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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Analyse liaison interpreting contexts 
SAQA US ID UNIT STANDARD TITLE
116616  Analyse liaison interpreting contexts 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of this Unit Standard is to enable learners to interpret and analyse the interpreting context. The learner will be able to assess factors that may affect interpreting, such as power relations. By meeting this standard, qualified learners will contribute toward the communication between the different cultures of the country, whilst improving their own earning ability.

Credited learners are capable of:
  • Assessing expectations in terms of the text function
  • Comparing source and target cultural conventions
  • Assessing the impact of power relations in specific contexts
  • Selecting modes of interpreting 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have the following competencies when embarking on this unit standard:
  • Engage in sustained oral communication and evaluate spoken texts in two languages
  • Read, analyse and respond to a variety of texts in two languages
  • Write for a wide variety of texts in two languages 

  • UNIT STANDARD RANGE 
    Signed, spoken or signed and written delivery is included. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess expectations in terms of the text function. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of expectations is based on the brief. 

    ASSESSMENT CRITERION 2 
    Expectations are determined before commencement of the process. 

    ASSESSMENT CRITERION 3 
    Assessment of parties' profiles is correct. 

    ASSESSMENT CRITERION 4 
    Impact of expectations on text function is determined accurately. 

    SPECIFIC OUTCOME 2 
    Compare source and target cultural conventions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Comparison of source and target cultural conventions is complete in terms of cultural norms and conventions. 

    ASSESSMENT CRITERION 2 
    Gaps between source and target cultural conventions are accurately identified. 

    ASSESSMENT CRITERION 3 
    Identification of differences is relevant in terms of source and target cultural conventions. 

    ASSESSMENT CRITERION 4 
    Distinctions made are reflected upon and confirmed. 

    SPECIFIC OUTCOME 3 
    Assess the impact of power relations in specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of power relations is accurate. 

    ASSESSMENT CRITERION 2 
    Assessment of the impact of power relations is correct within specific contexts. 

    ASSESSMENT CRITERION 3 
    Solutions identified are feasible in specific contexts. 

    ASSESSMENT CRITERION 4 
    Reflection on the impact of power relations and solutions is ongoing. 

    SPECIFIC OUTCOME 4 
    Select modes of interpreting. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Modes identified are appropriate for specific contexts. 

    ASSESSMENT CRITERION 2 
    Description of modes is accurate. 

    ASSESSMENT CRITERION 3 
    Modes selected are appropriate for specific contexts. 

    ASSESSMENT CRITERION 4 
    Justification of selection of modes is appropriate for specific contexts. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Audience profile, requirements, and needs
  • General text/function types
  • Interpreting methods and strategies
  • Maxims of communication
  • Genre-specific language or register
  • Target language structures and norms
  • Quality criteria
  • Ethical conduct 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve interpretation problems during selection of mode of interpreting. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when expectations are determined before commencement of the interpreting process. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage self and own activities responsibly and effectively when identifying solutions that are feasible in specific contexts. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when assessing the impact of power relations within specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively when expectations are determined before commencement of the interpreting process. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems when selecting mode of interpreting. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Core  49023   National Diploma: Liaison Interpreting  Level 5  NQF Level 05  Reregistered  2023-06-30  QCTO 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. JUSTICE COLLEGE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.