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F2F DI Education - Homework Help

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0% found this document useful (0 votes)
21 views

F2F DI Education - Homework Help

Uploaded by

trinnysang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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School of Vocational Design and Social Context

Diploma of Interpreting

Dialogue Interpreting –Face to Face


Topic: Education- Homework Help
ENGLISH/LOTE

Interpreting Context
The following dialogue takes place in the context described below.

Domain and Education


situation
PARENT-TEACHER NIGHT

Location Classroom at Secondary School

Participants’ Homeroom & Science teacher: Henry/Hilary Lennox who conducts the
names and roles meeting. Y’s homeroom & Science teacher

Student’s parent: Mr/Mrs XXX

Situation Mr/Mrs XXX, a LOTE speaking parent of a Year 8 female student, Y (student’s
name) is at Parent-Teacher- Meeting with the homeroom teacher Mr/Ms
Lennox. Mr/Mrs/XXX is interested in finding out the daughter’s progress in
her studies. During the meeting, Mr/Mrs XXX finds that Y has issues with
completing homework.

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

Live Scenario
Role Descriptions

English Y’s Homeroom & Science teacher: Henry/Hilary Lennox who conducts the meeting.
Speakin He/She discusses Y’s progress in her studies, addresses Y’s homework issues, suggests
g Role Y’s parent that Y joins in Homework Help group at school.

LOTE Year 8 female student, Y’s parent: Mr/Mrs XXX who sits in parent teacher meeting with
Speakin the teacher. He/She is interested in finding out Y’s progress in her studies but finds out
g Role that Y has issues with completing homework.

Terminology List

English Terminology (10-15) LOTE Terminology (10-15)

 Homeroom  Favourite
 Science  Science mind
 Participate  Grade
 Potential  Career
 Biology  Independent
 Written work  Embarrassed
 Submission  Left alone
 Incomplete  Available
 Concept  afford
 Mention  Private tuition
 Tutor
 Convenient
 Costly
 Casual teachers
 appropriate

Introductory prompts – Face to face interpreting


[To interpreter]
English-speaking
role player Hello, I’m Mr/Ms XXX. I'm going to be speaking with Ms/Mr XXX about…

(in English) Before we start, I’d just like to confirm that you’re a LOTE interpreter and if
so, please introduce yourself to both of us.

Interpreter [Introduces self as the interpreter to the English-speaking role player]

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

(in English)

Interpreter
[Introduces self as the interpreter to the LOTE-speaking role player]
(in LOTE)

LOTE-speaking role [Short greeting only. Prompt interpreter to start the session.]
player
Sample: Hello, interpreter. I’m XXX. Thank you for your time today. Please
(in LOTE) start the session. -> Interpreter responds accordingly.

[To interpreter]
English-speaking All right, I'd just like you to interpret what we say to each other. If you need
role player us to repeat or to clarify something, just say so. Also, if one of us talks for too
(in English) long, just ask us to pause so that you can interpret.

OK, let's start.

Speaker Prompts Discourse challenges

English 1 [SHORT SEGMENT]2

 Greeting & introduction – home room teacher


and science teacher
LOTE 2 [MEDIUM SEGMENT]5

 Greeting- Y’s father/mother, Nice to meet you

● Y says happy at school

● enjoy science class as favourite

E3 [MEDIUM SEGMENT]6

 Glad to hear that


 Y participates in class activities very well in
science
 Y shows interest in plants

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

● Potential career in biology if that’s what she


wants

L4 [LONG SEGMENT]9

 Glad to hear she does well in science class


 Not sure where she got it from.
 No one in family has science mind
 Can she go to university?

● Grades good enough?

● We want Y to go to uni and have career to be


independent

E5 [MEDIUM SEGMENT]4

 Don’t know yet


 Too early to tell
 Y does well in class activities.
 However, written Homework = sometimes
submission late or submit incomplete work

L6 [SHORT SEGMENT]4

 Surprise, denial

● Home, Y says doing homework, studying in


room a lot

E7 [MEDIUM SEGMENT]7

 Sure Y understands concepts


 Always correct answer in class

● Maybe written work need help

● In fact, Y has similar issues with written


homework of other subjects, e.g. English,
history
● Other teachers mentioned issue too

L8 [LONG SEGMENT]12 Long chunk

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

 Shocked- Y’s issue is serious affecting many Challenge 1 : speak fast


subjects.
Challenge 2: Ask
 Embarrassed Y not finishing homework
interpreter if she/he
 Embarrassed Parent can’t check /help Y’s
knows about cheap
homework due to poor English, busy with
private tutor.
work, Y left alone at home
 Help for written work- what’s available? what
can we do?

● Can’t afford private tuition, expensive

E9 [LONG SEGMENT]13 Long chunk

 Private tuition is one of options, convenient


tutor comes to your house, but costly
 School offers homework help too
 Volunteers help student homework in library
after school hour
 Volunteers are senior students, casual
teachers, ex-teachers with appropriate
qualifications
 “Homework Support Program”
 Many students use esp students with English
as second language.
 Feedback from students always good

● Y welcome to have a look first

L10 [SHORT SEGMENT]4

 Good idea
 Cost?

● How to start?

E10 [MEDIUM SEGMENT]7

 Free service
 Form to fill
 Hope Y make best use of opportunity and deal
with issue ASAP
 Written work will become more challenging as
Y progresses the years.

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

L11 [MEDIUM SEGMENT]5

 Thanks
 Will talk with Y tonight
 Will tell Y to go observe Homework Support
Program
 Will decide on this suggestion soon.
 Hope this help Y doing homework

E11 [LONG SEGMENT]8

 You are welcome


 Good to intervene now than later
 Homework Support Program location: Library
Room 3, time: 3:30-5:00 p.m. on Wednesday if
Y wants to observe
 Here’s form to join in Homework Support
Program
 Y can give me form once decided

L12 [SHORT SEGMENT]2

 Greeting- Thanks & Good-bye

E12 [SHORT SEGMENT]4

 Greeting – Pleasure meeting you, do not


hesitate to contact me know for any questions,
Good-bye

Alternative conclusion to the role-play (where candidate will not reach conclusion within the 10-
12 minutes time limit)

English (short segment)

• Apologise to Ms/Mr XXX but I need to wrap up out talk soon as I need to see
another parent. Would it be ok if I call you tomorrow afternoon at 5:00 and
continue what we have been discussing? I can organise a telephone interpreter
too.

LOTE (short segment)

• That’s ok. I understand that you have many parents to see tonight. Thank you
for the suggestion of call. I’ll make sure to take your call at 5 p.m. then. Thank

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

you for organising an interpreter. Good bye for now.

Segments Meaning chunks

ENGLISH 6 51

LOTE 6 41

Total 12 92

Reference Materials
Attention: The below is a privately run after school homework club, not at school. Contents are chosen to
provide information how homework club/program is usually run.

https://www.limezone.com.au/after-school-tuition-frequently-asked-questions/

How does your after school homework club / tuition work?

We will help students in any of their core subject areas (maths, English, history/geography and science) and
will do our best in non-core areas. We pride ourselves on being technically literate and where computer skills
are needed, we can easily assist.

Students bring their homework in (or work books where other work is being done) and begin working. We
generally ask them to ‘work on what they do know and skip anything they don’t quite understand’. Tutors then
go around helping them in the areas in which they need help. Where the students need some direction at the
start (such as essay planning or where they are being set work by us) the tutor will help them begin.

Additionally, students will be able to ask the tutor for specific help in areas of their choice. If parents or carers
wish something specific to be covered, they should provide their child with a note and request this to be given
to the tutor. For example, you may ask us to concentrate just on the maths side of their homework. If the
request is reasonably able to be managed as part of the session, the tutor will endeavour to do so.

Where the student does not have any allocated work, we will provide them with some however, if this is likely
to be an ongoing scenario, we ask that you have a discussion with your child’s classroom teacher about what

Copyright © 2019 RMIT University


School of Vocational Design and Social Context
Diploma of Interpreting

will help your child and encourage you to purchase workbooks (Eg. from Edsco in Kedron) that can be used to
at The Lime Zone.

Whether we are helping with homework or with specific topic areas, we will be adhering to the Australian
Curriculum. If you wish to understand what specific elements are covered in The Australian Curriculum by
subject and year level, visit the government’s website.

Copyright © 2019 RMIT University

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