1st
L (F–10) 9-10
Communicating
Translating
- Elaboration 8
- experimenting with literal Auslan translations of popular English idioms,
noticing when this creates confusion (for example, raining cats and dogs) and
discussing how to interpret such idioms accurately
- comparing online Auslan and English public announcements and government
policy/information texts in terms of different approaches to translation and
preservation of content, for example, free versus literal
- viewing and discussing the effectiveness and accuracy of online Auslan
translations, such as the Catching Fire series of safety videos or the emergency
disaster preparedness videos
- trialling different resources to assist in translation, including online
dictionaries and footage, for example by comparing individual translations,
back-translating, and reviewing useful references
- considering the nature of translation with reference to different strategies
such as decoding literal meaning (word for sign), reading for meaning (sense for
sense) and cultural reading (between the lines)
- recognising the need to sometimes recast language and considering why one
language may use more words/signs than another to communicate a particular
meaning or concept, for example, in relation to the use of space and depicting
signs in Auslan in describing a scene compared to the linear spoken modality of
English
- critically evaluating the accuracy and effectiveness of English subtitles to
an Auslan text, for example the range of community service Auslan messages
produced by the Deaf Society of NSW
- providing annotated examples of translations of poems or other types of text,
identifying challenges involved in transferring meaning, expression, culture and
mood from one language to another
- comparing examples of BSL and Auslan literature and evaluating translations
from both/each into English, for example of poems by Dorothy Miles or Walter
Kadiki
- translating suitable jokes, songs, poems, stories or plays from English into
Auslan and vice versa
- analysing existing translations of texts, such as short subtitled films or TV
programs containing deaf characters using various sign languages, making
comparisons with their own translations into Auslan or English and reflecting on
identified variations
- identifying the range of reference materials and resources available to assist
in language documentation and translation tasks, for example ELAN, and exploring
how to use them
- researching aspects of available interpreting services in their area, for
example, the role of interpreters, qualifications required, ethical
considerations and issues associated with interpreting and translating in
specialised contexts such as health, education, legal settings
- exploring the role of deaf people as Deaf interpreters and as language
consultants on interpreted theatre events, considering the work this involves
and the skills needed for it
- considering culturally appropriate and ethical behaviour when interpreting and
translating, for example by explaining appropriate behaviour in interpreting
contexts and considering potential consequences of inaccurate interpreting
- analysing codes of ethics of interpreters, comparing existing codes in
Australia, such as the ASLIA and AUSIT codes, and developing simple translations
of the main principles of each code
- role-playing the part of a Deaf interpreter for unfamiliar deaf guests who are
non-conventional Auslan users or users of another signed language in a simple
context such as an interaction in a library
- comparing signed texts in International Sign with translated Auslan versions
created by students, using H3 broadcasts as a resource
- participating in formal situations where interpreters are working, discussing
observed translation choices made