Auslan: Second Language Learner F–10 Sequence / Levels 9 and 10 / Communicating / Translating
Content description
Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another
Elaborations
experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
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, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class
