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5125.1 – Translators
Translators translate written material from one language to another.
Profile
Example titles Help
- Literary translator
- Localiser
- Translator
- Translator adaptor
- Translator-reviser
Main characteristics Help
- General learning ability to translate written materials such as correspondence, reports, legal documents, technical specifications and textbooks, from one language to another while maintaining the content, context and style of the original
- Verbal ability to understand and use complex and abstract cultural, political, commercial, technical and scientific concepts and terms expressed in two or more languages
- Clerical perception to revise and correct translated material
- Methodical interest in transcribing text in formats such as memoranda, reports and letters using knowledge of grammar and terms employed in business, professional, technical and trade organizations
- Innovative interest in analyzing information to produce translated documents that help readers understand the contents of original material; and in localizing software and accompanying technical documents to adapt them to another language and culture
- Directive interest in consulting with clients to determine the most appropriate adaptation of content from one language to another; may train and supervise other translators
Aptitudes Help
One of five levels assigned for each factor, with levels representing normal curve distribution of the labour force:
- G
- General learning ability
- V
- Verbal ability
- N
- Numerical ability
- S
- Spatial perception
- P
- Form perception
- Q
- Clerical perception
- K
- Motor co-ordination
- F
- Finger dexterity
- M
- Manual dexterity
- The highest 10% of the working population
- Upper third, exclusive of the highest 10%
- Middle third of the working population
- Lowest third, exclusive of the lowest 10%
- Lowest 10% of the working population
An individual's overall capacity to learn the skills needed to perform job duties is based on his or her specific aptitudes for acquiring information and transforming it into action.
General learning ability G-2
Ability to 'catch on' or understand instructions and underlying principles; to reason and make judgments.
Verbal ability V-1
Ability to understand the meaning of words and the ideas associated with them, and to use them effectively; to comprehend language, to understand relationships between words and to understand the meaning of whole sentences and paragraphs; to present information or ideas clearly.
Numerical ability N-4
Ability to carry out arithmetical processes quickly and accurately.
Spatial perception S-4
Ability to think visually about geometric forms and comprehend the two dimensional representation of three dimensional objects; to recognize the relationships resulting from the movement of objects in space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently described as the ability to 'visualize' objects of two or three dimensions.
Form perception P-4
Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures and widths and lengths of lines.
Clerical perception Q-2
Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetical computation.
Motor co-ordination K-4
Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with precise movements.
Finger dexterity F-4
Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.
Manual dexterity M-4
Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.
Interests Help
Three of five descriptive factors, assigned in order of predominance and lower case rating indicating weaker representation:
- D
- Directive
- I
- Innovative
- M
- Methodical
- O
- Objective
- S
- Social
Methodical M
Methodical persons like to have clear rules and organized methods to guide their activities. They prefer working under the direction or supervision of others according to given instructions, or to be guided by established policies and procedures. Methodical persons like to work on one thing until it is completed. They enjoy following a set routine and prefer work that is free from the unexpected.
Innovative I
Innovative persons like to explore things in depth and arrive at solutions to problems by experimenting. They are interested in initiating and creating different ways to solve questions and present information. They enjoy scientific subjects. Innovative persons prefer to be challenged with new and unexpected experiences. They adjust to change easily.
Directive d
Directive persons like to take charge and control situations. They like to take responsibility for projects that require planning, decision making and co-ordinating the work of others. They are able to give direction and instructions easily. They enjoy organizing their own activities. They see themselves as independent and self-directing.
Data, people, and things Help
Data
- 0
- Synthesizing
- 1
- Co-ordinating
- 2
- Analyzing
- 3
- Compiling
- 4
- Computing
- 5
- Copying
- 6
- Comparing
- 7
- N/A
- 8
- Not Significant
People
- 0
- Mentoring
- 1
- Negotiating
- 2
- Instructing - Consulting
- 3
- Supervising
- 4
- Diverting
- 5
- Persuading
- 6
- Speaking - Signaling
- 7
- Serving - Assisting
- 8
- Not significant
Things
- 0
- Setting up
- 1
- Precision working
- 2
- Controlling
- 3
- Driving - Operating
- 4
- Operating - Manipulating
- 5
- Tending
- 6
- Feeding - Offbearing
- 7
- Handling
- 8
- Not significant
Data Analyzing 2
Examining and evaluating data; frequently presenting alternative action in relation to the evaluation.
People Consulting 2
Teaching subject matter to others, giving advice or training others (including animals) through explanation, demonstration and supervised practice; making recommendations on the basis of subject matter expertise.
Things Not significant 8
Not significant
Physical activities Help
V - Vision
- 1
- Close visual acuity
- 2
- Near vision
- 3
- Near and far vision
- 4
- Total visual field
H - Hearing
- 1
- Limited
- 2
- Verbal interaction
- 3
- Other sound discrimination
L - Limb co-ordination
- 0
- Not relevant
- 1
- Upper limb co-ordination
- 2
- Multiple limb co-ordination
C - Colour discrimination
- 0
- Not relevant
- 1
- Relevant
B - Body position
- 1
- Sitting
- 2
- Standing and/or walking
- 3
- Sitting, standing, walking
- 4
- Other body positions
S - Strength
- 1
- Limited
- 2
- Light
- 3
- Medium
- 4
- Heavy
Vision Vision V-2
The use of sight in the work performed. The levels are organized in terms of the visual field involved in the performance of the work.
2 - Near vision
Work activities are performed near the worker. The scope of the visual field is broader than in Close visual acuity (1).
Examples:
- reading and interpreting drawings and specifications
- using computer keyboards and reading computer monitors
- repairing automobile engines
- setting up and operating machine tools
Colour discrimination Colour discrimination C-0
The use of colour descrimination to identify, distinguish and match colours and different shades of the same colours.
0 - Not relevant
Colour discrimination is not relevant in the performance of the work.
Examples:
- cleaning windows
- providing information over the telephone
- interviewing, hiring and overseeing staff training
- translating documents
Hearing Hearing H-1
The use of hearing in the work performed. The levels are organized in terms of the type of auditory discrimination involved in the performance of the work.
1 - Limited
Hearing is limited to short and/or infrequent verbal interactions in order to perform the work.
Examples:
- typing and proofreading correspondence
- cutting and trimming meat, poultry and fish according to customers' orders
- carrying linen to and from laundry areas and running errands
- assisting mine workers in constructing underground installations
Body position Body position B-1
Primary type of posture or body movement involved in performing the work. These postures or body movements range from simple to complex and from sedentary to mobile.
1 - Sitting
Work activities primarily involve sitting. Standing and/or walking (2) may occur but is incidental to the work being performed.
Examples:
- reading and editing copy to be published or broadcast
- preparing financial statements
- issuing aircraft take-off and landing instructions to pilot
- interviewing clients
Limb co-ordination Limb co-ordination L-1
The use of limbs in performing work.
1 - Upper limb co-ordination
Work activities involve co-ordination of upper limbs.
Examples:
- keyboarding
- performing maintenance services such as oil changes, lubrications and tune-ups
- operating video cameras
- instructing students in sign language
Strength Strength S-1
The use of strength in the handling of loads such as pulling, pushing, lifting and/or moving objects during the work performed.
1 - Limited
Work activities involve handling loads up to 5 kg.
Examples:
- examining and analyzing financial information
- selling insurance to clients
- conducting economic and technical feasibility studies
- administering and marking written tests
Environmental conditions Help
Location
- L1
- Regulated inside climate
- L2
- Unregulated inside climate
- L3
- Outside
- L4
- In a vehicle or cab
Hazards
- H1
- Dangerous chemical substances
- H2
- Biological agents
- H3
- Equipment, machinery, tools
- H4
- Electricity
- H5
- Radiation
- H6
- Flying particles, falling objects
- H7
- Fire, steam, hot surfaces
- H8
- Dangerous locations
Discomforts
- D1
- Noise
- D2
- Vibration
- D3
- Odours
- D4
- Non-toxic dusts
- D5
- Wetness
Location Regulated inside climate L1
The work performed is carried out indoors in a regulated environment, indoors in an unregulated environment, outdoors or in a vehicle. In many occupations, the Main Duties may be performed in more than one location. Therefore, a group may have more than one Location code, for example:
- firefighting and fire prevention duties
- maintenance of interior/exterior of buildings
- managing operations and paperwork of farms
L1 - Regulated inside climate
A normal controlled environment such as an office, hospital or school.
Employment requirements Help
Education/training Help
- 1
- No formal education or training requirements
- 2
- Some high school education and/or on the job training or experience
- 3
- High school
- 4
- Course work, training, workshops and/or experience related to the occupation
- 5
- Apprenticeship, specialized training, vocational school training
- 6
- College, technical school (certificate, diploma)
- 7
- Undergraduate degree
- 8
- Post-graduate or professional degree
- +
- Additional requirement beyond education and training
- R
- Regulated requirement(s)
- A university degree in translation with a specialization in translation, interpretation or terminology in two languages including at least one of the two official languages
or
a university degree in a related discipline such as languages, linguistics, philology and courses in linguistic transfer and two years' experience as a full-time translator working in two languages, at least one of which is an official language
or
five years of experience as a full-time translator working in two languages, at least one of which is an official language, are required. - Certification on dossier or by examination from the Canadian Translators, Terminologists and Interpreters Council (CTTIC) may be required for translators, terminologists and interpreters.
- Fluency in three languages is usually required for translators or interpreters working in an international context.
- Membership in a provincial or territorial association of translators, interpreters and terminologists may be required.
- Use of professional titles may be regulated in some provinces.
Workplaces/employers Help
- In-house translation services
- Government
- International organizations
- Large private corporations
- Media companies
- Private translation agencies
- Self-employment
Exclusions Help
Breakdown summary
- Broad occupational category
- 5 – Occupations in art, culture, recreation and sport
- Skill level
- A – Occupations usually require university education
- Minor group
- 51 – Professional occupations in art and culture
- Minor group
- 512 – Writing, translating and related communications professionals
- Unit group
- 5125 – Translators, terminologists and interpreters
- Version
- NOC 2016 Version 1.3