and followed by reflective post-reading tasks/activities. Where students are undertaking a unit internally, such tasks will typically be part of face-to-face lecture-workshop sessions on campus, while external students will access them through an online learning interface. Online activities include reflection questions and self-assessment quizzes. Extensive reading is expected when students prepare assignments, and initial assignments in many of the units of the program help students to develop skills in working with the research literature in the different branches of applied linguistics and TESOL.

Teacher-fronted classroom learning will form part of most Applied Linguistics and TESOL units, but will typically be interspersed with individual, group and class activities that enable students to engage with and apply the material as they encounter it. Many on-campus sessions are recorded so that they can be reviewed later by internal students, and also accessed by external students. Where face-to-face sessions do not lend themselves to recording (e.g. when the sessions are largely task or discussion based), alternative modes of material delivery are made available to external students. These include podcasts, recorded mini-lectures, written course notes and self-explanatory presentation slides.

Collaborative discussion and problem-solving is also a key element of the Master of Applied Linguistics and TESOL component of this double degree program. When a unit is studied internally, many of these discussions take place in lecture-workshop sessions. External students interact through online discussion boards, as well as through e-mail contact with teaching staff. For many internal and external unit offerings, online discussion participation is a formal component of the assessment.

A practicum unit forms part of this program. Here, students are expected to translate their knowledge into pedagogical practice, for which they receive both formative and summative feedback from experienced English language teaching practitioners.
Assessment The assessment in this program takes a variety of formative and summative forms that can be divided, broadly speaking, into practical assessments, theoretical and analytical assessments and research projects. Clear standards and criteria for these assessments, for what is assessed and how it is assessed, are contained in each unit guide. Some of the practical assessments may be done in part or wholly by other students as peer assessment, and you will also be guided towards improved self-assessment as this is an essential professional skill for translators and interpreters.

The practical component of the coursework constitutes approximately half of the full program, and this weight is also reflected in the assessment in the program. In the first instance, self- and peer-assessment will form an important part of the practical tutorials. The tasks you will be required to complete in these tutorials will also be assessed formatively during the tutorials by lecturers and or tutors, as well as summatively in longer assignments, tests and examinations. In isolated practical units, the summative assessment will also comply with NAATI requirements for accreditation (application for NAATI accreditation remains an individual choice for students).

The theoretical and analytical component of the coursework will be assessed formatively in shorter written assessments in the theoretical units but also as analytical assessments in the practical units. This component will also form a substantial part of the summative assessment in the program.

Finally, the research component of the coursework will be assessed mainly summatively in substantial independent research projects in one of the theory units as well as in one of the practical units in the final semester.

During the final semester of the program, there will be major summative assessments in terms of research methodology and independent research. In the case of research methodology, students will complete a smaller number of formative assessments, before producing a research proposal as summative assessment. In the case of independent research, students will be required to produce longer research reports in two specific units that will constitute fifty per cent of the assessments for those units. In the same semester, students will also be assessed formatively in terms of professional practice through the compilation of a portfolio of practical assignments.

In the Applied Linguistics and TESOL component of the degree, achievement of the learning outcomes is assessed primarily through assignments that students prepare individually. Assignment genres include essays, short reflective papers, evaluative commentaries, critical reviews, proposals for research, focused literature reviews, annotated bibliographies, and small-scale research projects written up in the standard IMRD (introduction, method, results, discussion) research report format. In many assignments, students are required to show an ability to engage with the existing research literature on the topic at hand.

Another form of assessment is participation in online discussions (see 'Learning and Teaching Methods' above), as an ability to engage collaboratively and cooperatively with issues and problems relevant to the area of study is a key graduate capability. Quizzes (usually online) are used in some parts of the program to check understanding of key concepts.

In the TESOL practicum unit, students are observed in a teaching role, and their performance in this role is a key element of the assessment.
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 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:

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.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

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 Master of Translation and Interpreting Studies can enhance career opportunities to work as professional translator and interpreter as well as language teachers. Graduates will be eligible for full membership of the professional body NAATI.

Graduates will demonstrate advanced T&I and teaching skills and will be well prepared to pursue a career as professional translator and interpreter as well as language teacher in a range of settings including: community translation and interpreting (e.g. governments, courts, tribunals, police, clinics and hospitals), International Conferences (primarily conference interpreting), Business settings (e.g. business meetings, internal and external documents and contracts), commercial products (e.g. manuals, localization), regional and international events (e.g. Olympics and Paralympics), teaching languages for migrants, university students, students at primary and secondary institutions.

Currently, there is a demand for translators and interpreters as well as language teachers across Australia and internationally.

A Master of Applied Linguistics degree can enhance career opportunities in many professions where an in-depth understanding of language and communication is important. The TESOL element enables graduates with prior experience as language teachers to enhance their career prospects in this important field. Our graduates are also employed in a wide range of positions that require effective communication with colleagues, as well as with clients, patients or students. Many work in professions that help others to communicate more effectively in written or spoken form.
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

Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.

NAATI (the National Accreditation Authority for Translators and Interpreters) is the certifying authority for translators and interpreters in Australia. Students will be required to meet all the assessment requirements set in each semester throughout the period of their study in order to be eligible to apply for certification from NAATI.

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

2019 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148