National Occupational Standards in Interpreting

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National Occupational Standards in Interpreting

(revised 2006)

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AcknowledgementsCILT, the National Centre for Languages, would like to express gratitude to all those who participated in the development of the National Occupational Standards in Interpreting: interpreters, interpreting agencies, service-users, trainers, lecturers and assessors, professional and awarding bodies. Special thanks are due to members of the project Steering Group, those who convened and took part in focus groups, and to the Schellekens Consultancy.

National Occupational Standards in Interpreting first published 2001, this edition first published 2006 by CILT, the National Centre for Languages20 BedfordburyLondon WC2N 4LB

National Occupational Standards in Interpreting copyright © CILT, the National Centre for Languages 2006

All rights reserved. The National Occupational Standards in Interpreting (revised 2006) may be photocopied without any specific authorisation by the publisher, provided that due acknowledgement is given to the source and copyright holder. Further copies may be downloaded free of charge from www.cilt.org.uk/standards/interpreting.htm.

CILT, the National Centre for Languages has asserted its right to be identified as author of this work, in accordance with the Copyright, Designs and Patents Act, 1988.

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Contents Introduction ..........................................................................................1 National Occupational Standards ...................................................................................1 Unit structure ............................................................................................................1 2006 edition: what’s new? ...........................................................................................2

How units apply to job roles ..................................................................3

Qualifications ......................................................................................4 Entry to the profession ...............................................................................................4 National/Scottish Vocational Qualification Structure ........................................................4

Assessment strategy ..............................................................................5 External quality control ...............................................................................................5 Performance in the workplace ......................................................................................5 Simulation ................................................................................................................5 Occupational expertise of assessors and verifiers ............................................................6

Key and core skills signposting ..............................................................7 Guidance ...................................................................................................................7 Key and core skills equivalences ...................................................................................7 The mapping of the National Occupational Standards in Interpreting and key/core skills ......8

Definition of interpreting and the role of the interpreter .......................11

Principles of professional practice ........................................................12

Overview of the National Occupationals Standards in Interpreting ...........13

The National Occupational Standards in Interpreting ..............................14

Glossary ..............................................................................................49

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1National Occupational Standards in Interpreting (revised 2006)

IntroductionCILT, the National Centre for Languages is the government’s centre of expertise and the UK standards setting body for languages. CILT works with employers, language service providers, stakeholders and the Skills for Business Network to build a greater national capability in languages and intercultural skills.

The National Occupational Standards in Interpreting set out what individuals need to do, and the knowledge and skills they need, to be competent professional interpreters. The Standards have been designed by and for the interpreting industry, to promote understanding of what constitutes professional and advanced levels of interpreting performance, in a range of contexts. They were approved by the UK Co-ordinating Group in March 2006.

To find out more about UK National Occupational Standards, and to download approved Standards, go to www.ukstandards.org.uk.

Guidance for employers seeking to commission interpreting and other language services is available at www.cilt.org.uk/publications/online.htm.

BLIS Professionals is CILT’s quality-assured database of language service professionals (interpreters, translators, language and cultural trainers). It can be accessed, free of charge, at www.blis.org.uk/professionals.

For information about a career as a professional interpreter, go to CILT’s careers website, www.languageswork.org.uk. Also see the section on Entry to the profession.

National Occupational StandardsNational Occupational Standards (NOS) describe what an individual needs to do, know and understand in order to carry out a particular job role or function.

The National Occupational Standards in Interpreting are made up of fifteen units, which describe core aspects of interpreting performance as well as relevant support activities.

The Standards can be used to:

describe good practice in particular areas of professional activity

inform job descriptions and person specifications

design training courses and continuous professional development

assess the skills of those training for a particular area of work

assess or review the skills of those who are qualified, e.g. for recruitment or appraisal purposes

offer a framework for quality assurance.

NOS are also used by awarding bodies as the basis for National Vocational Qualifications (NVQs), Scottish Vocational Qualifications (SVQs) and a range of other vocationally related qualifications.

The Qualifications section shows how units from the NOS in Interpreting are packaged together to form N/SVQs and how these fit into qualifications frameworks across the UK.

Unit structureEach unit has a reference letter and a title, referring to a particular area of activity. The numbers ‘1’ and ‘2’ are used where units describe differing levels of expertise/performance in a particular area. In some cases, units are divided into elements, to capture distinct aspects of that activity.

The Unit overview at the beginning of each unit is a brief summary of the content of the unit. It sets out the level or type of interpreter for whom the unit might be relevant, describes links to other units and signposts further useful information.

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National Occupational Standards in Interpreting (revised 2006)

The Performance Criteria describe what an interpreter has to do (the ‘outcomes’) to demonstrate competence in this activity. The Knowledge and Skills section sets out the detailed technical and professional knowledge, understanding and abilities required to meet these outcomes.

2006 edition: what’s new?The Standards in Interpreting were last revised in 2001. In this review, we have taken into account views of a wide range of users, as well as those unfamiliar with the 2001 edition. We have aimed to create Standards that are robust, clear, concise and flexible enough to be used in a range of contexts.

Key changes made in this review include:

Removal of Performance Evidence National Occupational Standards are designed to be useful in a range of situations and not just in

the creation of N/SVQs. It has therefore been decided that Standards should be free of detailed guidance on assessment and evidence; it is the responsibility of awarding bodies to produce this when they develop qualifications based on the Standards.

With this in mind, we have also removed the references to N/SVQ Levels 4 and 5 in the unit titles. N/SVQ Level 4 (that is, Level 6 of the National Qualifications Framework and Level 10 on the Scottish Credit and Qualifications Framework) remains, however, the minimum level for professional interpreting qualifications. For more information, see the Qualifications section.

Additional information The NOS are the ‘technical specification’ for interpreting, but many of those whom we consulted

felt it would be useful for the Standards to include a clear definition of interpreting and the role of the interpreter. This is included in the Introduction.

The principles of professional practice were developed to address concerns that the 2001 Standards did not give enough information about certain key aspects of professional conduct.

The Glossary has also been expanded to give more guidance on technical terms found within the Standards.

Description of language competence Units from the National Language Standards were ‘imported’ into the 2001 Interpreting Standards

to reflect the fact that professional interpreting requires high levels of language competence. This meant that candidates being assessed for the Interpreting NVQ also had to provide a portfolio of evidence to meet the requirements of the language units.

To make the qualification more accessible to those who have acquired their language skills via non-NVQ routes, the language units have been removed. The levels of language competence required, however, have not changed; these are now referenced in the Knowledge and Skills sections.

Treatment of domains The research conducted showed that the type of domain, as described in the old Performance

Evidence sections, were an unreliable guide to the complexity of interpreting tasks. We have therefore omitted them from the revised Standards. Any awarding body wishing to offer a qualification with a focus on specific domains would be required to build relevant guidance into the specification.

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3National Occupational Standards in Interpreting (revised 2006)

How units apply to job rolesThe examples below use the model of a job description to show how units might apply to some typical interpreting roles. These are based on research conducted during the Standards review project.

I Competent public service interpreter: English/Turkish

Essential skills are those described in: Unit A1 Prepare for interpreting assignments Unit B1 Interpret one-way as a professional interpreter Unit C1 Interpret two-way as a professional interpreter Unit D1 Develop your performance as an interpreter Unit E1 Support interpreting through sight translations of routine written documents Unit F1 Support interpreting through draft written translations of routine written

documents

Desirable skills are those described in: Unit G Work with other interpreters

II Senior public service interpreter

Essential skills are the same as those above, with the addition of: Unit I Act as a mentor to trainee or colleague interpreters

III Public service interpreter operating at an advanced level

Essential skills are those covered by: Unit A2 Extend existing skills to prepare for interpreting assignments Unit B2 Interpret one-way as an advanced professional interpreter Unit C2 Interpret two-way as an advanced professional interpreter Unit D2 Enhance your performance as an advanced interpreter Unit E2 Support interpreting through sight translations of complex written documents Unit F2 Support interpreting through draft written translations of complex written

documents

Desirable skills: Unit G Work with other interpreters Unit I Act as a mentor to trainee or colleague interpreters

IV Conference interpreter operating from Spanish and French into English

Essential skills: Unit A2 Extend existing skills to prepare for interpreting assignments Unit B2 Interpret one-way as an advanced professional interpreter (Spanish to English) Unit B2 Interpret one-way as an advanced professional interpreter (French to English) Unit D2 Enhance your performance as an advanced interpreter

Desirable skills: Unit E2 Support interpreting through sight translations of complex written documents Unit F2 Support interpreting through draft written translations of complex written

documents

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National Occupational Standards in Interpreting (revised 2006)

QualificationsEntry to the professionThose considering a career as a professional interpreter should consult the Languages Work website, at www.languageswork.org.uk. This gives information and advice about different types of interpreting, as well as case studies of those who are working in the profession.

The Languages Work website also contains links to the professional bodies’ websites, where you can find further information and guidance.

You should note that new entrants to the profession should be qualified at least to these minimum levels:

National/Scottish Vocational Qualifications Level 4

National Qualifications Framework (for England, Wales and Northern Ireland) Level 6

Scottish Credit and Qualifications Framework Level 10

National/Scottish Vocational Qualification StructureThe following qualification structure was developed as part of the 2005−6 review of the Interpreting Standards.

To be awarded a Level 4 National Vocational Qualification in British Sign Language/English Interpreting candidates must achieve a combination of mandatory and optional units.

Level 4 NVQ in Interpreting (BSL/English)Candidates must achieve all four mandatory units:

Mandatory units

A1 Prepare for interpreting assignments

B1 Interpret one-way as a professional interpreter

C1 Interpret two-way as a professional interpreter

D1 Develop your performance as an interpreter

Candidates must also achieve one of the following optional units:

Optional units

E1 Support interpreting through sight translations of routine written documents

G Work with other interpreters

NB For this qualification, N/SVQ Level 4 is equivalent to NQF Level 6, SQCF Level 10.

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5National Occupational Standards in Interpreting (revised 2006)

Assessment strategyThis is the assessment strategy for N/SVQs based on the National Occupational Standards in Interpreting. It has been devised by CILT, the National Centre for Languages, as the UK standards setting body for languages, in consultation with employers, practitioners and awarding bodies. The strategy sets out a series of measures which are designed to ensure consistency in assessment. These are in line with the NVQ Code of Practice and SQA equivalent requirements.

External quality controlTo ensure consistent and appropriate quality control, awarding bodies must comply with the following measures.

a) Awarding bodies must conduct a risk rating procedure for all their centres. This must be based on a number of factors, including:

centre’s track-record

number and experience of assessors/internal verifiers

qualification levels of assessors/internal verifiers

candidate numbers/turnover

The outcome of the risk rating procedure must be used to determine any action to be taken. Where a centre is deemed to be ‘high risk’ the awarding body must increase support activity, for example, the frequency of external verifier visits and level of support given.

b) Awarding bodies must inform CILT, the National Centre for Languages, of arrangements for the continuing professional development of External Verifiers and invite input as appropriate. CILT, the National Centre for Languages, will convene meetings of Lead/Chief Verifiers, as necessary, to promote best practice and consistency. Awarding bodies not represented at these events will be required to take into account any conclusions reached.

Performance in the workplaceNaturally occurring work-based evidence is generally the best source of evidence for the assessment of N/SVQs. There are, however, special constraints on the assessment of competence in interpreting (see section on Simulation). The performance evidence for each unit indicates specifically when performance in the workplace is required and what other steps may be taken to collect evidence.

SimulationThere is ample evidence from the field that there are occasions when it is impossible or inadvisable to assess candidates’ competence through normal working practice. This applies in particular when:

collecting real workplace evidence would intrude on confidentiality or privacy, for example:

– interpreting to support a legal case on child protection; – providing a written or sight translation of a letter dealing with immigration status; – interpreting during a medical appointment for mental health reasons, or a police interview with

a defendant.

arranging observation is difficult and/or expensive, for example while working on the client’s premises, far away from the assessment base.

the candidate may experience an unreasonable delay in collecting evidence to prove his/her competence.

In cases where collection of evidence in the workplace is not possible for the reasons given above, CILT will allow simulation of assignments, provided that they mirror the potential or actual workplace environment. In the case of interpreting this means that at least two people who do not speak or sign the same language are engaged in meaningful communication through the means of interpreting.

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National Occupational Standards in Interpreting (revised 2006)

Occupational expertise of assessors and verifiersAssessors, internal verifiers and external verifiers must hold appropriate assessor/verifier qualifications, as currently required by the regulatory authorities. For England, Wales and Northern Ireland, where assessors and internal verifiers do not hold the appropriate qualifications, they must achieve the award within eighteen months of appointment, also until they are qualified, decisions must be countersigned by a qualified assessor or verifier. In Scotland these requirements are covered by the regulatory body and awarding bodies will be required to abide by current legislation.

Additionally, awarding bodies must ensure that assessors/verifiers meet the following occupational expertise requirements.

Assessors must have:

language and interpreting skills of at least the level required to perform at the level of competence of the qualification;

up-to-date knowledge of the field of interpreting (at least three years’ relevant experience in the industry within the last five years) and the domains in which they assess;

current and relevant experience of working as interpreters;

knowledge and understanding of competence-based qualifications;

in-depth knowledge of the Interpreting Standards;

ability to make objective and reliable judgements about candidate competence.

Internal verifiers must have:

sufficient expertise in language and interpreting to enable them to verify assessment decisions and give advice to assessors;

up-to-date knowledge of the field of interpreting (at least three years’ relevant experience within the last seven years) and the domains in which they verify;

knowledge and understanding of competence-based qualifications;

in-depth knowledge of the Interpreting Standards.

External verifiers must have:

sufficient expertise in language and interpreting to enable them to verify assessment decisions and give advice to assessors, internal verifiers and centres on the quality and consistency of delivery;

up-to-date knowledge of the field of interpreting (at least five years’ relevant experience gained over the last ten years) and the domains in which they verify;

knowledge and understanding of competence-based qualifications;

in-depth knowledge of the Interpreting Standards and the awarding body quality assurance procedures

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7National Occupational Standards in Interpreting (revised 2006)

Key and core skills signpostingGuidance The aims of key/core skills signposting are twofold:

to indicate where tasks which generate evidence towards N/SVQ interpreting units may provide suitable evidence for key/core skills accreditation;

to map the National Occupational Standards in Interpreting against the key and core skills levels.

The links noted here between the Interpreting Standards and key/core skills are not automatic or prescriptive. The signposting is based on the principle that evidence for one or more of the key/core skills may arise when the candidate is working towards the N/SVQ interpreting units. The evidence will depend on the environment in which the candidate is training or working. Please note, however, that the nature of interpreting activity does not always naturally provide opportunities to collect evidence.

Candidates and assessors should make sure that sufficient evidence is produced to cover each key/core skills unit.

When considering the inclusion of evidence for Communication Skills, assessors and candidates should note that the interpreting units are principally about communication − but not in the traditional sense. When interpreting, the candidate does not communicate in his or her own right: the central action revolves around the ability to reflect accurately the language produced by other people. The signposting to Communication Skills is therefore restricted to those units (e.g. those covering preparation and evaluation) in which candidates are required to communicate in their own right.

As far as the other key/core skills are concerned, the generation of evidence will depend on the specific processes that an individual follows to achieve the outcomes described in the interpreting units.

Key and core skills equivalences The table below provides an overview of the equivalences between key skills, which are used in England, Wales and Northern Ireland1, and core skills, which are used in Scotland.

Equivalences of key and core skills

Key skills Core skills

Level 3 Higher (SCQF Level 6)

Level 2 Intermediate 2 (SCQF Level 5)

Level 1 Intermediate 1 (SCQF Level 4)

Adult basic skills entry level 3 Access 3 (SCQF Level 3)

Adult basic skills entry level 2 Access 2 (SCQF Level 2)

Adult basic skills entry level 1 There is currently no match at this level

1 Table produced by Scottish Qualifications Authority.

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The mapping of the National Occupational Standards in Interpreting and key/core skills As stated previously, the signposting in this table is not intended to be prescriptive but rather it should be seen as a guide to sources of potential evidence.

A1 Prepare for interpreting assignments

Key skills Core skills

Communication Level 3 Communication Higher

Information and communication technology Level 2

Information Technology Intermediate 2

A2 Extend existing skills to prepare for interpreting assignments

Key skills Core skills

Communication Level 4 –

Information and communication technology Level 2

Information Technology Intermediate 2

B1 Interpret one-way as a professional interpreter

Key skills Core skills

– –

B2 Interpret one-way as an advanced professional interpreter

Key skills Core skills

– –

C1 Interpret two-way as a professional interpreter

Key skills Core skills

– –

C2 Interpret two-way as an advanced professional interpreter

Key skills Core skills

– –

D1 Develop your performance as an interpreter

Key skills Core skills

Communication Level 3 Communication Higher

Information and communication technology Level 2

Information Technology Intermediate 2

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D2 Enhance your performance as an advanced interpreter

Key skills Core skills

Communication Level 4 –

Information and communication technology Level 2

Information Technology Intermediate 2

E1 Support interpreting through sight translations of routine written documents

Key skills Core skills

– –

E2 Support interpreting through sight translations of complex written documents

Key skills Core skills

– –

F1 Support interpreting through draft written translations of routine written documents

Key skills Core skills

– –

F2 Support interpreting through draft written translations of complex written documents

Key skills Core skills

– –

G Work with other interpreters

Key skills Core skills

Communication Level 3 Communication Higher

Working with others Level 3 Working with others Higher

Working with others Level 4 –

H Evaluate and improve language services to meet client and user needs

Key skills Core skills

Communication Level 3 Communication Higher

Communication Level 4 –

Application of number Level 2 Numeracy Intermediate 2

Application of number Level 3 Numeracy Higher

Working with others Level 3 Working with others Higher

Working with others Level 4 –

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National Occupational Standards in Interpreting (revised 2006)

I Act as a mentor to trainee and colleague interpreters

Key skills Core skills

Communication Level 3 Communication Higher

Communication Level 4 –

Working with others Level 3 Working with others Higher

Working with others Level 4 –

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11National Occupational Standards in Interpreting (revised 2006)

Definition of interpreting and the role of the interpreterInterpreting is the process where one spoken or signed language is transferred into another spoken or signed language.

The professional interpreter interprets between two languages in such a way that effective communication takes place between the participating language speakers/signers. The interpreter interprets one-way (e.g. from French into English during presentations and lectures) and/or two-way (e.g. during meetings, discussions and consultations). S/he interprets consecutively, i.e. in chunks, or simultaneously, i.e. at the same time as the language is spoken or signed. Most interpreters are bilingual and interpret between two languages but some conference interpreters interpret one-way from two or more languages into their first language.

The professional interpreter has full command of the spoken/signed languages in which s/he interprets. S/he reflects accurately the information and ideas, cultural context and intention of the speaker/signer. While s/he essentially interprets spoken or signed language, s/he may also support the interpreting assignment by producing a sight or written translation of written documents, such as correspondence or a medical case study.

The professional interpreter is impartial. While s/he promotes effective communication and clarifies language and cultural misunderstandings where appropriate, s/he does not act as an advocate for clients. The interpreter treats information exchanged during an interpreted session as confidential and has good knowledge of subject areas, e.g. health, business or law. S/he declines to take on work if it is outside his/her professional expertise. S/he engages regularly in continuous professional development. S/he adheres to the common code of conduct, as stipulated by the organisation with which s/he is registered as a professional interpreter.

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National Occupational Standards in Interpreting (revised 2006)

Principles of professional practiceThere are references to the principles of professional practice throughout the National Occupational Standards in Interpreting. The text below distils the common essentials of the principles of professional practice, drawn from the codes of ethics of a range of professional and registration bodies.

You, the professional interpreter, must show that you adhere to the following principles of professional practice. This means that you:

meet the standard of performance as described in the National Occupational Standards in Interpreting

treat all information you receive in the course of your duties as confidential, unless required by law to disclose information

are impartial, maintain integrity and professionalism, keeping a professional distance, even in challenging situations

intervene only to clarify meaning or to manage situations, eg to prevent misunderstanding and incorrect cultural inference, or to ensure that participants do not all speak at once

do not accept an assignment which is beyond your competence

if appropriate, request a briefing session and sight of documents to be used in advance

explain the principles of professional practice if unethical demands are made on you

demonstrate a commitment to continuing professional development

support colleague interpreters sensitively in the course of their duties

disclose any information, including conflicts of interest, which may be relevant to or make you unsuitable for an assignment

respect the ethics and the working practices of other professions

do not discriminate against parties on any grounds

do not bring the profession into disrepute

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Overview of the National Occupational Standards in InterpretingPreparationA1 Prepare for interpreting assignments

A2 Extend existing skills to prepare for interpreting assignments

Interpreting performanceB1 Interpret one-way as a professional interpreter

B2 Interpret one-way as an advanced professional interpreter

C1 Interpret two-way as a professional interpreter

C2 Interpret two-way as an advanced professional interpreter

Professional developmentD1 Develop your performance as an interpreter (i) Evaluate your performance as an interpreter (ii) Plan and implement professional development

D2 Enhance your performance as an advanced interpreter (i) Evaluate your performance as an advanced interpreter (ii) Plan and implement continuing professional development

Support functionsE1 Support interpreting through sight translations of routine written documents

E2 Support interpreting through sight translations of complex written documents

F1 Support interpreting through draft written translations of routine written documents

F2 Support interpreting through draft written translations of complex written documents

G Work with other interpreters (i) Plan for interpreting assignments as part of a team of interpreters (ii) Deliver interpreting services as part of a team of interpreters

H Evaluate and improve language services to meet client and user needs (i) Implement and maintain quality assurance systems (ii) Identify improvements to meet user requirements (iii) Implement improvements to language services

I Act as a mentor to trainee and colleague interpreters

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the

pr

ofes

sion

al i

nter

pret

er a

nd t

he p

rinc

iple

s of

pro

fess

iona

l pra

ctic

e.

Uni

t A1

Pr

epar

e fo

r in

terp

reti

ng a

ssig

nmen

ts

Page 19

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

get

a ne

w i

nter

pret

ing

assi

gnm

ent,

you

mus

t sh

ow t

hat:

1

you

iden

tify

:th

e su

bjec

t m

atte

r an

d pu

rpos

e of

the

ass

ignm

ent

the

leve

l of

lang

uage

and

int

erpr

etin

g sk

ills

requ

ired

the

mod

e of

int

erpr

etin

g to

be

used

: co

nsec

utiv

e or

sim

ulta

neou

s/w

hisp

ered

2

you

do n

ot a

ccep

t an

y as

sign

men

t w

hich

is

beyo

nd y

our

com

pete

nce

3

you

agre

e co

ntra

ct d

etai

ls, i

nclu

ding

loca

tion

, equ

ipm

ent,

tim

esca

les,

insu

ranc

e an

d pa

ymen

t

4

if a

ppro

pria

te, y

ou re

ques

t a

brie

fing

ses

sion

and

sig

ht o

f doc

umen

ts t

o be

use

d in

adv

ance

of

the

assi

gnm

ent

5

you

expl

ain

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

if u

neth

ical

dem

ands

are

m

ade

on y

ou

6

you

plan

app

ropr

iate

ly s

o th

at y

ou w

ill b

e ab

le t

o de

al w

ith:

th

e ty

pe a

nd c

ompl

exit

y of

the

ass

ignm

ent

dom

ain-

spec

ific

req

uire

men

ts

likel

y cu

ltur

al d

iffe

renc

es a

nd la

ngua

ge n

eeds

any

spec

ial

requ

irem

ents

, in

clud

ing

the

need

fo

r eq

uipm

ent

and

the

posi

tion

ing

of t

he u

ser(

s) a

nd y

ours

elf

the

likel

y re

quire

men

ts a

nd e

xpec

tati

ons

of y

our

clie

nt a

nd u

ser(

s)

7

you

use

rele

vant

sou

rces

of

info

rmat

ion

to p

repa

re f

or t

he a

ssig

nmen

t

�

you

com

pile

and

mai

ntai

n a

glos

sary

of

term

inol

ogy

– – – – – – –

Know

ledg

e an

d Sk

ills

To p

repa

re e

ffec

tive

ly,

you

mus

t ha

ve k

now

ledg

e of

:K1

th

e la

ngua

ges

in w

hich

you

inte

rpre

t, w

ith

the

abili

ty t

o fu

ncti

on a

t le

vel 5

for

your

fir

st la

ngua

ge;

and

leve

l 4 f

or y

our

othe

r la

ngua

ge(s

) (s

ee t

he L

iste

ning

/Re

cept

ion

and

Spea

king

/Pro

duct

ion

unit

s of

the

Nat

iona

l La

ngua

ge S

tand

ards

fo

r pe

rfor

man

ce a

nd k

now

ledg

e re

quire

men

ts)

K2

the

proc

ess

of i

nter

pret

ing

from

one

lan

guag

e in

to a

noth

er a

nd h

ow t

o ov

erco

me

the

impa

ct o

f th

e di

ffer

ence

bet

wee

n la

ngua

ges

K3

the

cult

ures

of

the

lang

uage

s in

whi

ch y

ou i

nter

pret

and

the

ir c

onve

ntio

ns f

or

com

mun

icat

ion,

and

the

im

plic

atio

ns o

f th

ese

aspe

cts

for

the

plan

ning

of

the

inte

rpre

ting

ass

ignm

ent

K4

the

mod

es o

f co

nsec

utiv

e an

d si

mul

tane

ous/

whi

sper

ed i

nter

pret

ing

K5

tech

niqu

es t

o an

tici

pate

the

typ

e an

d th

e de

gree

of d

iffic

ulty

of t

he a

ssig

nmen

t an

d th

e cl

ient

’s an

d us

ers’

need

s

K6

tech

niqu

es t

o de

liver

eff

ecti

ve c

omm

unic

atio

n be

twee

n so

urce

and

tar

get

lang

uage

use

rs

K7

the

role

of

th

e in

terp

rete

r an

d th

e pr

inci

ples

of

pr

ofes

sion

al

cond

uct,

sp

ecif

ical

ly t

he n

eed

to:

di

sclo

se a

ny i

nfor

mat

ion,

inc

ludi

ng c

onfli

ct o

f in

tere

st w

hich

may

mak

e yo

u un

suit

able

for

an

assi

gnm

ent

be i

mpa

rtia

l, m

aint

ain

inte

grit

y an

d pr

ofes

sion

alis

m tr

eat

all i

nfor

mat

ion

you

rece

ive

in t

he c

ours

e of

you

r du

ties

as

conf

iden

tial

, un

less

req

uire

d to

dis

clos

e by

law

resp

ect

the

ethi

cs a

nd t

he w

orki

ng p

ract

ices

of

othe

r pr

ofes

sion

s

K�

cont

ract

ne

goti

atio

n an

d ag

reem

ent,

in

clud

ing

tim

e sc

ales

, pa

ymen

t an

d pr

ofes

sion

al i

ndem

nity

as

wel

l as

third

par

ty i

nsur

ance

K9

tech

niqu

es t

o re

sear

ch a

nd v

erif

y ge

nera

l and

dom

ain-

spec

ific

ter

min

olog

y

K10

tech

niqu

es t

o co

mpi

le a

nd m

aint

ain

glos

sarie

s of

ter

min

olog

y

K11

sour

ces

of g

ener

al a

nd s

peci

alis

t in

form

atio

n to

ass

ist

wit

h as

sign

men

ts,

e.g.

in

tern

et,

leaf

lets

, vi

deo,

glo

ssar

ies

and

tech

nica

l jou

rnal

s

– – – –

A1

Prep

are

for

inte

rpre

ting

ass

ignm

ents

Page 20

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Uni

t ov

ervi

ew

Who

thi

s un

it i

s fo

rTh

e un

it i

s re

com

men

ded

for

peop

le w

ho h

ave

prof

essi

onal

int

erpr

etin

g sk

ills

and

who

wou

ld li

ke e

ithe

r to

dev

elop

or

to b

ench

mar

k ad

vanc

ed i

nter

pret

ing

skill

s.

Link

s to

oth

er u

nits

This

uni

t is

link

ed t

o a

num

ber

of u

nits

wit

hin

the

suit

e, i

n pa

rtic

ular

:

Unit

B2

In

terp

ret

one-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Unit

C2

In

terp

ret

two-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Unit

D2

En

hanc

e yo

ur p

erfo

rman

ce a

s an

adv

ance

d in

terp

rete

rUn

it E

2

Supp

ort

inte

rpre

ting

th

roug

h si

ght

tran

slat

ions

of

co

mpl

ex

wri

tten

do

cum

ents

Unit

F2

Su

ppor

t in

terp

reti

ng

thro

ugh

draf

t w

ritt

en

tran

slat

ions

of

co

mpl

ex

wri

tten

doc

umen

tsUn

it A

1

Prep

are

for

inte

rpre

ting

ass

ignm

ents

Furt

her

info

rmat

ion

For

an o

verv

iew

of

the

Nati

onal

Occ

upat

iona

l St

anda

rds

in I

nter

pret

ing,

pri

ncip

les

of p

rofe

ssio

nal

prac

tice

and

a g

loss

ary

of s

peci

alis

t te

rmin

olog

y, p

leas

e go

to

ww

w.ci

lt.o

rg.u

k/st

anda

rds/

inte

rpre

ting

.htm

.

This

uni

t is

abo

ut a

dvan

ced

prep

arat

ion

for

inte

rpre

ting

ass

ignm

ents

, bu

ildin

g on

you

r ex

isti

ng s

kills

. Th

is i

nvol

ves

esta

blis

hing

the

nat

ure

of i

nter

pret

ing

assi

gnm

ents

, re

view

ing

requ

irem

ents

aga

inst

you

r ex

isti

ng k

now

ledg

e an

d sk

ills,

and

pla

nnin

g ho

w y

ou w

ill a

cqui

re a

ny n

ew k

now

ledg

e an

d sk

ills.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts f

or A

2 in

clud

e th

ose

set

for

A1.

This

uni

t is

abo

ut a

dvan

ced

prep

arat

ion

for

inte

rpre

ting

ass

ignm

ents

, bu

ildin

g on

you

r ex

isti

ng s

kills

. Th

is i

nvol

ves

esta

blis

hing

the

nat

ure

of i

nter

pret

ing

assi

gnm

ents

, re

view

ing

requ

irem

ents

aga

inst

you

r ex

isti

ng k

now

ledg

e an

d sk

ills,

and

pla

nnin

g ho

w y

ou w

ill a

cqui

re a

ny n

ew k

now

ledg

e an

d sk

ills.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts f

or A

2 in

clud

e th

ose

set

for

A1.

Uni

t A2

Ex

tend

exi

stin

g sk

ills

to p

repa

re f

or i

nter

pret

ing

assi

gnm

ents

Page 21

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

get

a ne

w i

nter

pret

ing

assi

gnm

ent,

you

mus

t sh

ow t

hat:

1

you

iden

tify

the

deg

ree

of d

iffic

ulty

and

sen

siti

vity

of

the

assi

gnm

ent

2

you

draw

on

your

exi

stin

g kn

owle

dge

to p

repa

re f

or t

he a

ssig

nmen

t

3

you

esta

blis

h th

e ne

ed f

or f

urth

er b

ackg

roun

d in

form

atio

n an

d w

heth

er t

here

ar

e ar

eas

of k

now

ledg

e on

whi

ch y

ou n

eed

to e

xpan

d pr

ior

to t

he a

ssig

nmen

t

4

you

plan

how

you

will

obt

ain

the

info

rmat

ion

whi

ch y

ou r

equi

re t

o pr

epar

e

5

you

carr

y ou

t yo

ur r

esea

rch

and

prep

are

for

the

assi

gnm

ent

6

you

use

your

ex

perie

nce

to

anti

cipa

te

any

fore

seea

ble

scen

ario

s an

d di

ffic

ulti

es

7

you

plan

how

you

will

cre

ate

the

best

con

diti

ons

for

effe

ctiv

e co

mm

unic

atio

n,

anti

cipa

ting

:co

mpl

ex la

ngua

ge a

nd i

nter

pret

ing

dem

ands

se

nsit

ive

and/

or e

mot

iona

l asp

ects

of

the

inte

ract

ion

high

int

elle

ctua

l con

tent

of

the

inte

ract

ion

the

use

of s

peci

alis

t eq

uipm

ent

spec

ial r

equi

rem

ents

of

your

clie

nts

and

user

s

– – – – –

Know

ledg

e an

d Sk

ills

To p

repa

re e

ffec

tive

ly,

you

mus

t ha

ve k

now

ledg

e of

:

K1

the

lang

uage

s in

whi

ch y

ou i

nter

pret

, w

ith

the

abili

ty t

o fu

ncti

on a

t le

vel

5 fo

r bo

th y

our

firs

t la

ngua

ge a

nd a

ny o

ther

lan

guag

es i

n w

hich

you

int

erpr

et

(see

the

Lis

teni

ng/R

ecep

tion

and

Spe

akin

g/Pr

oduc

tion

uni

ts o

f th

e Na

tion

al

Lang

uage

Sta

ndar

ds f

or p

erfo

rman

ce a

nd k

now

ledg

e re

quire

men

ts)

K2

tech

niqu

es t

o:

asse

ss t

he c

lient

’s an

d us

ers’

need

san

tici

pate

the

deg

ree

of d

iffic

ulty

of

the

assi

gnm

ent

asse

ss t

he p

lann

ing

requ

irem

ents

for

the

int

erpr

etin

g as

sign

men

tan

tici

pate

for

esee

able

sce

nario

s an

d di

ffic

ulti

esK3

re

sear

ch

met

hods

an

d te

chni

ques

re

leva

nt

to

plan

ning

fo

r in

terp

reti

ng

assi

gnm

ents

– – – –

A2

Exte

nd e

xist

ing

skill

s to

pre

pare

for

int

erpr

etin

g as

sign

men

ts

Page 22

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Uni

t ov

ervi

ew

Who

thi

s un

it i

s fo

rTh

e un

it i

s re

com

men

ded

for

peop

le w

ho h

ave

exce

llent

lan

guag

e sk

ills

in t

wo

or

mor

e la

ngua

ges

and

who

wou

ld li

ke e

ithe

r to

deve

lop

or t

o ac

cred

it t

he s

kills

nee

ded

to w

ork

as a

pro

fess

iona

l int

erpr

eter

.

Mos

t co

mm

only

thi

s un

it is

for

thos

e w

ho in

terp

ret

from

one

lang

uage

into

ano

ther

, e.

g. fr

om F

renc

h in

to E

nglis

h. I

t al

so a

pplie

s to

tho

se in

terp

rete

rs w

ho in

terp

ret

from

m

ore

than

one

lang

uage

int

o a

sing

le t

arge

t la

ngua

ge.

Thes

e ar

e m

ostl

y co

nfer

ence

in

terp

rete

rs w

ho m

ay i

nter

pret

for

exa

mpl

e fr

om I

talia

n an

d Fr

ench

int

o En

glis

h.

Link

s to

oth

er u

nits

This

uni

t is

link

ed t

o a

num

ber

of u

nits

wit

hin

the

suit

e, i

n pa

rtic

ular

:Un

it A

1

Prep

are

for

inte

rpre

ting

ass

ignm

ents

Unit

C1

In

terp

ret

two-

way

as

a pr

ofes

sion

al i

nter

pret

erUn

it D

1

Deve

lop

your

per

form

ance

as

an i

nter

pret

erUn

it E

1

Supp

ort

inte

rpre

ting

th

roug

h si

ght

tran

slat

ions

of

ro

utin

e w

ritt

en

docu

men

ts

Unit

F1

Su

ppor

t in

terp

reti

ng t

hrou

gh d

raft

wri

tten

tra

nsla

tion

s of

rout

ine

wri

tten

do

cum

ents

Unit

B2

In

terp

ret

one-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Furt

her

info

rmat

ion

For

an o

verv

iew

of

the

Nati

onal

Occ

upat

iona

l St

anda

rds

in I

nter

pret

ing,

pri

ncip

les

of p

rofe

ssio

nal

prac

tice

and

a g

loss

ary

of s

peci

alis

t te

rmin

olog

y, p

leas

e go

to

ww

w.ci

lt.o

rg.u

k/st

anda

rds/

inte

rpre

ting

.htm

.

This

uni

t is

abo

ut c

arry

ing

out

one-

way

int

erpr

etin

g as

sign

men

ts t

o a

prof

essi

onal

sta

ndar

d. Y

ou m

ust

be a

ble

to i

nter

pret

pre

sent

atio

ns,

talk

s an

d le

ctur

es a

ccur

atel

y an

d flu

entl

y in

the

tar

get

lang

uage

. Yo

u m

ust

be a

ble

to s

elec

t an

d us

e th

e ap

prop

riate

mod

e of

int

erpr

etin

g fo

r th

e oc

casi

on (

i.e.

cons

ecut

ive

or s

imul

tane

ous/

whi

sper

ed)

and

hand

le t

he r

ange

of

form

al,

info

rmal

and

col

loqu

ial r

egis

ters

. Yo

u m

ust

know

how

to

use

tech

nolo

gy (

e.g.

mic

roph

ones

, te

leph

ones

or

vide

opho

nes)

as

appr

opria

te.

This

uni

t is

abo

ut c

arry

ing

out

one-

way

int

erpr

etin

g as

sign

men

ts t

o a

prof

essi

onal

sta

ndar

d. Y

ou m

ust

be a

ble

to i

nter

pret

pre

sent

atio

ns,

talk

s an

d le

ctur

es a

ccur

atel

y an

d flu

entl

y in

the

tar

get

lang

uage

. Yo

u m

ust

be a

ble

to s

elec

t an

d us

e th

e ap

prop

riate

mod

e of

int

erpr

etin

g fo

r th

e oc

casi

on (

i.e.

cons

ecut

ive

or s

imul

tane

ous/

whi

sper

ed)

and

hand

le t

he r

ange

of

form

al,

info

rmal

and

col

loqu

ial r

egis

ters

. Yo

u m

ust

know

how

to

use

tech

nolo

gy (

e.g.

mic

roph

ones

, te

leph

ones

or

vide

opho

nes)

as

appr

opria

te.

Uni

t B1

In

terp

ret

one-

way

as

a pr

ofes

sion

al i

nter

pret

er

Page 23

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

inte

rpre

t on

e-w

ay,

you

mus

t sh

ow t

hat:

1

you

inte

rpre

t th

e m

eani

ng o

f a

sust

aine

d pr

esen

tati

on a

ccur

atel

y in

the

tar

get

lang

uage

2

any

omis

sion

s an

d in

accu

raci

es a

re m

inor

and

do

not

sign

ific

antl

y af

fect

the

m

eani

ng o

f th

e ba

se m

essa

ge

3

your

int

erpr

etat

ion

is s

uffic

ient

to

refle

ct t

he s

ourc

e la

ngua

ge u

ser’s

: re

gist

er,

atti

tude

and

ton

e as

exp

ress

ed t

hrou

gh v

erba

l an

d no

n-ve

rbal

co

mm

unic

atio

nro

le a

nd r

elat

ions

hip

wit

h th

e ta

rget

lang

uage

use

r(s)

4

you

inte

rpre

t co

nsec

utiv

ely

and/

or s

imul

tane

ousl

y/w

hisp

ered

5

you

inte

rpre

t fa

ctua

l inf

orm

atio

n, c

once

pts

and

opin

ions

6

you

hand

le s

tand

ard

varie

ties

of

lang

uage

and

com

mon

reg

iona

l dia

lect

s

7

you

para

phra

se t

he m

eani

ng o

f co

mpl

ex t

erm

s an

d ph

rase

s, if

you

do

not

know

th

e di

rect

equ

ival

ent

in t

he t

arge

t la

ngua

ge

�

you

supp

ort

effe

ctiv

e co

mm

unic

atio

n th

roug

hout

the

ass

ignm

ent

and

take

ac

tion

if

com

mun

icat

ion

brea

ks d

own

9

you

expl

ain

your

rol

e as

an

inte

rpre

ter

whe

n yo

u ar

rive

on

site

, if

nec

essa

ry

10

you

use

tech

nolo

gy e

ffec

tive

ly a

nd s

afel

y, s

uch

as m

icro

phon

e, v

ideo

lin

k an

d te

leph

one

11

you

adju

st y

our

styl

e of

com

mun

icat

ion

to t

he m

ediu

m a

nd t

echn

olog

y us

ed

12

you

take

not

es d

urin

g co

nsec

utiv

e in

terp

reti

ng,

whe

re r

equi

red

13

your

con

duct

is c

onsi

sten

t w

ith

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

and

your

pr

ofes

sion

al o

r re

gist

rati

on b

ody’

s co

de o

f co

nduc

t

– –

Know

ledg

e an

d Sk

ills

To i

nter

pret

one

-way

eff

ecti

vely

, yo

u m

ust

have

kno

wle

dge

of:

K1

the

proc

ess

of i

nter

pret

ing

from

one

lang

uage

int

o an

othe

r

K2

the

lang

uage

s in

whi

ch y

ou in

terp

ret,

wit

h th

e ab

ility

to

func

tion

at

leve

l 5 fo

r yo

ur f

irst

lang

uage

; an

d le

vel 4

for

you

r ot

her

lang

uage

(s)

(see

the

Lis

teni

ng/

Rece

ptio

n an

d Sp

eaki

ng/P

rodu

ctio

n un

its

of t

he N

atio

nal

Lang

uage

Sta

ndar

ds

for

perf

orm

ance

and

kno

wle

dge

requ

irem

ents

)

K3

the

cult

ures

of

the

lang

uage

s in

whi

ch y

ou i

nter

pret

and

the

ir c

onve

ntio

ns f

or

com

mun

icat

ion,

and

the

im

plic

atio

ns o

f th

ese

aspe

cts

for

the

deliv

ery

of o

ne-

way

int

erpr

etin

g as

sign

men

ts

K4

regi

ster

(fr

ozen

, fo

rmal

, co

lloqu

ial,

info

rmal

, in

tim

ate)

and

the

tra

nsfe

r of

re

gist

er f

rom

one

lang

uage

to

the

othe

r

K5

the

inte

rpre

ting

m

odes

of

co

nsec

utiv

e an

d si

mul

tane

ous/

whi

sper

ed

inte

rpre

ting

K6

tech

niqu

es t

o de

liver

eff

ecti

ve c

omm

unic

atio

n in

a o

ne-w

ay p

rese

ntat

ion

K7

tech

niqu

es t

o m

anag

e th

e pr

oces

s of

com

mun

icat

ion

if i

t br

eaks

dow

n in

one

or

mor

e of

the

fol

low

ing

way

s:

you

need

to

chec

k on

mea

ning

the

degr

ee o

f co

mpl

exit

y, t

echn

ical

ity

or e

mot

iona

l ch

arge

is

beyo

nd y

our

abili

ty t

o de

al w

ith

ityo

ur p

osit

ion

and/

or t

hat

of t

he u

sers

hin

ders

com

mun

icat

ion

the

cond

uct

of t

he p

rese

nter

pre

vent

s yo

u fr

om i

nter

pret

ing

effe

ctiv

ely

the

pres

ente

r is

com

mun

icat

ing

too

fast

or

too

slow

lyK�

th

e ro

le o

f th

e in

terp

rete

r an

d th

e pr

inci

ples

of

prof

essi

onal

pra

ctic

e

K9

the

dom

ain(

s) i

n w

hich

you

int

erpr

et a

nd h

ow t

o w

ork

wit

h pr

ofes

sion

als

in

thei

r fie

ld

K10

the

use

of t

echn

olog

y, h

ealt

h an

d sa

fety

and

how

to

trou

ble-

shoo

t w

hen

ther

e is

a t

echn

ical

pro

blem

K11

tech

niqu

es o

f ta

king

not

es w

hen

inte

rpre

ting

in

cons

ecut

ive

mod

e

– – – – –

B1

Inte

rpre

t on

e-w

ay a

s a

prof

essi

onal

int

erpr

eter

Page 24

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Uni

t ov

ervi

ew

Who

thi

s un

it i

s fo

rTh

e un

it i

s re

com

men

ded

for

peop

le w

ho h

ave

prof

essi

onal

int

erpr

etin

g sk

ills

and

who

wou

ld li

ke e

ithe

r to

dev

elop

or

to b

ench

mar

k ad

vanc

ed i

nter

pret

ing

skill

s.

Link

s to

oth

er u

nits

This

uni

t is

link

ed t

o a

num

ber

of u

nits

wit

hin

the

suit

e, i

n pa

rtic

ular

:

Unit

A2

Ex

tend

exi

stin

g sk

ills

to p

repa

re f

or i

nter

pret

ing

assi

gnm

ents

Unit

C2

In

terp

ret

two-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Unit

D2

En

hanc

e yo

ur p

erfo

rman

ce a

s an

adv

ance

d in

terp

rete

rUn

it E

2

Supp

ort

inte

rpre

ting

th

roug

h si

ght

tran

slat

ions

of

co

mpl

ex

wri

tten

do

cum

ents

Unit

F2

Su

ppor

t in

terp

reti

ng

thro

ugh

draf

t w

ritt

en

tran

slat

ions

of

co

mpl

ex

wri

tten

doc

umen

tsUn

it B

1

Inte

rpre

t on

e-w

ay a

s a

prof

essi

onal

int

erpr

eter

Furt

her

info

rmat

ion

For

an o

verv

iew

of

the

Nati

onal

Occ

upat

iona

l St

anda

rds

in I

nter

pret

ing,

pri

ncip

les

of p

rofe

ssio

nal

prac

tice

and

a g

loss

ary

of s

peci

alis

t te

rmin

olog

y, p

leas

e go

to

ww

w.ci

lt.o

rg.u

k/st

anda

rds/

inte

rpre

ting

.htm

.

This

uni

t is

abo

ut c

arry

ing

out

one-

way

int

erpr

etin

g as

sign

men

ts t

o an

adv

ance

d pr

ofes

sion

al s

tand

ard.

You

mus

t be

abl

e to

int

erpr

et p

rese

ntat

ions

, ta

lks

or l

ectu

res

wit

h a

high

deg

ree

of a

ccur

acy

and

fluen

cy i

n th

e ta

rget

lan

guag

e. Y

ou m

ust

be a

ble

to h

andl

e th

e fu

ll ra

nge

of l

angu

age,

inc

ludi

ng t

echn

ical

and

com

plex

lan

guag

e, a

nd h

ave

in-d

epth

dom

ain

know

ledg

e. Y

ou m

ust

be a

ble

to e

xten

d yo

ur k

now

ledg

e an

d sk

ills

to a

n ad

vanc

ed p

rofe

ssio

nal s

tand

ard.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts f

or B

2 in

clud

e th

ose

set

for

B1.

This

uni

t is

abo

ut c

arry

ing

out

one-

way

int

erpr

etin

g as

sign

men

ts t

o an

adv

ance

d pr

ofes

sion

al s

tand

ard.

You

mus

t be

abl

e to

int

erpr

et p

rese

ntat

ions

, ta

lks

or l

ectu

res

wit

h a

high

deg

ree

of a

ccur

acy

and

fluen

cy i

n th

e ta

rget

lan

guag

e. Y

ou m

ust

be a

ble

to h

andl

e th

e fu

ll ra

nge

of l

angu

age,

inc

ludi

ng t

echn

ical

and

com

plex

lan

guag

e, a

nd h

ave

in-d

epth

dom

ain

know

ledg

e. Y

ou m

ust

be a

ble

to e

xten

d yo

ur k

now

ledg

e an

d sk

ills

to a

n ad

vanc

ed p

rofe

ssio

nal s

tand

ard.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts f

or B

2 in

clud

e th

ose

set

for

B1.

Uni

t B2

In

terp

ret

one-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Page 25

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

inte

rpre

t on

e-w

ay,

you

mus

t sh

ow t

hat:

1

you

inte

rpre

t th

e m

eani

ng o

f a

sust

aine

d pr

esen

tati

onpr

ecis

ely

and

fluen

tly

in t

he t

arge

t la

ngua

ge m

aint

aini

ng

a co

nsis

tent

ly

accu

rate

pe

rfor

man

ce

thro

ugho

ut

the

assi

gnm

ent

2

you

refle

ct c

onsi

sten

tly

the

sour

ce la

ngua

ge u

ser’s

:re

gist

er,

tone

and

spe

ed o

f pr

oduc

tion

in

tent

ion,

att

itud

e, i

rony

, sa

rcas

m a

nd i

nnue

ndo

non-

verb

al c

omm

unic

atio

n ro

le a

nd r

elat

ions

hip

wit

h th

e au

dien

ce3

you

inte

rpre

t ac

cura

tely

:

fact

ual i

nfor

mat

ion,

con

cept

s an

d op

inio

nsco

mpl

ex la

ngua

ge,

spec

ialis

t te

rmin

olog

y an

d ja

rgon

4

you

refle

ct a

ll m

ajor

lan

guag

e va

riant

s, i

nclu

ding

sta

ndar

d la

ngua

ge,

regi

onal

di

alec

ts,

and

lang

uage

use

d by

spe

ech/

sign

com

mun

itie

s an

d in

divi

dual

s

5

you

use

appr

opria

te e

quiv

alen

t la

ngua

ge t

o co

nvey

the

mea

ning

of

com

plex

te

rmin

olog

y an

d ph

rase

s, o

nly

if t

here

is

no d

irect

equ

ival

ent

in t

he t

arge

t la

ngua

ge

6

you

supp

ort

effe

ctiv

e co

mm

unic

atio

n th

roug

hout

the

ass

ignm

ent

and

take

ac

tion

if

com

mun

icat

ion

brea

ks d

own

7

you

take

eff

ecti

ve n

otes

dur

ing

cons

ecut

ive

inte

rpre

ting

, w

here

req

uire

d

�

you

mak

e ef

fect

ive

use

of t

he i

nter

pret

ing

boot

h an

d te

chno

logy

, w

here

ap

prop

riate

9

your

con

duct

is c

onsi

sten

t w

ith

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

and

your

pr

ofes

sion

al o

r re

gist

rati

on b

ody’

s co

de o

f co

nduc

t

– – – – – – – –

Know

ledg

e an

d Sk

ills

To i

nter

pret

one

-way

eff

ecti

vely

, yo

u m

ust

have

kno

wle

dge

of:

K1

the

proc

ess

of i

nter

pret

ing

from

one

lang

uage

int

o an

othe

r

K2

the

lang

uage

s in

whi

ch y

ou i

nter

pret

, w

ith

the

abili

ty t

o fu

ncti

on a

t le

vel

5 fo

r bo

th y

our

firs

t la

ngua

ge a

nd a

ny o

ther

lan

guag

es i

n w

hich

you

int

erpr

et

(see

the

Lis

teni

ng/R

ecep

tion

and

Spe

akin

g/Pr

oduc

tion

uni

ts o

f th

e Na

tion

al

Lang

uage

Sta

ndar

ds f

or p

erfo

rman

ce a

nd k

now

ledg

e re

quire

men

ts)

K3

the

cult

ures

of

the

lang

uage

s in

whi

ch y

ou i

nter

pret

and

the

ir c

onve

ntio

ns f

or

com

mun

icat

ion,

and

the

im

plic

atio

ns o

f th

ese

aspe

cts

for

the

deliv

ery

of o

ne-

way

int

erpr

etin

g as

sign

men

ts

K4

regi

ster

(fr

ozen

, fo

rmal

, co

lloqu

ial,

info

rmal

, in

tim

ate)

, th

e tr

ansf

er o

f re

gist

er

from

one

lan

guag

e in

to a

noth

er a

nd t

echn

ique

s to

use

whe

n th

e re

gist

ers

of

the

lang

uage

use

rs d

o no

t m

atch

eac

h ot

her

K5

varia

tion

of

the

lang

uage

and

dis

cour

se o

f pa

rtic

ipan

ts e

.g.

beca

use

of g

ende

r, ag

e, c

lass

, ba

ckgr

ound

and

pro

fess

ion

K6

inte

rpre

ting

mod

es a

nd t

echn

ique

s to

del

iver

eff

ecti

ve c

omm

unic

atio

n

K7

the

dom

ain(

s) i

n w

hich

you

int

erpr

et

K�

the

role

and

eth

ics

of t

he i

nter

pret

er

K9

tech

niqu

es t

o ta

ke a

ctio

n if

the

pro

cess

of

com

mun

icat

ion

brea

ks d

own

in o

ne

or m

ore

of t

he f

ollo

win

g w

ays:

you

need

to

chec

k on

mea

ning

your

po

siti

on

and/

or

that

of

th

e us

ers

or

part

icip

ants

hi

nder

s co

mm

unic

atio

n

K10

tech

niqu

es o

f ta

king

not

es w

hen

inte

rpre

ting

in

cons

ecut

ive

mod

e

K11

the

use

of t

echn

olog

y, h

ealt

h an

d sa

fety

req

uire

men

ts a

nd h

ow t

o tr

oubl

e-sh

oot

whe

n th

ere

is a

tec

hnic

al p

robl

em

– –

B2

Inte

rpre

t on

e-w

ay a

s an

adv

ance

d pr

ofes

sion

al i

nter

pret

er

Page 26

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Uni

t ov

ervi

ew

Who

thi

s un

it i

s fo

rTh

e un

it i

s re

com

men

ded

for

peop

le w

ho h

ave

exce

llent

lan

guag

e sk

ills

in t

wo

or

mor

e la

ngua

ges

and

who

wou

ld li

ke e

ithe

r to

deve

lop

or t

o ac

cred

it t

he s

kills

nee

ded

to w

ork

as a

pro

fess

iona

l int

erpr

eter

.

Link

s to

oth

er u

nits

This

uni

t is

link

ed t

o a

num

ber

of u

nits

wit

hin

the

suit

e, i

n pa

rtic

ular

:

Unit

A1

Pr

epar

e fo

r in

terp

reti

ng a

ssig

nmen

tsUn

it B

1

Inte

rpre

t on

e-w

ay a

s a

prof

essi

onal

int

erpr

eter

Unit

D1

De

velo

p yo

ur p

erfo

rman

ce a

s an

int

erpr

eter

Unit

E1

Su

ppor

t in

terp

reti

ng

thro

ugh

sigh

t tr

ansl

atio

ns

of

rout

ine

wri

tten

do

cum

ents

Un

it F

1

Supp

ort

inte

rpre

ting

thr

ough

dra

ft w

ritt

en t

rans

lati

ons

of ro

utin

e w

ritt

en

docu

men

tsUn

it C

2

Inte

rpre

t tw

o-w

ay a

s an

adv

ance

d pr

ofes

sion

al i

nter

pret

er

Furt

her

info

rmat

ion

For

an o

verv

iew

of

the

Nati

onal

Occ

upat

iona

l St

anda

rds

in I

nter

pret

ing,

pri

ncip

les

of p

rofe

ssio

nal

prac

tice

and

a g

loss

ary

of s

peci

alis

t te

rmin

olog

y, p

leas

e go

to

ww

w.ci

lt.o

rg.u

k/st

anda

rds/

inte

rpre

ting

.htm

.

This

uni

t is

abo

ut c

arry

ing

out

two-

way

int

erpr

etin

g as

sign

men

ts t

o a

prof

essi

onal

sta

ndar

d. T

his

invo

lves

int

erpr

etin

g in

tera

ctio

ns b

etw

een

two

or m

ore

lang

uage

use

rs i

n se

ttin

gs s

uch

as:

one-

to-o

ne o

r sm

all g

roup

mee

ting

s, f

or e

xam

ple

a m

edic

al a

ppoi

ntm

ent

or j

ob i

nter

view

grou

p m

eeti

ngs,

for

exa

mpl

e a

publ

ic c

onsu

ltat

ion

wit

h lo

cal r

esid

ents

or

wor

k m

eeti

ng t

o re

view

pro

gres

s

ques

tion

and

ans

wer

ses

sion

s af

ter

lect

ures

and

pre

sent

atio

ns

This

uni

t is

abo

ut c

arry

ing

out

two-

way

int

erpr

etin

g as

sign

men

ts t

o a

prof

essi

onal

sta

ndar

d. T

his

invo

lves

int

erpr

etin

g in

tera

ctio

ns b

etw

een

two

or m

ore

lang

uage

use

rs i

n se

ttin

gs s

uch

as:

one-

to-o

ne o

r sm

all g

roup

mee

ting

s, f

or e

xam

ple

a m

edic

al a

ppoi

ntm

ent

or j

ob i

nter

view

grou

p m

eeti

ngs,

for

exa

mpl

e a

publ

ic c

onsu

ltat

ion

wit

h lo

cal r

esid

ents

or

wor

k m

eeti

ng t

o re

view

pro

gres

s

ques

tion

and

ans

wer

ses

sion

s af

ter

lect

ures

and

pre

sent

atio

ns

Uni

t C1

In

terp

ret

two-

way

as

a pr

ofes

sion

al i

nter

pret

er

Page 27

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

inte

rpre

t tw

o-w

ay,

you

mus

t sh

ow t

hat:

1

you

inte

rpre

t acc

urat

ely

the

mea

ning

exp

ress

ed b

y us

ers

who

are

com

mun

icat

ing

wit

h ea

ch o

ther

acr

oss

two

lang

uage

s

2

your

inte

rpre

tati

on re

flect

s th

e flo

w o

f co

mm

unic

atio

n be

twee

n th

e so

urce

and

ta

rget

lang

uage

use

rs

3

any

omis

sion

s an

d in

accu

raci

es a

re m

inor

and

do

not

sign

ific

antl

y af

fect

the

m

eani

ng o

f th

e ba

se m

essa

ge i

n ei

ther

lang

uage

4

your

int

erpr

etat

ion

is s

uffic

ient

to

refle

ct t

he la

ngua

ge u

sers

’: re

gist

er,

atti

tude

and

ton

e as

exp

ress

ed t

hrou

gh v

erba

l an

d no

n-ve

rbal

co

mm

unic

atio

nro

les

and

rela

tion

ship

s w

ith

each

oth

er

5

you

inte

rpre

t co

nsec

utiv

ely

and/

or s

imul

tane

ousl

y/w

hisp

ered

6

you

inte

rpre

t fa

ctua

l inf

orm

atio

n, c

once

pts

and

opin

ions

7

you

hand

le s

tand

ard

varie

ties

of

lang

uage

and

com

mon

reg

iona

l dia

lect

s

�

you

para

phra

se t

he m

eani

ng o

f co

mpl

ex t

erm

s an

d ph

rase

s, if

you

do

not

know

th

e di

rect

equ

ival

ent

in t

he t

arge

t la

ngua

ge

9

you

supp

ort

effe

ctiv

e co

mm

unic

atio

n th

roug

hout

the

ass

ignm

ent

and

take

ac

tion

if

com

mun

icat

ion

brea

ks d

own

10

you

expl

ain

your

rol

e as

an

inte

rpre

ter

whe

n yo

u ar

rive

on

site

, if

nec

essa

ry

11

you

use

tech

nolo

gy e

ffec

tive

ly a

nd s

afel

y, s

uch

as m

icro

phon

e, v

ideo

lin

k an

d te

leph

one

12

you

adju

st c

omm

unic

atio

n to

the

med

ium

and

tec

hnol

ogy

used

13

you

take

not

es d

urin

g co

nsec

utiv

e in

terp

reti

ng,

whe

re r

equi

red

14

your

con

duct

is c

onsi

sten

t w

ith

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

and

your

pr

ofes

sion

al o

r re

gist

rati

on b

ody’

s co

de o

f co

nduc

t

– –

Know

ledg

e an

d Sk

ills

To i

nter

pret

tw

o-w

ay e

ffec

tive

ly,

you

mus

t ha

ve k

now

ledg

e of

:

K1

the

proc

ess

of i

nter

pret

ing

from

and

int

o tw

o la

ngua

ges

K2

the

lang

uage

s in

whi

ch y

ou in

terp

ret,

wit

h th

e ab

ility

to

func

tion

at

leve

l 5 fo

r yo

ur f

irst

lang

uage

; an

d le

vel 4

for

you

r ot

her

lang

uage

(s)

(see

the

Lis

teni

ng/

Rece

ptio

n an

d Sp

eaki

ng/P

rodu

ctio

n un

its

of t

he N

atio

nal

Lang

uage

Sta

ndar

ds

for

perf

orm

ance

and

kno

wle

dge

requ

irem

ents

)

K3

the

cult

ures

of

the

lang

uage

s in

whi

ch y

ou i

nter

pret

and

the

ir c

onve

ntio

ns f

or

com

mun

icat

ion,

and

the

im

plic

atio

ns o

f th

ese

aspe

cts

for

the

deliv

ery

of t

wo-

way

int

erpr

etin

g as

sign

men

ts

K4

regi

ster

(fr

ozen

, fo

rmal

, in

form

al,

collo

quia

l an

d in

tim

ate)

, th

e tr

ansf

er o

f re

gist

er f

rom

one

lan

guag

e in

to t

he o

ther

and

tec

hniq

ues

to u

se w

hen

the

regi

ster

s of

the

lang

uage

use

rs d

o no

t m

atch

eac

h ot

her

K5

the

mod

es o

f co

nsec

utiv

e an

d si

mul

tane

ous/

whi

sper

ed i

nter

pret

ing

K6

tech

niqu

es t

o ac

hiev

e ef

fect

ive

com

mun

icat

ion

in a

tw

o-w

ay e

xcha

nge

K7

tech

niqu

es t

o m

anag

e co

mm

unic

atio

n if

it

brea

ks d

own

in o

ne o

r m

ore

of t

he

follo

win

g w

ays:

you

need

to

chec

k on

mea

ning

the

degr

ee o

f co

mpl

exit

y, t

echn

ical

ity

or e

mot

iona

l ch

arge

is

beyo

nd y

our

abili

ty t

o de

al w

ith

it an

app

aren

t lac

k of

und

erst

andi

ng o

r mis

unde

rsta

ndin

g hi

nder

s com

mun

icat

ion

betw

een

the

sour

ce a

nd t

arge

t la

ngua

ge u

sers

yo

ur p

osit

ion

and/

or t

hat

of t

he u

sers

hin

ders

com

mun

icat

ion

the

user

s’ co

nduc

t pr

even

ts y

ou f

rom

int

erpr

etin

g ef

fect

ivel

yth

e us

ers

are

com

mun

icat

ing

too

fast

or

too

slow

ly th

e us

ers

com

mun

icat

e al

l at

onc

e or

fai

l to

obs

erve

app

ropr

iate

tur

n-ta

king

K�

the

role

of

the

inte

rpre

ter

and

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

K9

the

dom

ain(

s) i

n w

hich

you

int

erpr

et a

nd h

ow t

o w

ork

wit

h pr

ofes

sion

als

in

thei

r fie

ld

K10

the

use

of t

echn

olog

y, h

ealt

h an

d sa

fety

req

uire

men

ts a

nd h

ow t

o tr

oubl

e-sh

oot

whe

n th

ere

is a

tec

hnic

al p

robl

em

K11

tech

niqu

es o

f ta

king

not

es w

hen

inte

rpre

ting

in

cons

ecut

ive

mod

e

– – – – – – –

C1

Inte

rpre

t tw

o-w

ay a

s a

prof

essi

onal

int

erpr

eter

Page 28

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Uni

t ov

ervi

ew

Who

thi

s un

it i

s fo

rTh

e un

it i

s re

com

men

ded

for

peop

le w

ho h

ave

prof

essi

onal

int

erpr

etin

g sk

ills

and

who

wou

ld li

ke e

ithe

r to

dev

elop

or

to b

ench

mar

k ad

vanc

ed i

nter

pret

ing

skill

s.

Link

s to

oth

er u

nits

This

uni

t is

link

ed t

o a

num

ber

of u

nits

wit

hin

the

suit

e, i

n pa

rtic

ular

:Un

it A

2

Exte

nd e

xist

ing

skill

s to

pre

pare

for

int

erpr

etin

g as

sign

men

tsUn

it B

2

Inte

rpre

t on

e-w

ay a

s an

adv

ance

d pr

ofes

sion

al i

nter

pret

erUn

it D

2

Enha

nce

your

per

form

ance

as

an a

dvan

ced

inte

rpre

ter

Unit

E2

Su

ppor

t in

terp

reti

ng

thro

ugh

sigh

t tr

ansl

atio

ns

of

com

plex

w

ritt

en

docu

men

tsUn

it F

2

Supp

ort

inte

rpre

ting

th

roug

h dr

aft

wri

tten

tr

ansl

atio

ns

of

com

plex

w

ritt

en d

ocum

ents

Unit

C1

In

terp

ret

two-

way

as

a pr

ofes

sion

al i

nter

pret

er

Furt

her

info

rmat

ion

For

an o

verv

iew

of

the

Nati

onal

Occ

upat

iona

l St

anda

rds

in I

nter

pret

ing,

pri

ncip

les

of p

rofe

ssio

nal

prac

tice

and

a g

loss

ary

of s

peci

alis

t te

rmin

olog

y, p

leas

e go

to

ww

w.ci

lt.o

rg.u

k/st

anda

rds/

inte

rpre

ting

.htm

.

This

uni

t is

abo

ut c

arry

ing

out

two-

way

inte

rpre

ting

ass

ignm

ents

to

an a

dvan

ced

prof

essi

onal

sta

ndar

d. T

his

invo

lves

inte

rpre

ting

the

mea

ning

exp

ress

ed b

y pe

ople

eng

aged

in

tw

o-w

ay i

nter

acti

ons

wit

h a

high

deg

ree

of a

ccur

acy

and

fluen

cy i

n th

e ta

rget

lang

uage

. Yo

u m

ust

be a

ble

to h

andl

e w

ith

ease

a w

ide

rang

e of

set

ting

s, s

uch

as:

one-

to-o

ne a

nd g

roup

mee

ting

s

job

inte

rvie

ws

appo

intm

ents

wit

h le

gal o

r m

edic

al p

ract

itio

ners

com

plex

neg

otia

tion

s e.

g. p

olit

ical

or

com

mer

cial

You

mus

t be

abl

e to

han

dle

the

full

rang

e of

lan

guag

e, i

nclu

ding

tec

hnic

al a

nd c

ompl

ex l

angu

age,

and

hav

e in

-dep

th d

omai

n kn

owle

dge.

You

mus

t be

abl

e to

ext

end

your

kn

owle

dge

and

skill

s to

an

adva

nced

pro

fess

iona

l sta

ndar

d. Y

ou m

ust

also

be

able

to

deal

wit

h hi

ghly

cha

rged

em

otio

nal c

onte

nt, a

s m

ay o

ccur

dur

ing

a di

plom

atic

em

erge

ncy

or a

men

tal h

ealt

h co

nsul

tati

on.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts fo

r C2

incl

ude

thos

e se

t fo

r C1

.

This

uni

t is

abo

ut c

arry

ing

out

two-

way

inte

rpre

ting

ass

ignm

ents

to

an a

dvan

ced

prof

essi

onal

sta

ndar

d. T

his

invo

lves

inte

rpre

ting

the

mea

ning

exp

ress

ed b

y pe

ople

eng

aged

in

tw

o-w

ay i

nter

acti

ons

wit

h a

high

deg

ree

of a

ccur

acy

and

fluen

cy i

n th

e ta

rget

lang

uage

. Yo

u m

ust

be a

ble

to h

andl

e w

ith

ease

a w

ide

rang

e of

set

ting

s, s

uch

as:

one-

to-o

ne a

nd g

roup

mee

ting

s

job

inte

rvie

ws

appo

intm

ents

wit

h le

gal o

r m

edic

al p

ract

itio

ners

com

plex

neg

otia

tion

s e.

g. p

olit

ical

or

com

mer

cial

You

mus

t be

abl

e to

han

dle

the

full

rang

e of

lan

guag

e, i

nclu

ding

tec

hnic

al a

nd c

ompl

ex l

angu

age,

and

hav

e in

-dep

th d

omai

n kn

owle

dge.

You

mus

t be

abl

e to

ext

end

your

kn

owle

dge

and

skill

s to

an

adva

nced

pro

fess

iona

l sta

ndar

d. Y

ou m

ust

also

be

able

to

deal

wit

h hi

ghly

cha

rged

em

otio

nal c

onte

nt, a

s m

ay o

ccur

dur

ing

a di

plom

atic

em

erge

ncy

or a

men

tal h

ealt

h co

nsul

tati

on.

Plea

se n

ote

that

the

kno

wle

dge

and

skill

s re

quire

men

ts fo

r C2

incl

ude

thos

e se

t fo

r C1

.

Uni

t C2

In

terp

ret

two-

way

as

an a

dvan

ced

prof

essi

onal

int

erpr

eter

Page 29

© CI

LT,

the

Nati

onal

Cen

tre

for

Lang

uage

s 20

06

National Occupational Standards in Interpreting (revised 2006)

Perf

orm

ance

Cri

teri

aW

hen

you

inte

rpre

t tw

o-w

ay,

you

mus

t sh

ow t

hat:

1

you

inte

rpre

t th

e m

eani

ng

expr

esse

d by

pe

ople

en

gage

d in

tw

o-w

ay

inte

ract

ion

prec

isel

y an

d flu

entl

y in

bot

h ta

rget

lang

uage

s m

aint

aini

ng

a co

nsis

tent

ly

sati

sfac

tory

pe

rfor

man

ce

thro

ugho

ut

the

assi

gnm

ent

2

your

ref

lect

bot

h la

ngua

ge u

sers

’re

gist

er,

tone

and

spe

ed o

f pr

oduc

tion

at

titu

de,

irony

, sa

rcas

m a

nd i

nnue

ndo

non-

verb

al c

omm

unic

atio

nso

cial

and

cul

tura

l nor

ms

resp

ecti

ve r

oles

and

rel

atio

nshi

ps3

yo

u in

terp

ret

fact

ual i

nfor

mat

ion,

con

cept

s an

d op

inio

nsst

anda

rd la

ngua

ge a

nd a

ny r

egio

nal o

r na

tion

al d

iale

cts

com

plex

lang

uage

, sp

ecia

list

term

s an

d ja

rgon

4

you

para

phra

se t

he m

eani

ng o

f co

mpl

ex t

erm

inol

ogy

and

phra

ses,

if t

here

is n

o di

rect

equ

ival

ent

in t

he t

arge

t la

ngua

ge

5

your

inte

rpre

tati

on re

flect

s th

e flo

w o

f co

mm

unic

atio

n be

twee

n th

e so

urce

and

ta

rget

lang

uage

use

rs

6

you

supp

ort

effe

ctiv

e co

mm

unic

atio

n th

roug

hout

the

ass

ignm

ent

and

take

ac

tion

if

com

mun

icat

ion

brea

ks d

own

7

you

take

eff

ecti

ve n

otes

dur

ing

cons

ecut

ive

inte

rpre

ting

whe

re r

equi

red

�

you

mak

e ef

fect

ive

use

of t

he i

nter

pret

ing

boot

h an

d an

y te

chno

logy

, w

here

ap

prop

riate

9

your

con

duct

is c

onsi

sten

t w

ith

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

and

your

pr

ofes

sion

al o

r re

gist

rati

on b

ody’

s co

de o

f co

nduc

t

– – – – – – – – – –

Know

ledg

e an

d Sk

ills

To i

nter

pret

eff

ecti

vely

, yo

u m

ust

have

kno

wle

dge

of:

K1

the

proc

ess

of i

nter

pret

ing

from

one

lang

uage

int

o an

othe

r

K2

the

lang

uage

s in

whi

ch y

ou i

nter

pret

, w

ith

the

abili

ty t

o fu

ncti

on a

t le

vel

5 fo

r bo

th y

our

firs

t la

ngua

ge a

nd a

ny o

ther

lan

guag

es i

n w

hich

you

int

erpr

et

(see

the

Lis

teni

ng/R

ecep

tion

and

Spe

akin

g/Pr

oduc

tion

uni

ts o

f th

e Na

tion

al

Lang

uage

Sta

ndar

ds f

or p

erfo

rman

ce a

nd k

now

ledg

e re

quire

men

ts)

K3

the

cult

ures

of

the

lang

uage

s in

whi

ch y

ou i

nter

pret

and

the

ir c

onve

ntio

ns f

or

com

mun

icat

ion,

and

the

im

plic

atio

ns o

f th

ese

aspe

cts

for

the

deliv

ery

of t

wo-

way

int

erpr

etin

g

K4

regi

ster

(fr

ozen

, fo

rmal

, co

lloqu

ial,

info

rmal

, in

tim

ate)

, th

e tr

ansf

er o

f re

gist

er

from

one

lang

uage

int

o th

e ot

her

and

tech

niqu

es t

o us

e w

hen

the

regi

ster

s of

th

e la

ngua

ge u

sers

do

not

mat

ch e

ach

othe

r

K5

inte

rpre

ting

mod

es a

nd t

echn

ique

s to

del

iver

eff

ecti

ve c

omm

unic

atio

n be

twee

n th

e la

ngua

ge u

sers

of

both

lang

uage

s

K6

the

dom

ain(

s) i

n w

hich

you

int

erpr

et

K7

the

role

of

the

inte

rpre

ter

and

the

prin

cipl

es o

f pr

ofes

sion

al p

ract

ice

K�

wha

t to

do

if t

he p

roce

ss o

f co

mm

unic

atio

n br

eaks

dow

n in

one

or

mor

e of

the

fo

llow

ing

way

s:yo

u ne

ed t

o ch

eck

on m

eani

ng an

ap

pare

nt

lack

of

un

ders

tand

ing

or

a m

isun

ders

tand

ing

hind

ers

com

mun

icat

ion

betw

een

the

sour

ce a

nd t

arge

t la

ngua

ge u

sers

yo

ur

posi

tion

an

d/or

th

at

of

the

user

s or

pa

rtic

ipan

ts

hind

ers

com

mun

icat

ion

the

user

s’ co

nduc

t pr

even

ts y

ou f

rom

int

erpr

etin

g ef

fect

ivel

y th

e us

ers

com

mun

icat

e al

l at

onc

e or

fai

l to

obs

erve

app

ropr

iate

tur

n-ta

king

K9

tech

niqu

es o

f ta

king

not

es w

hen

inte

rpre

ting

in

cons

ecut

ive

mod

e

K10

the

use

of t

echn

olog

y, h

ealt

h an

d sa

fety

req

uire

men

ts a

nd h

ow t

o tr

oubl

e-sh

oot

whe

n th

ere

is a

tec

hnic

al p

robl

em

– – – – –

C2

Inte

rpre

t tw

o-w

ay a

s an

adv

ance

d pr

ofes

sion

al i

nter

pret

er