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5125.3 – Interpreters

Interpreters translate oral communication from one language to another during speeches, meetings, conferences, debates and conversation, or in court or before administrative tribunals.

Profile

Example titles Help

  • Community interpreter
  • Conference interpreter
  • Court interpreter

Main characteristics Help

  • General learning ability to interpret oral communication from one language to another aloud or using electronic equipment, either simultaneously (as the speaker speaks), consecutively (after the speaker speaks) or whispered (speaking in a low whisper to one or two persons as the speaker is talking)
  • Verbal ability to provide interpretation services in court or before administrative tribunals; may interpret language for individuals and small groups travelling in canada and abroad, and to persons speaking a native or foreign language in a variety of circumstances
  • Methodical interest in listening to speakers or reading from texts in order to interpret statements made during speeches, meetings, conferences, debates and conversation, or in court or before administrative tribunals
  • Innovative interest in analyzing information when listening to and watching the source language, in processing the content, meaning, context and affect, and in reproducing messages simultaneously, or consecutively
  • Social interest in speaking to facilitate communication between individuals with differing languages

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

Levels legend, text description directly below.
  1. The highest 10% of the working population
  2. Upper third, exclusive of the highest 10%
  3. Middle third of the working population
  4. Lowest third, exclusive of the lowest 10%
  5. 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-3

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.

Social s

Social persons like dealing with people. They enjoy caring for and assisting others in identifying their needs and solving their concerns. Social persons like working and co-operating with others. They prefer to be involved in work that requires interpersonal contact.

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 speaking 6

Talking with and/or signalling people to convey or exchange information; giving assignments and/or directions to helpers.

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-2

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.

2 - Verbal interaction

Work activities involve communication with colleagues, clients and/or the public on a regular basis.

Examples:

  • operating directory listing systems to provide directory assistance to customers
  • resolving work problems and recommending measures to improve productivity
  • consulting with families of the deceased regarding funeral services
  • analyzing and providing advice on managerial methods and organization of establishments
Body position Body position B-3

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.

3 - Sitting, standing, walking

This level involves work activities in combinations and varying degrees of Sitting (1) and Standing and/or walking (2).

Examples:

  • teaching students through lectures, discussions, audio-visual presentations and field studies
  • assessing land values for taxation purposes
  • ensuring that systems and equipment are operating efficiently on job sites
  • supervising and co-ordinating the activities of workers who cut or stitch fabric, fur or leather garments
Limb co-ordination Limb co-ordination L-0

The use of limbs in performing work.

0 - Not relevant

Work activities do not involve co-ordination of limbs.

Examples:

  • counselling clients and providing therapy
  • proofreading materials before publication
  • greeting patrons at entrances to restaurant dining rooms
  • responding to enquiries at an information desk
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)
7+, 8+, R
  • 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

  • Government
  • International organizations
  • Large private corporations
  • Media companies
  • Private interpretation agencies
  • Self-employment

Exclusions Help

Remarks Help

  • Interpreters specialize in two languages, such as French and English, the official languages of Canada. They may also specialize in another language and one of the official languages. The main areas of specialization include administrative, literary, scientific and technical translation. Interpreters may specialize in court, parliamentary or conference interpretation.

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
Date modified: