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National Occupational Standards in Interpreting
(revised 2006)
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.
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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9National Occupational Standards in Interpreting (revised 2006)
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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13National Occupational Standards in Interpreting (revised 2006)
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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National Occupational Standards in Interpreting (revised 2006)
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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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
© 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
C1
In
terp
ret
two-
way
as
a pr
ofes
sion
al 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
tsUn
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 D
2
Enha
nce
your
per
form
ance
as
an a
dvan
ced
inte
rpre
ter
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 d
evel
opin
g yo
ur p
erfo
rman
ce a
s an
int
erpr
eter
. Th
is i
s ex
pres
sed
in t
wo
elem
ents
:
D1.1
Ev
alua
te y
our
perf
orm
ance
as
an i
nter
pret
er
D1.2
Pl
an a
nd i
mpl
emen
t pr
ofes
sion
al d
evel
opm
ent
This
invo
lves
rev
iew
ing
your
inte
rpre
ting
ass
ignm
ents
and
eva
luat
ing
your
per
form
ance
and
pre
para
tion
. Yo
u m
ust
be a
ble
iden
tify
you
r st
reng
ths
and
wea
knes
ses
and
crea
te
a pe
rson
al d
evel
opm
ent
plan
to
mai
ntai
n an
d de
velo
p yo
ur p
rofe
ssio
nal k
now
ledg
e an
d sk
ills.
This
uni
t is
abo
ut d
evel
opin
g yo
ur p
erfo
rman
ce a
s an
int
erpr
eter
. Th
is i
s ex
pres
sed
in t
wo
elem
ents
:
D1.1
Ev
alua
te y
our
perf
orm
ance
as
an i
nter
pret
er
D1.2
Pl
an a
nd i
mpl
emen
t pr
ofes
sion
al d
evel
opm
ent
This
invo
lves
rev
iew
ing
your
inte
rpre
ting
ass
ignm
ents
and
eva
luat
ing
your
per
form
ance
and
pre
para
tion
. Yo
u m
ust
be a
ble
iden
tify
you
r st
reng
ths
and
wea
knes
ses
and
crea
te
a pe
rson
al d
evel
opm
ent
plan
to
mai
ntai
n an
d de
velo
p yo
ur p
rofe
ssio
nal k
now
ledg
e an
d sk
ills.
Uni
t D1
De
velo
p yo
ur p
erfo
rman
ce a
s an
int
erpr
eter
© 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
eval
uate
you
r pe
rfor
man
ce,
you
mus
t sh
ow t
hat:
1
you
use
com
mon
ly u
sed
conc
epts
and
cri
teria
to
revi
ew y
our
prep
arat
ion
for
and
deliv
ery
of a
ssig
nmen
ts
2
you
eval
uate
th
e la
ngua
ge
you
used
du
ring
in
terp
reti
ng
assi
gnm
ents
in
te
rms
of:
synt
axle
xica
l cho
ice
pron
unci
atio
n an
d in
tona
tion
/mod
ulat
ion
regi
ster
3
you
revi
ew h
ow a
ccur
atel
y an
d flu
entl
y yo
u pr
oces
sed
the
mea
ning
of
the
sour
ce la
ngua
ge m
essa
ge i
nto
the
targ
et la
ngua
ge
4
you
eval
uate
how
wel
l you
man
aged
ass
ignm
ents
in
term
s of
:yo
ur c
ondu
ct,
styl
e an
d in
tera
ctio
n w
ith
user
s th
e ap
proa
ch y
ou t
ook
to d
ealin
g w
ith
cult
ural
exp
ecta
tion
sth
e ap
prop
riate
ness
of
sim
ulta
neou
s/w
hisp
ered
and
/or
cons
ecut
ive
mod
e in
stan
ces
of c
omm
unic
atio
n br
eakd
own,
the
ir c
ause
s, a
nd w
heth
er y
ou t
ook
the
right
act
ion
to r
epai
r th
em yo
ur
com
plia
nce
wit
h th
e pr
inci
ples
of
pr
ofes
sion
al
prac
tice
an
d yo
ur
regi
stra
tion
bod
y’s
code
of
cond
uct
5
you
prod
uce
an
accu
rate
an
d ju
stif
iabl
e an
alys
is
of
the
stre
ngth
s an
d w
eakn
esse
s of
you
r pe
rfor
man
ce a
s an
int
erpr
eter
6
you
iden
tify
w
ays
in
whi
ch
your
pr
epar
atio
n fo
r as
sign
men
ts
coul
d be
im
prov
ed
– – – – – – – – –
Know
ledg
e an
d Sk
ills
To e
valu
ate
your
per
form
ance
eff
ecti
vely
, yo
u ne
ed t
o m
ake
use
of t
he k
now
ledg
e co
mpo
nent
s of
Uni
ts A
1, B
1 an
d C1
. Yo
u al
so m
ust
have
kno
wle
dge
of:
K1
conc
epts
and
ter
min
olog
y co
mm
only
use
d to
ana
lyse
inte
rpre
ting
per
form
ance
, e.
g. d
evel
opm
ent
of g
loss
arie
s, c
hoic
e of
mod
es o
f in
terp
reti
ng,
erro
r an
alys
is,
chun
king
an
d th
e us
e of
ti
me-
lag
in
sim
ulta
neou
s in
terp
reti
ng
and
the
effe
ctiv
enes
s of
the
int
erpr
etat
ion
in t
he c
onte
xt a
nd e
nviro
nmen
t of
the
as
sign
men
t
K2
met
hods
to
revi
ew a
nd a
sses
s yo
ur p
repa
rati
on f
or a
ssig
nmen
ts
K3
met
hods
to
revi
ew y
our
inte
rpre
ting
per
form
ance
K4
met
hods
to
revi
ew y
our
man
agem
ent
of t
he i
nter
pret
ing
assi
gnm
ents
K5
met
hods
to
chec
k th
at y
our
anal
ysis
of
stre
ngth
s an
d w
eakn
esse
s is
acc
urat
e an
d ju
stif
iabl
e
D1
Deve
lop
your
per
form
ance
as
an i
nter
pret
er
Elem
ent
D1.1
Ev
alua
te y
our
perf
orm
ance
as
an i
nter
pret
er
© 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
plan
and
im
plem
ent
prof
essi
onal
dev
elop
men
t, y
ou m
ust
show
tha
t:
1
you
use
the
eval
uati
on o
f yo
ur p
erfo
rman
ce t
o pl
an h
ow y
ou c
an im
prov
e yo
ur
prep
arat
ion
for
assi
gnm
ents
and
int
erpr
etin
g pe
rfor
man
ce
2
your
dev
elop
men
t go
als
and
prio
riti
es a
re c
onsi
sten
t w
ith
the
eval
uati
on o
f yo
ur p
erfo
rman
ce
3
you
iden
tify
and
tak
e re
leva
nt o
ppor
tuni
ties
to
deve
lop
your
inte
rpre
ting
ski
lls
and
know
ledg
e
4
you
set
rele
vant
cr
iter
ia
to
eval
uate
yo
ur
prof
essi
onal
de
velo
pmen
t pr
ogra
mm
e
5
you
regu
larly
mon
itor
and
eva
luat
e yo
ur p
rofe
ssio
nal de
velo
pmen
t ag
ains
t th
e cr
iter
ia y
ou h
ave
set
6
you
upda
te a
nd r
evis
e yo
ur p
lan
in t
he li
ght
of t
he p
rogr
ess
you
mak
e
7
you
seek
app
ropr
iate
adv
ice,
if
your
pro
gres
s an
d ac
hiev
emen
ts d
o no
t m
eet
your
exp
ecta
tion
s
Know
ledg
e an
d Sk
ills
To p
lan
and
impl
emen
t yo
ur d
evel
opm
ent
prog
ram
me
effe
ctiv
ely,
you
mus
t ha
ve
know
ledg
e of
:
K1
stra
tegi
es t
o im
prov
e yo
ur p
erfo
rman
ce a
nd k
now
ledg
e
K2
oppo
rtun
itie
s fo
r co
ntin
uing
pro
fess
iona
l de
velo
pmen
t, e
.g.
trai
ning
cou
rses
, us
e of
pub
lishe
d m
ater
ials
or
self-
stud
y
K3
crit
eria
and
tec
hniq
ues
to e
valu
ate
your
dev
elop
men
t pr
ogra
mm
e
K4
the
advi
ce o
n co
ntin
uing
pro
fess
iona
l dev
elop
men
t av
aila
ble
from
pro
fess
iona
l bo
dies
K5
sour
ces
of in
form
atio
n, s
uch
as m
ento
rs, p
eers
, clie
nts
and
user
s, w
ho c
an o
ffer
yo
u ad
vice
on
your
dev
elop
men
t
D1
Deve
lop
your
per
form
ance
as
an i
nter
pret
er
Elem
ent
D1.2
Pl
an a
nd i
mpl
emen
t pr
ofes
sion
al d
evel
opm
ent
© 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
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
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
D1
De
velo
p yo
ur p
erfo
rman
ce a
s an
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 e
valu
atin
g yo
ur p
erfo
rman
ce a
nd e
ngag
ing
in c
onti
nuin
g pr
ofes
sion
al d
evel
opm
ent
at a
n ad
vanc
ed le
vel.
This
is
expr
esse
d in
tw
o el
emen
ts:
D2.1
Ev
alua
te y
our
perf
orm
ance
as
an a
dvan
ced
inte
rpre
ter
D2.2
Pl
an a
nd i
mpl
emen
t co
ntin
uing
pro
fess
iona
l de
velo
pmen
t
This
inv
olve
s se
lect
ing
crit
eria
and
usi
ng t
hese
to
eval
uate
you
r pr
epar
atio
n an
d in
terp
reti
ng p
erfo
rman
ce.
You
mus
t be
abl
e to
ref
lect
on
your
ski
lls,
the
cont
ext
of t
he
assi
gnm
ent
and
the
dyna
mic
s of
the
int
erac
tion
. Yo
u m
ust
be a
ble
to a
naly
se y
our
wor
k in
depe
nden
tly
and
take
on
boar
d fe
edba
ck f
rom
oth
ers,
e.g
. ot
her
inte
rpre
ters
, as
w
ell a
s pr
ofes
sion
als
in h
ealt
h, la
w, e
tc.
You
mus
t be
aw
are
of y
our
prof
essi
onal
and
per
sona
l ski
lls a
nd a
ble
to id
enti
fy a
reas
for
im
prov
emen
t.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r D2
incl
ude
thos
e se
t fo
r D1.
This
uni
t is
abo
ut e
valu
atin
g yo
ur p
erfo
rman
ce a
nd e
ngag
ing
in c
onti
nuin
g pr
ofes
sion
al d
evel
opm
ent
at a
n ad
vanc
ed le
vel.
This
is
expr
esse
d in
tw
o el
emen
ts:
D2.1
Ev
alua
te y
our
perf
orm
ance
as
an a
dvan
ced
inte
rpre
ter
D2.2
Pl
an a
nd i
mpl
emen
t co
ntin
uing
pro
fess
iona
l de
velo
pmen
t
This
inv
olve
s se
lect
ing
crit
eria
and
usi
ng t
hese
to
eval
uate
you
r pr
epar
atio
n an
d in
terp
reti
ng p
erfo
rman
ce.
You
mus
t be
abl
e to
ref
lect
on
your
ski
lls,
the
cont
ext
of t
he
assi
gnm
ent
and
the
dyna
mic
s of
the
int
erac
tion
. Yo
u m
ust
be a
ble
to a
naly
se y
our
wor
k in
depe
nden
tly
and
take
on
boar
d fe
edba
ck f
rom
oth
ers,
e.g
. ot
her
inte
rpre
ters
, as
w
ell a
s pr
ofes
sion
als
in h
ealt
h, la
w, e
tc.
You
mus
t be
aw
are
of y
our
prof
essi
onal
and
per
sona
l ski
lls a
nd a
ble
to id
enti
fy a
reas
for
im
prov
emen
t.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r D2
incl
ude
thos
e se
t fo
r D1.
Uni
t D2
En
hanc
e yo
ur p
erfo
rman
ce a
s an
adv
ance
d in
terp
rete
r
© 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
eval
uate
you
r pe
rfor
man
ce,
you
mus
t sh
ow t
hat:
1
you
sele
ct c
rite
ria t
o re
view
you
r pr
epar
atio
n an
d in
terp
reti
ng p
erfo
rman
ce a
nd
expl
ain
why
you
cho
se t
hem
2
you
use
thes
e cr
iter
ia t
o ev
alua
te t
he e
ffec
tive
ness
of
your
pre
para
tion
for
int
erpr
etin
g as
sign
men
tsyo
ur i
nter
pret
ing
perf
orm
ance
your
pro
fess
iona
l beh
avio
ur
3
you
refle
ct o
nth
e co
ntex
t of
the
ass
ignm
ent(
s) th
e dy
nam
ics
of
the
inte
ract
ion,
e.
g.
any
pow
er
imba
lanc
e,
and
your
m
anag
emen
t of
it
any
unus
ual
aspe
cts,
suc
h as
req
uest
s by
use
rs f
or a
spe
cific
mod
e of
in
terp
reti
ng,
emot
iona
l cha
rge
or t
echn
ical
dif
ficul
tyth
e em
otio
nal i
mpa
ct o
f as
sign
men
ts o
n yo
ur p
rofe
ssio
nal a
nd p
riva
te s
elf
dom
ain-
spec
ific
req
uire
men
tsan
y sp
ecia
l req
uire
men
ts f
or t
echn
olog
y
4
whe
re a
ppro
pria
te,
you
mak
e us
e of
fee
dbac
k fr
om o
ther
s, f
or e
xam
ple,
use
rs,
clie
nts,
col
leag
ues,
you
r m
anag
er a
nd p
rofe
ssio
nals
who
wor
k in
the
dom
ain
you
cove
red
e.g.
hea
lth
or la
w
5
you
prod
uce
an
accu
rate
an
d ju
stif
iabl
e an
alys
is
of
your
st
reng
ths
and
wea
knes
ses
as a
n in
terp
rete
r
6
you
dem
onst
rate
sel
f-aw
aren
ess
of y
our
prof
essi
onal
and
per
sona
l ski
lls
7
you
refle
ct o
n th
e pe
rspe
ctiv
e of
the
use
rs
�
you
take
a h
olis
tic
as w
ell a
s a
deta
iled
appr
oach
to
eval
uati
on
9
you
iden
tify
are
as f
or i
mpr
ovem
ent
– – – – – – – – –
Know
ledg
e an
d Sk
ills
To e
valu
ate
your
per
form
ance
eff
ecti
vely
, yo
u ne
ed t
o m
ake
use
of t
he k
now
ledg
e co
mpo
nent
s of
A2,
B2
and
C2.
In a
ddit
ion
you
mus
t ha
ve k
now
ledg
e of
:
K1
a w
ide
rang
e of
co
ncep
ts
and
stra
tegi
es
used
to
an
alys
e in
terp
reti
ng
perf
orm
ance
K2
met
hods
to
revi
ew a
nd a
sses
s yo
ur p
repa
rati
on f
or a
ssig
nmen
ts
K3
met
hods
to
revi
ew y
our
man
agem
ent
of t
he i
nter
pret
ing
assi
gnm
ents
K4
stra
tegi
es fo
r cr
itic
ally
ana
lysi
ng e
thic
al d
ilem
mas
and
impl
icat
ions
for th
e ro
le
of t
he i
nter
pret
er
K5
met
hods
to
chec
k th
at y
our
anal
ysis
of
stre
ngth
s an
d w
eakn
esse
s is
rea
listi
c an
d ju
stif
iabl
e
D2
Enha
nce
your
per
form
ance
as
an a
dvan
ced
inte
rpre
ter
Elem
ent
D2.1
Ev
alua
te y
our
perf
orm
ance
as
an a
dvan
ced
inte
rpre
ter
© 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
plan
and
impl
emen
t yo
ur c
onti
nuin
g pr
ofes
sion
al d
evel
opm
ent,
you
mus
t sh
ow t
hat:
1
you
use
the
eval
uati
on o
f yo
ur p
erfo
rman
ce t
o id
enti
fy a
reas
for
im
prov
emen
t
2
you
deve
lop
goal
s an
d pr
iori
ties
whi
ch a
re c
onsi
sten
t w
ith
your
eva
luat
ion
of
your
per
form
ance
3
you
iden
tify
and
tak
e re
leva
nt o
ppor
tuni
ties
to
deve
lop
your
inte
rpre
ting
ski
lls
and
know
ledg
e
4
you
set
rele
vant
cr
iter
ia
to
eval
uate
yo
ur
deve
lopm
ent
prog
ram
me
and
achi
evem
ent
agai
nst
it
5
you
regu
larly
mon
itor
and
eva
luat
e yo
ur d
evel
opm
ent
6
you
upda
te a
nd r
evis
e yo
ur p
lan
in t
he li
ght
of t
he p
rogr
ess
you
mak
e
7
you
seek
app
ropr
iate
adv
ice,
if
your
pro
gres
s an
d ac
hiev
emen
ts d
o no
t m
eet
your
exp
ecta
tion
s
Know
ledg
e an
d Sk
ills
To p
lan
and
impl
emen
t yo
ur d
evel
opm
ent
prog
ram
me
effe
ctiv
ely,
you
mus
t ha
ve
know
ledg
e of
:
K1
stra
tegi
es t
o im
prov
e yo
ur p
erfo
rman
ce a
nd k
now
ledg
e
K2
oppo
rtun
itie
s fo
r dev
elop
men
t, e
.g. t
rain
ing
cour
ses,
use
of p
ublis
hed
mat
eria
ls
and
self-
stud
y
K3
crit
eria
and
tec
hniq
ues
to e
valu
ate
your
dev
elop
men
t pr
ogra
mm
e
K4
the
advi
ce o
n co
ntin
uing
pro
fess
iona
l dev
elop
men
t av
aila
ble
from
pro
fess
iona
l bo
dies
K5
sour
ces
of i
nfor
mat
ion,
suc
h as
pee
rs,
clie
nts
and
user
s w
ho c
an o
ffer
you
ad
vice
on
your
dev
elop
men
t
D2
Enha
nce
your
per
form
ance
as
an a
dvan
ced
inte
rpre
ter
Elem
ent
D2.2
Pl
an a
nd i
mpl
emen
t co
ntin
uing
pro
fess
iona
l dev
elop
men
t
© 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
(at
leas
t on
e of
whi
ch h
as a
wri
tten
form
) an
d w
ho w
ould
like
eit
her
to d
evel
op o
r to
acc
redi
t th
e sk
ills
need
ed t
o 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
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 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 E
2
Supp
ort
inte
rpre
ting
th
roug
h si
ght
tran
slat
ions
of
co
mpl
ex
wri
tten
do
cum
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 p
rodu
cing
tra
nsla
tion
s of
wri
tten
doc
umen
ts a
t si
ght
into
ora
l or
sig
ned
lang
uage
. Yo
u m
ay b
e re
quire
d to
do
this
wit
hin
the
cont
ext
of a
n in
terp
reti
ng
assi
gnm
ent
whe
n on
e of
the
use
rs p
rodu
ces
a do
cum
ent,
the
con
tent
of
whi
ch n
eeds
to
be t
rans
late
d at
sig
ht.
You
mus
t be
abl
e to
pro
duce
sig
ht t
rans
lati
ons
of d
ocum
ents
, su
ch a
s co
rres
pond
ence
, pe
rson
al s
tatu
s ce
rtif
icat
es o
r in
form
atio
n le
afle
ts.
If y
ou a
re i
nter
pret
ing
betw
een
spok
en l
angu
ages
, yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
wri
tten
doc
umen
ts i
n ei
ther
lan
guag
e. I
f yo
u ar
e a
BSL/
Engl
ish
inte
rpre
ter,
you
mus
t pr
oduc
e si
ght
tran
slat
ions
of
docu
men
ts w
hich
are
wri
tten
in
Engl
ish
into
BSL
.
This
uni
t is
abo
ut p
rodu
cing
tra
nsla
tion
s of
wri
tten
doc
umen
ts a
t si
ght
into
ora
l or
sig
ned
lang
uage
. Yo
u m
ay b
e re
quire
d to
do
this
wit
hin
the
cont
ext
of a
n in
terp
reti
ng
assi
gnm
ent
whe
n on
e of
the
use
rs p
rodu
ces
a do
cum
ent,
the
con
tent
of
whi
ch n
eeds
to
be t
rans
late
d at
sig
ht.
You
mus
t be
abl
e to
pro
duce
sig
ht t
rans
lati
ons
of d
ocum
ents
, su
ch a
s co
rres
pond
ence
, pe
rson
al s
tatu
s ce
rtif
icat
es o
r in
form
atio
n le
afle
ts.
If y
ou a
re i
nter
pret
ing
betw
een
spok
en l
angu
ages
, yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
wri
tten
doc
umen
ts i
n ei
ther
lan
guag
e. I
f yo
u ar
e a
BSL/
Engl
ish
inte
rpre
ter,
you
mus
t pr
oduc
e si
ght
tran
slat
ions
of
docu
men
ts w
hich
are
wri
tten
in
Engl
ish
into
BSL
.
Uni
t E1
Su
ppor
t in
terp
reti
ng t
hrou
gh s
ight
tra
nsla
tion
s of
rou
tine
w
ritt
en d
ocum
ents
© 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
prod
uce
a si
ght
tran
slat
ion
of a
wri
tten
doc
umen
t, y
ou m
ust
show
tha
t:
1
you
asse
ss
whe
ther
yo
u ar
e ab
le
to
prov
ide
a si
ght
tran
slat
ion
of
the
docu
men
t
2
you
dete
rmin
e w
heth
er y
ou a
re a
ble
to p
repa
re a
sig
ht t
rans
lati
on w
ithi
n a
reas
onab
le t
ime
(typ
ical
ly w
ithi
n tw
enty
min
utes
)
3
you
info
rm t
he u
ser(
s) o
f the
inte
rpre
ting
ser
vice
, if y
ou n
eed
mor
e pr
epar
atio
n or
res
earc
h th
an i
s fe
asib
le g
iven
the
tim
e av
aila
ble
and/
or t
he c
onte
xt i
n w
hich
you
are
wor
king
, an
d yo
u su
gges
t an
alt
erna
tive
sol
utio
n
4
you
mak
e ef
fect
ive
use
of r
efer
ence
mat
eria
ls t
o ch
eck
on v
ocab
ular
y w
ith
whi
ch y
ou a
re n
ot f
amili
ar
5
you
give
an
accu
rate
sig
ht t
rans
lati
on o
f th
e co
nten
ts o
f th
e do
cum
ent
6
you
tran
slat
e at
sig
ht f
actu
al i
nfor
mat
ion
as w
ell a
s co
ncep
ts a
nd o
pini
ons
7
you
refle
ct t
he la
ngua
ge,
regi
ster
and
ton
e us
ed i
n th
e do
cum
ent
�
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
if n
eces
sary
, you
che
ck a
nd c
lari
fy a
ny u
ncer
tain
ty o
f m
eani
ng w
ith
the
user
to
who
m t
he d
ocum
ent
belo
ngs
Know
ledg
e an
d Sk
ills
To p
rodu
ce e
ffec
tive
sig
ht t
rans
lati
ons,
you
mus
t ha
ve k
now
ledg
e of
:
K1
the
proc
ess
of p
rovi
ding
a s
ight
tra
nsla
tion
fro
m w
ritt
en t
ext
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 fi
rst
lang
uage
; and
leve
l 4 fo
r you
r oth
er la
ngua
ge(s
) (s
ee t
he R
eadi
ng a
nd
Spea
king
/Pro
duct
ion
unit
s of
the
Nat
iona
l Lan
guag
e St
anda
rds
for
perf
orm
ance
an
d kn
owle
dge
requ
irem
ents
)
K3
the
cult
ures
, co
nven
tion
s an
d fo
rmat
s us
ed t
o co
mm
unic
ate
oral
ly/s
igne
d an
d w
ritt
en c
omm
unic
atio
n in
the
lan
guag
es i
n w
hich
you
int
erpr
et;
and
the
impl
icat
ions
of
thes
e as
pect
s fo
r tr
ansl
atin
g a
docu
men
t at
sig
ht
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 a
noth
er;
and
from
wri
tten
int
o sp
oken
or
sign
ed la
ngua
ge
K5
tech
niqu
es t
o as
sess
the
req
uire
men
ts f
or s
ight
tra
nsla
tion
s an
d th
e cl
ient
’s an
d us
ers’
need
s
K6
cont
ract
neg
otia
tion
and
agr
eem
ent
to c
arry
out
at
sigh
t tr
ansl
atio
ns, i
nclu
ding
ti
me
scal
es,
paym
ent,
pro
fess
iona
l ind
emni
ty a
s w
ell a
s th
ird p
arty
ins
uran
ce
K7
the
dom
ain(
s) i
n w
hich
you
int
erpr
et a
nd t
rans
late
at
sigh
t
K�
the
use
of r
efer
ence
mat
eria
ls,
such
as
dict
iona
ries
and
glos
sarie
s st
ored
in
hard
cop
y or
ele
ctro
nic
form
at
K9
alte
rnat
ives
to
imm
edia
te s
ight
tra
nsla
tion
, fo
r ex
ampl
e pr
ofes
sion
al w
ritt
en
tran
slat
ion
serv
ices
E1
Supp
ort
inte
rpre
ting
thr
ough
sig
ht t
rans
lati
ons
of r
outi
ne w
ritt
en d
ocum
ents
© 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
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 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
E1
Su
ppor
t in
terp
reti
ng
thro
ugh
sigh
t tr
ansl
atio
ns
of
rout
ine
wri
tten
do
cum
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 p
rodu
cing
tra
nsla
tion
s at
sig
ht o
f co
mpl
ex w
ritt
en d
ocum
ents
int
o or
al o
r si
gned
lan
guag
e. Y
ou m
ay b
e re
quire
d to
do
this
wit
hin
the
cont
ext
of a
n in
terp
reti
ng a
ssig
nmen
t w
hen
one
of t
he u
sers
pro
duce
s a
docu
men
t, t
he c
onte
nt o
f w
hich
nee
ds t
o be
tra
nsla
ted
at s
ight
. Yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
a w
ide
rang
e of
doc
umen
ts,
such
as
abst
ract
s, e
xecu
tive
sum
mar
ies,
lega
l or
busi
ness
lett
ers
or m
edic
al c
ase
stud
ies.
If y
ou a
re i
nter
pret
ing
betw
een
spok
en l
angu
ages
, yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
wri
tten
doc
umen
ts i
n ei
ther
lan
guag
e. I
f yo
u ar
e a
BSL/
Engl
ish
inte
rpre
ter,
you
mus
t pr
oduc
e si
ght
tran
slat
ions
of
docu
men
ts w
hich
are
wri
tten
in
Engl
ish
into
BSL
.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r E2
incl
ude
thos
e se
t fo
r E1
.
This
uni
t is
abo
ut p
rodu
cing
tra
nsla
tion
s at
sig
ht o
f co
mpl
ex w
ritt
en d
ocum
ents
int
o or
al o
r si
gned
lan
guag
e. Y
ou m
ay b
e re
quire
d to
do
this
wit
hin
the
cont
ext
of a
n in
terp
reti
ng a
ssig
nmen
t w
hen
one
of t
he u
sers
pro
duce
s a
docu
men
t, t
he c
onte
nt o
f w
hich
nee
ds t
o be
tra
nsla
ted
at s
ight
. Yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
a w
ide
rang
e of
doc
umen
ts,
such
as
abst
ract
s, e
xecu
tive
sum
mar
ies,
lega
l or
busi
ness
lett
ers
or m
edic
al c
ase
stud
ies.
If y
ou a
re i
nter
pret
ing
betw
een
spok
en l
angu
ages
, yo
u m
ust
be a
ble
to p
rodu
ce s
ight
tra
nsla
tion
s of
wri
tten
doc
umen
ts i
n ei
ther
lan
guag
e. I
f yo
u ar
e a
BSL/
Engl
ish
inte
rpre
ter,
you
mus
t pr
oduc
e si
ght
tran
slat
ions
of
docu
men
ts w
hich
are
wri
tten
in
Engl
ish
into
BSL
.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r E2
incl
ude
thos
e se
t fo
r E1
.
Uni
t E2
Su
ppor
t in
terp
reti
ng t
hrou
gh s
ight
tra
nsla
tion
s of
com
plex
w
ritt
en d
ocum
ents
© 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
prod
uce
a si
ght
tran
slat
ion
of a
wri
tten
doc
umen
t, y
ou m
ust
show
tha
t:
1
you
asse
ss w
heth
er y
ou a
re a
ble
to p
rovi
de a
tra
nsla
tion
of
the
docu
men
t w
ithi
n tw
enty
min
utes
2
you
info
rm t
he u
ser(
s) o
f th
e in
terp
reti
ng s
ervi
ce if
you
nee
d m
ore
prep
arat
ion
or r
esea
rch
than
is
feas
ible
, gi
ven
the
tim
e av
aila
ble
and/
or t
he c
onte
xt i
n w
hich
you
are
wor
king
, an
d su
gges
t an
alt
erna
tive
sol
utio
n
3
you
mak
e ef
fect
ive
use
of r
efer
ence
mat
eria
ls t
o ch
eck
on t
echn
ical
and
sp
ecia
list
term
s
4
you
prov
ide
a si
ght
tran
slat
ion
of t
he c
onte
nts
of t
he d
ocum
ent,
con
veyi
ng it
s m
eani
ng a
ccur
atel
y an
d flu
entl
y
5
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
6
you
refle
ct t
he m
eani
ng o
f th
e do
cum
ent
and
its
regi
ster
and
ton
e
7
if n
eces
sary
, you
che
ck a
nd c
lari
fy a
ny u
ncer
tain
ty o
f m
eani
ng w
ith
the
user
to
who
m t
he d
ocum
ent
belo
ngs
Know
ledg
e an
d Sk
ills
To p
rovi
de e
ffec
tive
sig
ht t
rans
lati
ons,
you
mus
t ha
ve k
now
ledg
e of
:
K1
the
proc
ess
of p
rodu
cing
a s
ight
tra
nsla
tion
fro
m w
ritt
en t
ext
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 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
Read
ing
and
Spea
king
/Pro
duct
ion
unit
s of
the
Nat
iona
l Lan
guag
e St
anda
rds
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
prod
ucti
on o
f si
ght
tran
slat
ions
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 a
noth
er;
and
from
wri
tten
int
o sp
oken
or
sign
ed la
ngua
ge
K5
tech
niqu
es t
o as
sess
the
req
uire
men
ts f
or s
ight
tra
nsla
tion
s an
d th
e cl
ient
’s an
d us
ers’
need
s
K6
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
K7
the
dom
ain(
s) i
n w
hich
you
int
erpr
et a
nd t
rans
late
at
sigh
t
K�
the
use
of r
efer
ence
mat
eria
ls,
such
as
dict
iona
ries
and
glos
sarie
s st
ored
in
hard
cop
y or
ele
ctro
nic
form
at
K9
alte
rnat
ives
to
imm
edia
te s
ight
tra
nsla
tion
, fo
r ex
ampl
e pr
ofes
sion
al w
ritt
en
tran
slat
ion
serv
ices
E2
Supp
ort
inte
rpre
ting
thr
ough
sig
ht t
rans
lati
ons
of c
ompl
ex w
ritt
en d
ocum
ents
© CI
LT,
the
Nati
onal
Cen
tre
for
Lang
uage
s 20
06
National Occupational Standards in Interpreting (revised 2006)
Uni
t o
verv
iew
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,
who
nee
d to
be
able
to
tran
slat
e fr
om a
nd i
nto
a w
ritt
en f
orm
of
the
lang
uage
, an
d w
ho w
ould
like
eit
her
to d
evel
op o
r to
acc
redi
t th
e sk
ills
need
ed
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
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
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
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 p
rodu
cing
dra
ft w
ritt
en t
rans
lati
ons
of w
ritt
en d
ocum
ents
. Dr
aft
wri
tten
tra
nsla
tion
s ar
e w
orki
ng d
ocum
ents
whi
ch a
re u
sed
to a
ssis
t in
terp
reti
ng
assi
gnm
ents
, e.
g. d
urin
g a
job
inte
rvie
w o
r an
app
oint
men
t w
ith
a GP
. Yo
u m
ust
be a
ble
to p
rodu
ce d
raft
wri
tten
tra
nsla
tion
s of
rou
tine
doc
umen
ts s
uch
as c
orre
spon
denc
e,
pers
onal
sta
tus
cert
ific
ates
or
info
rmat
ion
leaf
lets
. Yo
u m
ust
be a
ble
to p
rodu
ce t
he t
rans
lati
on w
ith
min
imal
pre
para
tion
and
wit
hin
one
hour
.
Draf
t w
ritt
en t
rans
lati
ons
are
not
inte
nded
for
pub
licat
ion
and
are
not
the
equi
vale
nt o
f pr
ofes
sion
ally
pro
duce
d tr
ansl
atio
ns.
This
uni
t is
abo
ut p
rodu
cing
dra
ft w
ritt
en t
rans
lati
ons
of w
ritt
en d
ocum
ents
. Dr
aft
wri
tten
tra
nsla
tion
s ar
e w
orki
ng d
ocum
ents
whi
ch a
re u
sed
to a
ssis
t in
terp
reti
ng
assi
gnm
ents
, e.
g. d
urin
g a
job
inte
rvie
w o
r an
app
oint
men
t w
ith
a GP
. Yo
u m
ust
be a
ble
to p
rodu
ce d
raft
wri
tten
tra
nsla
tion
s of
rou
tine
doc
umen
ts s
uch
as c
orre
spon
denc
e,
pers
onal
sta
tus
cert
ific
ates
or
info
rmat
ion
leaf
lets
. Yo
u m
ust
be a
ble
to p
rodu
ce t
he t
rans
lati
on w
ith
min
imal
pre
para
tion
and
wit
hin
one
hour
.
Draf
t w
ritt
en t
rans
lati
ons
are
not
inte
nded
for
pub
licat
ion
and
are
not
the
equi
vale
nt o
f pr
ofes
sion
ally
pro
duce
d tr
ansl
atio
ns.
Uni
t F1
Su
ppor
t in
terp
reti
ng t
hrou
gh d
raft
wri
tten
tra
nsla
tion
s of
ro
utin
e w
ritt
en d
ocum
ents
© 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
need
to
prod
uce
a dr
aft
wri
tten
tra
nsla
tion
, yo
u m
ust
show
tha
t:
1
you
cons
ider
whe
ther
you
are
abl
e to
han
dle
the
dem
ands
of
the
text
2
you
deci
de w
heth
er y
ou c
an p
rodu
ce t
he t
rans
lati
on i
mm
edia
tely
3
you
dete
rmin
e w
heth
er y
ou n
eed
no m
ore
than
one
hou
r to
per
form
the
tas
k
4
you
sugg
est
a co
nstr
ucti
ve a
lter
nati
ve,
if y
ou a
re u
nabl
e to
pro
duce
a w
ritt
en
tran
slat
ion
beca
use
of s
kills
dem
ands
and
/or
rest
ricti
ons
of t
ime
5
you
prod
uce
a dr
aft
wri
tten
tra
nsla
tion
whi
ch r
efle
cts
the
mea
ning
of
the
docu
men
t bu
t do
es n
ot n
eed
to b
e of
pub
lisha
ble
stan
dard
6
you
tran
slat
e fa
ctua
l inf
orm
atio
n as
wel
l as
conc
epts
and
opi
nion
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
mak
e ef
fect
ive
use
of re
fere
nce
mat
eria
l to
ch
eck
on te
chni
cal
and
spec
ialis
t te
rms
9
you
chec
k an
d cl
arif
y an
y un
cert
aint
y of
mea
ning
wit
h th
e us
er t
o w
hom
the
do
cum
ent
belo
ngs
Know
ledg
e an
d Sk
ills
To p
rodu
ce e
ffec
tive
dra
ft w
ritt
en t
rans
lati
ons,
you
mus
t ha
ve k
now
ledg
e of
:
K1
the
proc
ess
of t
rans
lati
ng w
ritt
en t
ext
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
lan
guag
e; a
nd l
evel
4 f
or y
our
othe
r la
ngua
ge(s
) (s
ee t
he R
eadi
ng
and
Wri
ting
uni
ts o
f th
e Na
tion
al L
angu
age
Stan
dard
s fo
r pe
rfor
man
ce a
nd
know
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
con
vent
ions
and
fo
rmat
s us
ed i
n w
ritt
en d
ocum
ents
K4
regi
ster
(fr
ozen
, fo
rmal
, in
form
al,
collo
quia
l and
int
imat
e) a
nd t
he
tran
sfer
of
regi
ster
bet
wee
n w
ritt
en la
ngua
ges
K5
tech
niqu
es t
o as
sess
the
req
uire
men
ts f
or w
ritt
en t
rans
lati
ons
and
the
clie
nt’s
and
user
s’ ne
eds
K6
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
K7
the
dom
ains
in
whi
ch y
ou i
nter
pret
and
tra
nsla
te
K�
the
use
of r
efer
ence
mat
eria
ls,
such
as
dict
iona
ries
and
glos
sarie
s st
ored
in
hard
cop
y or
ele
ctro
nic
form
at
K9
alte
rnat
ives
to
inst
ant
wri
tten
tra
nsla
tion
, fo
r ex
ampl
e pr
ofes
sion
al t
rans
lati
on
serv
ices
F1
Supp
ort
inte
rpre
ting
thr
ough
dra
ft w
ritt
en t
rans
lati
ons
of r
outi
ne w
ritt
en d
ocum
ents
© 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,
who
ne
ed t
o be
abl
e to
tra
nsla
te f
rom
and
into
a w
ritt
en f
orm
of
the
lang
uage
, an
d w
ho
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
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
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
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 p
rodu
cing
dra
ft w
ritt
en t
rans
lati
ons
of c
ompl
ex w
ritt
en d
ocum
ents
. Dr
aft
wri
tten
tra
nsla
tion
s ar
e w
orki
ng d
ocum
ents
whi
ch a
re u
sed
to a
ssis
t in
terp
reti
ng
assi
gnm
ents
. Yo
u m
ust
be a
ble
to p
rodu
ce d
raft
wri
tten
tra
nsla
tion
s of
a v
arie
ty o
f do
cum
ents
, su
ch a
s su
ch a
s ab
stra
cts,
exe
cuti
ve s
umm
arie
s, l
egal
or
busi
ness
let
ters
or
med
ical
cas
e st
udie
s. Y
ou m
ust
be a
ble
to p
rodu
ce t
he t
rans
lati
on w
ith
min
imal
pre
para
tion
and
wit
hin
one
hour
.
Draf
t w
ritt
en t
rans
lati
ons
are
not
inte
nded
for
pub
licat
ion
and
are
not
the
equi
vale
nt o
f pr
ofes
sion
ally
pro
duce
d tr
ansl
atio
ns.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r F2
incl
ude
thos
e se
t fo
r F1
.
This
uni
t is
abo
ut p
rodu
cing
dra
ft w
ritt
en t
rans
lati
ons
of c
ompl
ex w
ritt
en d
ocum
ents
. Dr
aft
wri
tten
tra
nsla
tion
s ar
e w
orki
ng d
ocum
ents
whi
ch a
re u
sed
to a
ssis
t in
terp
reti
ng
assi
gnm
ents
. Yo
u m
ust
be a
ble
to p
rodu
ce d
raft
wri
tten
tra
nsla
tion
s of
a v
arie
ty o
f do
cum
ents
, su
ch a
s su
ch a
s ab
stra
cts,
exe
cuti
ve s
umm
arie
s, l
egal
or
busi
ness
let
ters
or
med
ical
cas
e st
udie
s. Y
ou m
ust
be a
ble
to p
rodu
ce t
he t
rans
lati
on w
ith
min
imal
pre
para
tion
and
wit
hin
one
hour
.
Draf
t w
ritt
en t
rans
lati
ons
are
not
inte
nded
for
pub
licat
ion
and
are
not
the
equi
vale
nt o
f pr
ofes
sion
ally
pro
duce
d tr
ansl
atio
ns.
Plea
se n
ote
that
the
kno
wle
dge
and
skill
s re
quire
men
ts fo
r F2
incl
ude
thos
e se
t fo
r F1
.
Uni
t F2
Su
ppor
t in
terp
reti
ng t
hrou
gh d
raft
wri
tten
tra
nsla
tion
s of
co
mpl
ex w
ritt
en d
ocum
ents
© 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
need
to
prod
uce
a dr
aft
wri
tten
tra
nsla
tion
, yo
u m
ust
show
tha
t:
1
you
dete
rmin
e w
heth
er y
ou n
eed
no m
ore
than
one
hou
r to
prod
uce
the
wri
tten
tr
ansl
atio
n
2
you
info
rm t
he c
lient
and
sug
gest
an
alte
rnat
ive
solu
tion
, if
you
nee
d to
car
ry
out
mor
e pr
epar
atio
n or
res
earc
h th
an i
s fe
asib
le i
n th
e ti
me
avai
labl
e
3
you
mak
e ef
fect
ive
use
of r
efer
ence
mat
eria
ls t
o ch
eck
on t
echn
ical
and
sp
ecia
list
term
s
4
you
prod
uce
a dr
aft
wri
tten
tra
nsla
tion
whi
ch r
efle
cts
the
mea
ning
of
the
docu
men
t ac
cura
tely
but
doe
s no
t ne
ed t
o be
of
publ
isha
ble
stan
dard
5
you
refle
ct t
he la
ngua
ge,
regi
ster
and
ton
e us
ed i
n th
e do
cum
ent
6
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
7
you
tran
slat
e fa
ctua
l inf
orm
atio
n as
wel
l as
conc
epts
and
opi
nion
s
�
you
chec
k an
d cl
arif
y an
y un
cert
aint
y of
mea
ning
wit
h th
e us
er t
o w
hom
the
do
cum
ent
belo
ngs
Know
ledg
e an
d Sk
ills
To p
rodu
ce e
ffec
tive
dra
ft w
ritt
en t
rans
lati
ons,
you
mus
t ha
ve k
now
ledg
e of
:
K1
the
proc
ess
of t
rans
lati
ng w
ritt
en t
ext
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
Rea
ding
and
Wri
ting
uni
ts o
f th
e Na
tion
al L
angu
age
Stan
dard
s fo
r pe
rfor
man
ce a
nd k
now
ledg
e re
quire
men
ts)
K3
the
cult
ures
of
the
two
lang
uage
s in
whi
ch y
ou i
nter
pret
, th
e co
nven
tion
s an
d fo
rmat
s us
ed f
or w
ritt
en c
omm
unic
atio
n, a
nd t
heir
im
plic
atio
ns f
or t
he
prod
ucti
on o
f w
ritt
en t
rans
lati
ons
K4
regi
ster
(fr
ozen
, fo
rmal
, in
form
al,
collo
quia
l an
d in
tim
ate)
and
the
tra
nsfe
r of
re
gist
er b
etw
een
wri
tten
lang
uage
s
K5
tech
niqu
es t
o as
sess
the
req
uire
men
ts f
or w
ritt
en t
rans
lati
ons
and
the
user
s’ ne
eds
K6
the
dom
ain(
s) i
n w
hich
you
int
erpr
et a
nd t
rans
late
K7
the
use
of r
efer
ence
mat
eria
ls,
such
as
dict
iona
ries
and
glos
sarie
s st
ored
in
hard
cop
y or
ele
ctro
nic
form
at
K�
alte
rnat
ives
to
imm
edia
te w
ritt
en t
rans
lati
on,
for
exam
ple
prof
essi
onal
wri
tten
tr
ansl
atio
n se
rvic
es
F2
Supp
ort
inte
rpre
ting
thr
ough
dra
ft w
ritt
en t
rans
lati
ons
of c
ompl
ex w
ritt
en d
ocum
ents
© 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 p
art
of a
tea
m o
f pr
ofes
sion
al i
nter
pret
ers.
Link
s to
oth
er u
nits
This
uni
t is
lin
ked
to a
ll ot
her
unit
s w
ithi
n th
e su
ite
of N
atio
nal
Occu
pati
onal
St
anda
rds
in I
nter
pret
ing.
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 w
orki
ng w
ith
othe
r pr
ofes
sion
al i
nter
pret
ers.
Thi
s is
exp
ress
ed i
n tw
o el
emen
ts:
G.1
Plan
for
int
erpr
etin
g as
sign
men
ts a
s pa
rt o
f a
team
of
inte
rpre
ters
G.2
Deliv
er i
nter
pret
ing
serv
ices
as
part
of
a te
am o
f in
terp
rete
rs
This
invo
lves
neg
otia
ting
wit
h co
lleag
ue in
terp
rete
rs h
ow y
ou w
ill c
over
join
t as
sign
men
ts. Y
ou m
ust
be a
ble
to w
ork
effe
ctiv
ely
as p
art
of a
tea
m o
f in
terp
rete
rs, s
uppo
rtin
g co
lleag
ue i
nter
pret
ers
sens
itiv
ely
and
prof
essi
onal
ly.
You
mus
t be
abl
e to
eva
luat
e th
e ef
fect
iven
ess
of t
he a
ssig
nmen
t in
ter
ms
of y
our
cont
ribu
tion
and
tha
t of
the
tea
m
as a
who
le.
This
uni
t is
abo
ut w
orki
ng w
ith
othe
r pr
ofes
sion
al i
nter
pret
ers.
Thi
s is
exp
ress
ed i
n tw
o el
emen
ts:
G.1
Plan
for
int
erpr
etin
g as
sign
men
ts a
s pa
rt o
f a
team
of
inte
rpre
ters
G.2
Deliv
er i
nter
pret
ing
serv
ices
as
part
of
a te
am o
f in
terp
rete
rs
This
invo
lves
neg
otia
ting
wit
h co
lleag
ue in
terp
rete
rs h
ow y
ou w
ill c
over
join
t as
sign
men
ts. Y
ou m
ust
be a
ble
to w
ork
effe
ctiv
ely
as p
art
of a
tea
m o
f in
terp
rete
rs, s
uppo
rtin
g co
lleag
ue i
nter
pret
ers
sens
itiv
ely
and
prof
essi
onal
ly.
You
mus
t be
abl
e to
eva
luat
e th
e ef
fect
iven
ess
of t
he a
ssig
nmen
t in
ter
ms
of y
our
cont
ribu
tion
and
tha
t of
the
tea
m
as a
who
le.
Uni
t G
W
ork
wit
h ot
her
inte
rpre
ters
© 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
plan
ning
for
int
erpr
etin
g as
sign
men
ts a
s pa
rt o
f a
team
of
inte
rpre
ters
, yo
u m
ust
show
tha
t:
1
you
clar
ify
your
rol
e an
d th
at o
f yo
ur c
olle
ague
s
2
you
nego
tiat
e ho
w y
ou a
nd y
our
colle
ague
(s)
will
cov
er t
he a
ssig
nmen
t, t
he
orde
r in
whi
ch y
ou w
ill w
ork
as w
ell a
s an
y br
eaks
3
you
chec
k th
at t
he w
ork
is a
lloca
ted
in t
he m
ost
effe
ctiv
e w
ay,
mak
ing
the
mos
t of
you
r sk
ills
and
thos
e of
you
r co
lleag
ues
4
you
and
you
colle
ague
neg
otia
te h
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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
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ribu
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join
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LT,
the
Nati
onal
Cen
tre
for
Lang
uage
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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 is
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H.3
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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
impl
emen
t an
d m
aint
ain
qual
ity
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o th
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invo
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mon
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assu
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a r
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Know
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d Sk
ills
To i
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qual
ity
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s ef
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ou m
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have
kn
owle
dge
of:
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qual
ity
assu
ranc
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d co
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l sys
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s an
d ho
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rele
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a la
ngua
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how
to
gath
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how
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esti
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for
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ey o
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ffer
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syst
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K4
how
to
enco
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hers
to
cont
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te t
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plem
enta
tion
K5
met
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form
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easu
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cust
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agr
eem
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and
req
uire
men
ts
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rele
vant
gui
delin
es a
nd s
tand
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rel
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qua
lity
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valu
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t cl
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H.1
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stem
s
© 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
iden
tify
im
prov
emen
ts t
o th
e in
terp
reti
ng s
ervi
ce y
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rovi
de,
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mus
t sh
ow t
hat:
1
you
orie
ntat
e yo
urse
lf on
new
dev
elop
men
ts i
n in
terp
reti
ng,
tech
nolo
gy a
nd
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cess
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iden
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tabl
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or y
our
serv
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elev
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val
id a
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elia
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info
rmat
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on c
usto
mer
s’ re
quire
men
ts
for
lang
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vice
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larly
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itor
and
eva
luat
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fect
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of t
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ngua
ge s
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tify
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niti
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vice
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ovem
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qua
lity
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de i
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rgan
isat
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has
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g. i
n te
rms
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ff a
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quip
men
t, t
o im
plem
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iden
tifie
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prov
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tify
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sure
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hich
may
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ate
or r
emov
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stac
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to i
mpr
ovem
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lts
of p
revi
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eval
uati
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evel
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of t
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tify
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mer
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hiev
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lang
uage
ser
vice
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ledg
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d Sk
ills
To id
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vely
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ust
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wle
dge
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valu
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Iden
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prov
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o m
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clie
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ser
requ
irem
ents
© 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
impl
emen
t im
prov
emen
ts,
you
mus
t sh
ow t
hat:
1
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im
plem
enta
tion
pla
ns a
re r
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achi
evab
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n th
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mes
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t
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cate
re
sour
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tati
on
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efit
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be
achi
eved
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ovem
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4
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out
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pect
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ns
5
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prov
emen
ts f
or t
heir
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ect
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ge s
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6
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emen
tati
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ring
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plem
enta
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olid
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impl
emen
tati
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lan,
whe
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noug
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iden
ce t
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it i
s w
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Know
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fect
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rt a
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mpr
ovem
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plan
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valu
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impr
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uage
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vice
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t cl
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and
use
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eds
Elem
ent
H.3
Impl
emen
t im
prov
emen
ts t
o la
ngua
ge s
ervi
ces
© 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 is
reco
mm
ende
d fo
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w
hose
job
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o m
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col
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Link
s to
oth
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This
uni
t is
lin
ked
to a
ll ot
her
unit
s w
ithi
n th
e su
ite
of N
atio
nal
Occu
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St
anda
rds
in I
nter
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ing.
Furt
her
info
rmat
ion
For
an o
verv
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of
the
Nati
onal
Occ
upat
iona
l St
anda
rds
in I
nter
pret
ing,
pri
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of p
rofe
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prac
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and
a g
loss
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to
ww
w.ci
lt.o
rg.u
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anda
rds/
inte
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ting
.htm
.
This
uni
t is
abo
ut a
ctin
g as
a m
ento
r fo
r tr
aine
e an
d/or
col
leag
ue in
terp
rete
rs.
This
invo
lves
sup
port
ing
them
in t
he d
evel
opm
ent
of t
heir
inte
rpre
ting
and
oth
er w
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skill
s.
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mus
t be
abl
e to
enc
oura
ge i
ndiv
idua
ls t
o ev
alua
te t
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ski
lls a
nd p
erfo
rman
ce,
give
con
stru
ctiv
e fe
edba
ck a
nd a
gree
any
act
ion
to b
e ta
ken.
This
uni
t is
abo
ut a
ctin
g as
a m
ento
r fo
r tr
aine
e an
d/or
col
leag
ue in
terp
rete
rs.
This
invo
lves
sup
port
ing
them
in t
he d
evel
opm
ent
of t
heir
inte
rpre
ting
and
oth
er w
ork
skill
s.
You
mus
t be
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ndiv
idua
ls t
o ev
alua
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ski
lls a
nd p
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rman
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give
con
stru
ctiv
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to b
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ken.
Uni
t I
Ac
t as
a m
ento
r to
tra
inee
and
col
leag
ue i
nter
pret
ers
© 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
act
as a
men
tor,
you
mus
t sh
ow t
hat:
1
you
mak
e an
ini
tial
ass
essm
ent
of h
ow y
ou c
an b
est
supp
ort
the
inte
rpre
ter
2
you
nego
tiat
e a
plan
for
act
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wit
h th
e in
terp
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r
3
you
plan
how
you
will
gat
her ev
iden
ce o
f sk
ills,
if t
his
is n
eede
d to
info
rm y
our
judg
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t
4
you
are
sens
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the
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f cl
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s an
d us
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and
any
req
uire
men
t fo
r co
nfid
enti
alit
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f yo
u ob
serv
e a
live
inte
rpre
ting
ass
ignm
ent
5
you
give
fee
dbac
k to
the
int
erpr
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at
an a
ppro
pria
te t
ime
and
plac
e
6
you
enco
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divi
dual
s to
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trib
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to t
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valu
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the
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on r
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divi
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need
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the
ind
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whi
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nd a
dvic
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9
you
agre
e ac
tion
to
be t
aken
wit
h th
e in
divi
dual
Know
ledg
e an
d Sk
ills
To a
ct a
s an
eff
ecti
ve m
ento
r, yo
u m
ust
have
kno
wle
dge
of:
K1
how
to p
lan
for t
he g
athe
ring
of e
vide
nce
whi
ch is
repr
esen
tati
ve o
f int
erpr
etin
g pe
rfor
man
ce a
nd f
rom
whi
ch o
bjec
tive
jud
gmen
ts c
an b
e de
rive
d
K2
how
to
gath
er e
vide
nce
on i
nter
pret
er p
erfo
rman
ce i
n a
man
ner
whi
ch i
s se
nsit
ive
to t
he n
eeds
of
inte
rpre
ters
, us
ers
and
clie
nts
K3
how
to
eval
uate
evi
denc
e an
d m
ake
sure
tha
t yo
ur j
udge
men
ts a
re o
bjec
tive
K4
how
to
enco
urag
e st
aff
to a
sses
s th
eir
own
perf
orm
ance
and
eva
luat
e sy
stem
s an
d pr
oced
ures
K5
how
to
give
con
stru
ctiv
e fe
edba
ck
K6
suit
able
typ
es o
f ac
tion
to
deve
lop
the
skill
s of
the
int
erpr
eter
and
how
to
sele
ct a
nd a
gree
app
ropr
iate
act
ion
K7
the
leve
l and
typ
e of
dire
ctio
n an
d su
perv
isio
n w
hich
ind
ivid
uals
may
nee
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cces
s cr
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I A
ct a
s a
men
tor
to t
rain
ee a
nd c
olle
ague
int
erpr
eter
s
© CI
LT,
the
Nati
onal
Cen
tre
for
Lang
uage
s 20
06
National Occupational Standards in Interpreting (revised 2006)
Glossary
BSL British Sign Language
BSL/English interpreter An interpreter who interprets between BSL and English
Chunk A ‘chunk’ of language is a sequence of speech or signed language which forms a unit. A chunk can vary from a few sentences to a sequence of up to five minutes.
Client The person or organisation which hires an interpreter. This may be, but does not have to be, the same person as the user. See also ‘user’.
Code of conduct You will find in the standards references to code(s) of conduct for interpreters. These are established by professional/registration bodies and may be referred to by other names such as Ethical Principles. For a copy of current codes of conduct, please contact the relevant organisations directly.
– For conference interpreting, contact AIIC (www.aiic.net). – For spoken language interpreting, contact the Chartered Institute of Linguists
(www.iol.org.uk), the Institute of Translation and Interpreting (www.iti.org.uk), the National Register of Public Service Interpreters (www.nrpsi.co.uk), which is a wholly owned not-for-profit subsidiary of the Chartered Institute of Linguists, and/or the Association of Police and Court Interpreters (www.apcinet.co.uk).
– For British Sign Language/English interpreting, contact the Council for the Advancement of Communication with Deaf People (www.cacdp.org.uk), the Association of Sign Language Interpreters (www.asli.org.uk) and/or the Scottish Association of Sign Language Interpreters (www.sasli.org.uk).
Consecutive interpreting The speaker/signer does not speak all the time but delivers the material in chunks, stopping at regular intervals. Once a unit of information is complete, the interpreter provides an interpretation of what the speaker/signer has just said/signed.
It can be quite common to find that users bring written documents which either need a sight or draft written translation. Here are some examples of the most common types:
– leaflets explaining health precautions or medical advice – leaflets giving information about rights, entitlements and/or responsibilities – business, medical or legal letters – personal status certificates, such as certificates of foreign qualifications or
documents to prove identity.
Domain The field or area of work in which you interpret, e.g. law, health, local government or business. It normally takes time and effort to acquire in-depth domain knowledge.
Draft written translation The production of a draft written translation of a written document. A draft written translation may be required within the context of an interpreting assignment when one of the users produces a document, the content of which needs to be translated.
Draft written translations are working documents which are used to assist an interpreting assignment. They are not intended for publication. A draft written translation produced to support interpreting is not the equivalent to the standard of a professionally produced translation.
Documents which need a sight or written translation
Documents which need a sight or written translation
49
50
© CI
LT,
the
Nati
onal
Cen
tre
for
Lang
uage
s 20
06
National Occupational Standards in Interpreting (revised 2006)
Interpreting one-way A situation where a person gives a sustained presentation in the source language. You interpret the presentation in the target language. There is no two-way exchange. Some interpreters (e.g. conference interpreters) interpret one-way from several languages into the target language.
Interpreting two-way A situation where people who speak and/or sign in different languages communicate with each other during meetings, consultations or discussions. You interpret from and into both languages.
Mode There are two modes of interpreting: consecutive and simultaneous/whispered. Definitions of these terms are found elsewhere in the glossary.
Modulation The interpreting standards refer to pronunciation and intonation/modulation. Please note that modulation applies to sign language; and pronunciation and intonation to spoken language.
Paraphrase To paraphrase means to restate in another form or in other words.
Presentation This term is used to describe a monologue which is expressed in one language and which needs to be interpreted into the other language. This could be, for example, a presentation during a meeting; a college lecture; or a witness statement made at the police station describing what happened during a robbery.
The principles of professional practice summarise the common essentials of good practice in interpreting. They are distilled from the codes of good practice from professional/registration bodies such as AIIC, CACDP, ITI, NRPSI and SASLI.
The interpreting standards refer to pronunciation and intonation/modulation. Please note that pronunciation and intonation apply to spoken languages and modulation to sign language.
Register The term ‘register’ is used to describe the degree of formality in language use. Register is divided into five categories:
– frozen, e.g. the Lord’s prayer, the wedding ceremony or the police caution – formal, e.g. court sessions, local authority meetings, a lecture on English
literature and any documentation used for these – informal, e.g. small meetings and letters or e-mails between colleagues who
know each other well – colloquial, e.g. friends chatting at a party, colleagues gossiping about their
boss or dashing off a quick message to each other – intimate, e.g. a husband and wife, or parents and children talking to each
other.
Register is of particular relevance to interpreters when there is a mismatch between the registers used by the people participating in the communication exchange. This is quite a common occurrence, for example, in meetings between a lawyer and the client; a policeman and the suspect; or a doctor and the patient.
Sight translation The production of an oral/signed version of a written document. Sight translation may be required within the context of an interpreting assignment when one of the users produces a document, the content of which needs to be translated at sight.
Simultaneous interpreting The interpreter provides an instant, contemporaneous interpretation of spoken or signed language.
In the case of spoken languages, the interpreter typically sits in a soundproof booth or at the back of the room and gives a simultaneous interpretation at the
Principles of professional practicePrinciples of professional practice
Pronunciation and intonation/modulationPronunciation and intonation/modulation
© CI
LT,
the
Nati
onal
Cen
tre
for
Lang
uage
s 20
06
51National Occupational Standards in Interpreting (revised 2006)
same time as the speaker is delivering. The listener receives the interpretation through headphones.
In the case of BSL/English interpreting, the interpreter stands at the front of the room and interprets by signing or speaking at the same time as the speaker/signer is delivering.
User(s) The person(s) who participate(s) in a meeting or presentation which is being interpreted.
Whispered interpreting Whispered interpreting is similar to simultaneous interpreting in that the interpreter provides an instant, contemporaneous interpretation of spoken or signed material. However, whispered interpreting does not involve electronic means or technical equipment. Instead the interpreter sits alongside the language user and whispers the interpretation at the same time as the source language user speaks or signs.
World of work Any business done or meetings held in the work context, e.g. job interviews and performance reviews; meetings between managers and staff to discuss work plans; or a presentation to managers on performance and achievement of targets.
You In the standards ‘you’ refers to the interpreter.
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved June 2010
National Occupational Standards in Interpreting Incremental Change
Final version approved June 2010
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved June 2010
What’s new for 2010
The trainee interpreter units were introduced in 2010 to create a progression route for aspiring
interpreters. The rationale for this development was that many new interpreters faced difficulty in
acquiring professional interpreting skills. The units and accompanying documentation that you see
before you aim to fill this gap. They enable the trainee interpreter to develop their language and
interpreting skills in a sheltered environment and with guidance from a mentor.
CILT would like to thank the many colleagues who contributed to the development of the trainee
interpreter units. We hope that this initiative will prove a useful addition to the field of interpreting
and a helpful progression route for aspiring interpreters. We welcome any feedback that you may
have on the effectiveness of the units and on the way in which they are applied in the sector.
As a result of this development, the UK national occupational standards for interpreting are now
available at three levels:
Advanced professional interpreter
Professional interpreter
Trainee interpreter
Key features of the trainee interpreting units
The main focus of the new units has been to distil the key skills and knowledge that trainee interpreters need to learn and practise safely. Because trainee interpreters are not yet fully able to practise independently, we have also built in access to a mentor so that the trainee has support in the early days of their practice. 1. The naming of the new trainee interpreting units
The new units are identified as TInt which stands for Trainee Interpreter.
2. Overview of the new unit framework
The framework for trainee interpreting contains four units: TInt1 Prepare for interpreting assignments
TInt2 Interpret two-way as a trainee interpreter
TInt3 Develop your performance as a trainee interpreter
TInt4 Support interpreting though sight translations of simple written documents
These reflect the framework for professional and advanced professional level to a large extent.
However, the types of skills and level of competence have been adjusted and three units which
occur at the professional and advanced professional level do not occur in the trainee standards:
Interpret one-way as a trainee interpreter
Support interpreting though draft written translations of simple written documents
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved June 2010
Work with other interpreters
The rationale for this approach is as follows:
One-way interpreting has not been included because, at trainee level, the type of assignment is very
likely to be that of the two-way face-to-face exchange e.g. to get access to services, give information
on products, discuss complaints etc. As a guide, the typical length of the interpreting undertaken at
this level will be up to fifteen minutes. This is in recognition of the fact that the trainee interpreter
has not yet built up the stamina to interpret for extended periods.
The focus in the unit on interpreting Tint2 is on consecutive interpreting because this mode is more
common during two-way interpreting. However, trainee interpreters may work in simultaneous
mode if the assignment demands it and the mentor agrees that it is appropriate.
The unit on written translations has not been included because this is very unlikely to be necessary
in the early stages of interpreting. However, course providers are likely to want to encourage the
trainee to practise this skill as it is a useful language development tool.
There is no unit on co-working because, while the trainee interpreter may work alongside an
experienced colleague, s/he will work under the guidance of the experienced interpreter. In this
sense the trainee is not yet co-working.
3. The role of the mentor
Since the trainee interpreter is not yet professionally qualified and will need to have access to advice
and guidance, the role of the mentor is crucial, both to promote the development of interpreting
skills and to ensure that the trainee interpreter is safe to practise. The function of the mentor is to:
observe the trainee on a regular basis
advise the trainee on the quality of their interpreting and how to develop their skills
take responsibility for deciding the types of assignments that the trainee may undertake
instil in the trainee the awareness that it is good practice to withdraw from an assignment, both
before and during, if it is beyond his/her competence
Many trainees will develop their skills while working in-house or for an agency. If this is the case, the
trainee’s supervisor may take on the functions of the mentor as described above, providing that s/he
has appropriate occupational competence and experience.
4. Time limit to the traineeship
The registration period of the traineeship will normally be 3 years. However, awarding bodies may
extend this period if the circumstances warrant it. During this time candidates are expected to
achieve the trainee interpreter standards and work towards the achievement of the professional
interpreting standards.
In addition to developing their skills through practical work experience, it is very likely that trainees
will need formal training and support in addition to that provided by the mentor.
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved June 2010
A definition of interpreting and description of the role of the interpreter
The text below describes the process of interpreting and role of the interpreter.
Definition of interpreting Interpreting is the process whereby one spoken or signed language is transferred into another spoken or signed language.
The role and skills of the professional interpreter 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. Most interpreters interpret into and out of two languages
but some conference interpreters interpret one-way from two or more languages into their first
language.
The professional interpreter has an excellent 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. In addition to interpreting spoken or signed languages, 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.
Professional interpreters are impartial. While they promote effective communication and clarify
language and cultural misunderstandings where appropriate, they do 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, such as health, business or law. They decline to take on
work if it is outside their professional expertise. They engage regularly in continuous professional
development. They adhere to the common code of conduct, as stipulated by the organisation with
which they are registered as a professional interpreter.
The national occupational standards for professional interpreters are set two skills levels: at
professional and advanced professional level. Interpreters who are qualified to these levels share
the common core of professional skills as outlined above.
The role and skills of the trainee interpreter Trainee interpreters are not yet professionally qualified and able to work independently. However,
they are able to practise and develop their skills in a sheltered environment where their
performance is monitored and a mentor is available to give feedback and support, and to advise on
the types of assignments the trainee may undertake. Trainee interpreters work in a limited range of
contexts and subjects, most likely in-house. They are not expected to work freelance.
The trainee interpreter has a very good command of the spoken/signed languages in which s/he
interprets. S/he reflects broadly the information and the cultural context provided by the
speaker/signer. The trainee interpreter has basic research skills and is able to compile and maintain
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved June 2010
a glossary of vocabulary. S/he has limited knowledge of subject areas and domains, such as local
health, business or law.
Because the trainee interpreter does not yet have a full command of the language, s/he will have the
skills to check back that s/he has accurately understood the message in the source language. At this
level s/he is also likely to need to rephrase parts of the interpretation more frequently than at
professional interpreter level. The trainee will withdraw from an assignment, if it proves to be
beyond his/her competence, and make every effort to find a suitable replacement.
Normally the trainee interpreter works consecutively only. The trainee interpreter who works
between a signed and a spoken language may interpret simultaneously, if there is a good reason to
do so. S/he may support the interpreting assignment by producing a sight translation of basic
written documents, such as a letter or simple leaflet. However, s/he does not provide written
translations.
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt1 Prepare for interpreting assignments as a trainee interpreter
Unit overview
This unit is about developing your interpreting skills as a trainee
interpreter. It provides an opportunity to develop your skills in a
supported environment and with guidance from a mentor.
This unit is about preparing for routine interpreting assignments. This involves establishing the nature of assignments and considering whether you have the right skills. If you find that the task is beyond your competence, you decline the assignment. You seek advice from your mentor or supervisor, if you are unsure about aspects of interpreting or assignments.
You must be able to use a range of information sources to prepare for assignments. You must be fully aware of the role of the interpreter and the principles of professional practice.
Who this unit is for
The unit is recommended for people who have very good language skills in two languages and who would like to develop and/or accredit the skills needed on the way to full professional competence.
This unit forms part of a progression route towards professional interpreter status.
Links to other units
This unit complements units TInt 2, 3 and 4.
Specialist terminology
For specialist terminology, please refer to the glossary.
www.cilt.org.uk/home/standards_and_qualifications/uk_occupational_standards/interpreting.aspx
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt1 Prepare for interpreting assignments as a trainee interpreter
Performance Criteria
When you get a new interpreting assignment, you must show that: 1 you communicate to the client that you are a trainee interpreter, if they
are not already aware
2 you identify:
the subject matter and purpose of the assignment
the level of language and interpreting skills required
3 you assess whether the mode of consecutive interpreting is suitable for the assignment
4 you seek advice from your mentor, if you doubt whether you have the necessary level of skills for the assignment
5 you do not accept any assignment which is beyond your competence in terms of subject matter, degree of complexity or simultaneous mode of interpreting
6 you agree contract details, including location and timescales, and any payment
7 you check with your employer, placement provider or professional association that you are insured
8 if appropriate, you request in advance of the assignment a briefing session and sight of documents to be used
9 you plan appropriately so that you will be able to deal with:
the type and topic of the assignment
the language likely to be used during the assignment
any weaknesses in your language skills and processing skills and how you overcome these
domain-specific language
the cultural and communication conventions of the users
any special requirements, and expectations of the users, including the positioning of the users and yourself
commonly encountered dilemmas
10 you use terminology accurately to describe interpreting and language features
11 you use relevant sources of information
12 you compile and maintain a glossary of terminology
13 you seek advice from your mentor on a regular basis
Knowledge and Skills
To prepare effectively, you must have knowledge of:
K1 the languages in which you interpret, with the ability to function at level 6 in your first language; and at level 4 in your other language*
K2 the process of interpreting from one language into another and how to reflect the meaning of the source language into the target language
K3 the cognitive processing involved in interpreting, concepts such as reformulation, and strategies to deal with an unknown word or phrase
K4 the cultures of the languages in which you interpret and their conventions for communication, and the implications of these aspects on the planning for the interpreting assignment
K5 the mode of consecutive interpreting and the concept of simultaneous/whispered interpreting
K6 the concept of domain-specific terminology
K7 techniques to anticipate the type and the degree of difficulty of the assignment and the client's and users' needs
K8 terminology to describe aspects of language and communication and to compare features of the languages in which you interpret
K9 the role of the interpreter and the principles of professional conduct, specifically the need to:
turn down any assignment which is beyond your competence
be impartial, and maintain integrity and professionalism
treat all information you receive in the course of your duties as confidential, unless required to disclose by law
K10 contract negotiation, including time scales, any payment and professional indemnity as well as third party insurance
K11 techniques to research and verify terminology
K12 techniques to compile and maintain glossaries of terminology
K13 sources of general and specialist information to assist with assignments, e.g. internet, leaflets, video and glossaries
K14 study skills and the ability to handle extended reading in both languages
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
* See the Listening/Receptive and Speaking/Productive units of the National Language
Standards for performance and knowledge requirements
Unit TInt2 Interpret two-way as a trainee interpreter
Unit overview
This unit is about developing your interpreting skills as a trainee
interpreter. It provides an opportunity to develop your skills in a
supported environment and with guidance from a mentor.
This unit is about carrying out two-way interpreting assignments. The setting is typically face-to-face and one-to-one interactions between two language users, for example to discuss a complaint about a bureaucratic mistake or an interview between a service provider and a customer about access to services. Please note that, at this level, one-way interpreting does not form part of the units.
At this level the contexts of the assignments and topics re- occur frequently and are of low complexity. As a guide, the typical length of the interpreting undertaken at this level will be up to fifteen minutes.
Any misunderstandings as a result of poor interpreting do not have irreversible consequences. If it becomes clear during the assignment that it is beyond your competence, you withdraw and negotiate alternative arrangements in consultation with your mentor or supervisor.
Who this unit is for
The unit is recommended for people who have very good language skills in two languages and who would like to develop and/or accredit the skills needed on the way to full professional competence.
This unit forms part of a progression route towards professional interpreter status.
Links to other units
This unit complements units TInt1, 3 and 4.
Specialist terminology
For specialist terminology, please refer to the glossary.
www.cilt.org.uk/home/standards_and_qualifications/uk_occupational_standards/interpreting.aspx
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt2 Interpret two-way as a trainee interpreter
Performance Criteria
When you interpret two-way, you must show that: 1 you communicate to the users that you are a trainee interpreter, if they
are not already aware 2 you interpret largely accurately the meaning expressed by users who
communicate across two languages 3 your interpretation reflects the flow of communication between the
users 4 you have some ability to reflect the language users’ register and
attitude but not yet total control 5 you interpret consecutively 6 while you may omit some information and not always relay information
completely accurately, you have good strategies to repair mistakes 7 you paraphrase the meaning of complex terms and phrases, if you do
not know the direct equivalent in the target language 8 you check back with the source language user if you are unable to
interpret or are not sure that you have interpreted the meaning accurately
9 you withdraw from the assignment if it becomes clear that it is beyond your competence and you negotiate alternative arrangements
10 you support effective communication throughout the assignment and take action if communication breaks down
11 you interpret factual information and reflect opinions largely accurately 12 you handle the standard national variety of the languages in which you
interpret 13 you take notes during consecutive interpreting, where required 14 your conduct is consistent with the principles of professional practice
and the registration body’s code of conduct 15 your social and interpersonal skills enable you to interact effectively
before, during and after the assignment
16 you seek advice from your mentor on a regular basis
* See the Listening/Receptive and Speaking/Productive units of the National Language
Standards for performance and knowledge requirements
Knowledge and Skills
To interpret two-way effectively, you must have knowledge of: K1 the languages in which you interpret, with the ability to function at level
6 in your first language; and at level 4 in your other language* K2 the process of interpreting from one language into another and how to
reflect the meaning of the source language into the target language K3 the cognitive processing involved in interpreting and concepts such as
long-term and working memory, reformulation and time lag K4 the cultures of the languages in which you interpret and their
conventions for communication K5 the concept of register (frozen, formal, informal, colloquial and
intimate) and the transfer of register from one language into the other K6 the concept of consecutive and simultaneous/whispered modes of
interpreting and when you might use these K7 techniques to manage communication if it breaks down in one or more
of the following ways:
you need to check on meaning
the degree of complexity, technicality or emotional charge is beyond your ability to deal with it
an apparent lack of understanding or misunderstanding hinders communication between the source and target language user
your position and/or that of the users hinders communication
the users are communicating too fast or too slowly
the users fail to observe appropriate turn-taking
K8 the role of the interpreter and the principles of professional practice K9 the concept of the domain in interpreting
K10 health and safety requirements K11 techniques of taking notes when interpreting in consecutive mode
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt3 Develop your performance as a trainee interpreter
Unit overview
This unit is about developing your interpreting skills as a trainee
interpreter. It provides an opportunity to develop your skills in a
supported environment and with guidance from a mentor. In addition,
you may also need to attend formal training and receive support and
advice from others, e.g. colleague interpreters.
This unit is about your ability to evaluate your performance as an interpreter. It involves keeping a journal to reflect on your interpreting assignments and recording yourself on video or digitally while interpreting. Together with your mentor, you evaluate your interpreting skills and your preparation for assignments. You identify your strengths and weaknesses and seek feedback from your mentor or supervisor. You undertake training to develop your skills and knowledge.
Who this unit is for
The unit is recommended for people who have very good language skills in two languages and who would like to develop and/or accredit the skills needed on the way to full professional competence.
This unit forms part of a progression route towards professional interpreter status.
Links to other units
This unit complements units TInt1, 2 and 4.
Specialist terminology
For specialist terminology, please refer to the glossary
www.cilt.org.uk/home/standards_and_qualifications/uk_occupational_standards/interpreting.aspx
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt3 Develop your performance as a trainee interpreter
Performance Criteria
When you evaluate your performance through your journal entries and analysis of recorded material, you must show that:
1 you reflect on the effectiveness of your preparation for assignments
2 you reflect on the effectiveness of your interpreting performance:
how well you caught the overall meaning
whether you captured the main points
how well you captured a sequence of events or actions
how well you used discourse markers to structure the interpretation
how well your use of register matched that of the source language user
3 you reflect on the accuracy of the language that you used while interpreting, e.g. vocabulary and syntax
4 you evaluate how well you managed the assignment in terms of:
your conduct, style and interaction with users
the approach you took to dealing with cultural conventions
instances of communication breakdown and imperfect interpreting, their causes, and whether you took the right action to repair them
your compliance with the principles of professional practice
5 you use terminology accurately to describe language and interpreting features, while evaluating your performance
6 you discuss your findings with your mentor
7 you identify ways in which you can improve:
your preparation for assignments
your interpreting skills
the evaluation of your work
8 you identify and take relevant opportunities to develop your interpreting skills and knowledge
9 you review your progress and achievements with your mentor on a regular basis
Knowledge and Skills
To evaluate your performance effectively, you need to make use of the knowledge components of Units Tint1, Tint2 and Tint4. You must also have
knowledge of:
K12 terminology to describe aspects of language and communication and to compare features of the languages in which you interpret
K13 training opportunities available from professional bodies K14 opportunities for development, e.g. training courses, published
materials, resources available on the internet, peer evaluation and networking with other interpreters
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt4 Support interpreting through sight translations of simple written documents
Unit overview
This unit is about developing your interpreting skills as a trainee
interpreter. It provides an opportunity to develop your skills in a
supported environment and with guidance from a mentor.
This unit is about producing translations at sight of simple written
documents into oral or signed language. You may be required to do
this within the context of an interpreting assignment when one of the
users produces a document, the content of which needs to be
translated at sight. This may involve producing sight translations of
documents such as a simple, short letter, personal status certificate or
a simple leaflet. Your mentor will decide if the type and degree of
complexity of the text is within your range of skills.
If you are interpreting between spoken languages, you must be able to
produce sight translations of written documents in either language. If
you are a BSL/English interpreter, you must produce sight translations
of documents which are written in English into BSL.
Who this unit is for
The unit is recommended for people who have very good language skills in two languages and who would like to develop and/or accredit the skills needed on the way to full professional competence.
The unit is recommended for trainee interpreters, where at least one of the languages in which they interpret has a written form.
This unit forms part of a progression route towards professional interpreter status.
Links to other units
This unit complements units TInt1, 2 and 3.
Specialist terminology
For specialist terminology, please refer to the glossary.
www.cilt.org.uk/home/standards_and_qualifications/uk_occupational_standards/interpreting.aspx
National Occupational Standards in Interpreting © CILT, the National Centre for Languages approved May 2010
Unit TInt4 Support interpreting through sight translations
of simple written documents
Performance Criteria
When you produce a sight translation of a written document, you must show that:
1 you give an accurate sight translation of the contents of the document
2 you translate at sight factual information as well as concepts and opinions
3 you reflect broadly the language, register and tone used in the document
4 you paraphrase the meaning of complex terms and phrases, if you do not know the direct equivalent in the target language
5 if necessary, you check and clarify any uncertainty of meaning with the user to whom the document belongs
6 if you have access to reference materials, you make effective use of these to check on unfamiliar vocabulary
* See the Listening/Receptive and Speaking/Productive units of the National Language
Standards for performance and knowledge requirements
Knowledge and Skills
To produce effective sight translations, you must have knowledge of:
K1 the process of providing a sight translation from written text
K2 the languages in which you interpret, with the ability to function at level
6 in your first language; and at level 4 in your other language*
K3 the cultures, conventions and formats used to communicate oral/signed and written communication in the languages in which you interpret; and the implications of these aspects for translating a document at sight
K4 register (frozen, formal, informal, colloquial and intimate); the transfer of register from one language into another; and from written into spoken or signed language
K5 the use of reference materials, such as dictionaries and glossaries stored in hard copy or electronic format
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
Glossary to form part of the National Occupational Standards in Interpreting (revised March 2010 to following introduction of the TInt units)
British Sign Language The visuo-spatial language used by deaf people, referred to in the text as BSL.
BSL/English interpreter An interpreter who interprets between BSL and English.
Chunk A ‘chunk’ of language is a sequence of speech or signed language which forms a unit. A chunk can vary from a few sentences to a sequence of up to five minutes.
Client The person or organisation which hires an interpreter. This may be, but does not have to be, the same person as the user. See also ‘user’.
Code of conduct You will find in the standards references to code(s) of conduct for interpreters. For a copy of current codes of conduct, please contact the organisations which hold registers for spoken and sign language interpreters.
For conference interpreting, please contact AIIC www.aiic.net.
For spoken language interpreting, contact the Institute of Translating and Interpreting www.iol.org.uk ; the Institute of Translation and Interpreting www.iti.org.uk , the National Register of Public Service Interpreters www.nrpsi.co.uk and/or the Association of Police and Courts Interpreters www.apciinterpreters.org.uk .
For sign to English interpreting, please contact Signature www.signature.org.uk , the Association of Sign Language Interpreters www.asli.org.uk and/or the Scottish Association of Sign Language Interpreters www.sasli.org.uk
For conference interpreting, please contact AIIC www.aiic.net.
Consecutive interpreting The speaker/signer does not speak all the time but
delivers the material in chunks, stopping at regular
intervals. Once a unit of information is complete,
the interpreter provides an interpretation of what
the speaker has just said.
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
Documents which need a sight or written translation
It is quite common to find that users bring written documents which either need a sight or written translation. Here are some examples of the most common types:
leaflets explaining health precautions or medical advice
leaflets giving information about rights, entitlements and/or responsibilities
business, medical or legal letters
personal status certificates, such as certificates of foreign qualifications or documents to prove identity
Domain The field or area of work in which you interpret, e.g. law, health, local government or business.
Draft written translation The production of a draft written translation of a
written document. A draft written translation may
be required within the context of an interpreting
assignment when one of the users produces a
document, the content of which needs to be
translated.
Draft written translations are working documents
which are used to assist an interpreting
assignment. They are not intended for publication.
A draft written translation produced to support
interpreting is not the equivalent to the standard of
a professionally produced translation.
Excellent language skills See language skills.
Interpreting one-way A situation where a person gives a sustained
presentation in the source language. You interpret
the presentation in the target language. There is
no two-way exchange.
Interpreting two-way A situation where people who speak and/or sign in
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
different languages communicate with each other
during meetings, consultations or discussions. You
interpret from and into both languages.
Language skills The language levels needed to interpret are
defined as follows:
at trainee level, the standards require very good language skills, i.e. QCF level 6 in your first language and QCF level 4 in your other language
at professional level, the standards require excellent language skills, i.e. QCF level 8 in your first language and QCF level 6 in your other language(s)
at advanced professional level, the standards require the full range of language skills, i.e. QCF level 8 for both you first language and any other language(s) in which you interpret
Interpreting two-way A situation where people who speak and/or sign in different languages communicate with each other during meetings, consultations or discussions. You interpret from and into both languages.
Mentor Generally speaking, interpreters may wish to have
access to a mentor who can review their
performance and provide advice on how to
develop their skills further.
In the case of the trainee interpreter, the role of the
mentor is crucial, both to promote the development
of interpreting skills and to ensure that the trainee
interpreter is safe to practise. The function of the
mentor is to:
observe the trainee on a regular basis
advise the trainee on the quality of their
interpreting and how to develop their skills
take responsibility for deciding on what
types of assignments the trainee may take on
instil in the trainee the awareness that it is
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
good practice to withdraw from an assignment,
before and while it is in progress, if it is beyond
his/her competence
Mode There are three modes of interpreting: consecutive, simultaneous/whispered and summary. Definitions of these terms are found in elsewhere in the glossary.
Modulation The interpreting standards refer to pronunciation & intonation/modulation. Please note that modulation applies to sign language and pronunciation & intonation to spoken language.
Paraphrase To paraphrase means to put the meaning of terms or phrases in your own words.
Presentation This term is used to describe a monologue which is expressed in one language and which needs to be interpreted into the other language. This could be for example, a presentation during a meeting; a college lecture; or a witness statement made at the police station describing what happened during a robbery.
Principles of professional
practice
The principles of professional practice summarise
the common essentials of good practice in
interpreting. They are distilled from the codes of
good practice from registration bodies such as ITI,
NRPSI, Signature and AIIC.
Pronunciation and intonation/modulation
The interpreting standards refer to pronunciation & intonation/modulation. Please note that pronunciation & intonation apply to spoken languages and modulation to sign language.
Register The term ‘register’ is used to describe the degree of formality in language use. Register is divided into five categories:
frozen: e.g. the Lord’s prayer, the wedding ceremony or the police caution
formal: e.g. court sessions, local authority
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
meetings, a lecture on English literature and any documentation used for these
informal: e.g. small meetings and letters or e-mails between colleagues who know each other well
colloquial: e.g. friends chatting at a party, colleagues gossiping about their boss or dashing off a quick message to each other
intimate: e.g. a husband and wife, or parents and children talking to each other.
Register is of particular relevance to interpreters when there is a mismatch between the registers used by the people participating in the communication exchange. This is quite a common occurrence, for example, when a lawyer and the client meet; a policeman and the suspect; or a doctor and the patient.
Sight translation The production of an oral/signed version of a written document. Sight translation may be required within the context of an interpreting assignment when one of the users produces a document, the content of which needs to be translated at sight.
Simultaneous interpreting The interpreter provides an instant, contemporaneous interpretation of spoken or signed language.
In the case of spoken languages, the interpreter typically sits in a soundproof booth or at the back of the room and gives a simultaneous interpretation at the same time as the speaker is delivering. The listener receives the interpretation through headphones.
In the case of BSL/English interpreting, the interpreter stands at the front of the room and interprets by signing or speaking at the same time as the speaker/signer is delivering. Microphones and headphones are not used.
Summary interpreting The interpreter gives a summary of what the
speaker(s) have just said. A full account is not
given. This type of interpreting may only be
provided at the request of the user(s).
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
Supervisor Trainee interpreters who work in-house or for an
agency are likely to have a supervisor. If this is the
case, the supervisor may take on the functions of
the mentor; see glossary.
Terminology Terminology used to describe features of language
and interpreting.For example, interpreters will need
to be able to describe aspects of language such as
grammar, word order, discourse markers, register,
tenses and passive and active voice. They will
also need to be able to compare how these
aspects are handled when interpreting from one
language into the other
User(s) The person(s) who participate in a meeting or presentation which is being interpreted.
Very good language skills See language skills.
Whispered interpreting Whispered interpreting is similar to simultaneous
interpreting in that the interpreter provides an
instant, contemporaneous interpretation of spoken
or signed material. However, whispered
interpreting does not involve electronic means or
technical equipment. Instead the interpreter sits
alongside the language user and whispers the
interpretation at the same time as the source
language user speaks or signs.
World of work Any business done or meetings held in the work context, e.g. job interviews and performance reviews; meetings between managers and staff to discuss work plans; or a presentation to managers on performance and achievement of targets.
Written translation The production of a draft written translation of a written document. A written translation may be required within the context of an interpreting assignment when one of the users produces a document, the content of which needs to be translated. Please note that a draft written translation produced to support interpreting is not the equivalent to the standard of a professionally
National Occupational Standards in Interpreting © CILT, the National Centre for Languages Final version approved May 2010
produced translation.
You In the standards ‘you’ refers to the interpreter.