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Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 7 to 10 / Communicating / Translating

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Transcribe, translate and interpret texts from the language into other languages of the region and into English and vice versa, considering and explaining factors that influenced the translation from one language and discussing issues related to translating and interpreting

[Key concept: equivalence, representation, meaning, interpretation, ethics; Key processes: translating, interpreting, transcribing, comparing, explaining, analysing]

 (ACLFWC052)

Elaborations
  • translating and interpreting short texts from the language into other known languages including English and vice versa, comparing their translations of particular sentences or phrases with those of their classmates, noting variations and considering why these occur
  • translating and interpreting a range of texts, for example, narratives, stories, song lyrics, dialogues, posters, stories from the past, considering how to explain elements that involve cultural knowledge or understanding
  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (between the lines), and strategies such as back-translation
  • analysing published bilingual texts such as children’s stories, health charts or song lyrics, and commenting on how well the translations have captured original meaning
  • critically evaluating the effectiveness and accuracy of subtitles for films, video clips or documentaries, finding examples of meaning ‘lost in translation’
  • researching interpreting services in their area, for example, identifying services provided, the role of interpreters, qualifications required, ethical dimensions, and issues around interpreting and translating in specialised contexts, for example, in health, education or tourism
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating, for example, explaining ways people should act in interpreting contexts and considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, healthcare, education, training programs, social services, administrative, Indigenous communications and media
  • researching the types of texts which are transcribed within the school and wider community, discussing reasons for this
  • transcribing a range of text types, for example, life histories, stories, information and procedures, explaining and following accepted procedures and protocols
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Australian languages

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