B3451 - INTRODUCTION TO ADVANCED DIALOGUE INTERPRETING FOR TRANSLATORS BETWEEN ENGLISH AND ITALIAN

Academic Year 2022/2023

  • Teaching Mode: Traditional lectures
  • Campus: Forli
  • Corso: Second cycle degree programme (LM) in Specialized translation (cod. 9174)

Learning outcomes

Students know key professional ethics and communicative issues and are able to implement the necessary strategies, techniques and tools to perform dialogue interpreting between English and Italian, in communicative situations of varying levels of difficulty, simulating real-life interpreting practice in several settings.

Course contents

The course is aimed at further developing skills, strategies and techniques needed to perform dialogue interpreting in English and Italian. It combines a practical approach to theoretical considerations on dialogue interpreting (professional ethics) in order to make students aware of the role and responsibilities of interpreters in such a context.

Readings/Bibliography

The following references are not a list of compulsory readings. They are texts regarding the topics and exercises that will be included in the course.

 

Amato, Amalia, Michela Bertozzi, Sabine Braun, Gabriel Cabrera Méndez, Enrico Capiozzo, Lisa Danese, Elena Davitti, et al. 2018. ‘Handbook of Remote Interpreting - SHIFT in Orality’. Text. https://doi.org/10.6092/UNIBO/AMSACTA/5955 .

Andres, Dörte, and Martina Behr, eds. 2015. To Know How to Suggest: Approaches to Teaching Conference Interpreting. Transkulturalität - Translation - Transfer, Bd. 16. Berlin: Frank & Timme.

Ballardini, Elio. 1998. ‘La Traduzione a Vista Nella Formazione Degli Interpreti’. InTRAlinea 1. https://www.intralinea.org/print/article/1611 .

Ballester, Ana, and Catalina Jiménez Hurtado. 1992. ‘Approaches to the Teaching of Interpreting: Mnemonic and Analytic Strategies’. In Teaching Translation and Interpreting Training Talent and Experience. Papers from the First Language International Conference, Elsinore, Denmark, 1991, edited by Cay Dollerup and Anne Loddegaard, 237–44. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Cirillo, Letizia, and Niemants. 2017. Teaching Dialogue Interpreting : Research-Based Proposals for Higher Education. Vol. 138. Amsterdam: John Benjamins Publishing Company.

Gillies, Andrew. 2004. Conference interpreting : a new students’ companion. Jezyk a komunikacja.

———. 2013. Conference interpreting : a student’s practice book. Routledge. Londra.

Russo, Mariachiara, ed. 2021. Interpretare da e verso l’italiano: didattica e innovazione per la formazione dell’interprete. Open teaching. Bologna: Bononia University Press.

Russo, Mariachiara, and Gabriele Mack, eds. 2005. Interpretazione di trattativa: la mediazione linguistico-culturale nel contesto formativo e professionale. Milano: U. Hoepli.

Setton, Robin, and Andrew Dawrant. 2016a. Conference Interpreting. A complete course. Benjamins translation library. Amsterdam/Philadelphia: John Benjamins.

———. 2016b. Conference Interpreting. A trainer’s guide. Benjamins translation library. Amsterdam/Philadelphia: John Benjamins.

Teaching methods

Students will be presented with close to real-life interpreting situations in several settings (business and community interpreting). Students asked to participate in role-plays will then have to self-evaluate their performance, while the rest of the class will be participating by contributing to performance assessment in a constructive and critical way. The module will also include listening and rephrasing, memory exercises, sight translation both from and into English.

Assessment methods

There is an oral exam that includes two interpreting exercises on one of the topics covered during the course:

- the simulation of an interpreter-mediated situation (Italian <> English);

- the sight translation of an excerpt of about 150 words (English > Italian).

The final mark is made of the two components and will be given considering the precision and completeness of the source speech/text; the production of an appropriate and understandable target text; strategies used to manage specific problems in the two tasks.

30L: excellent with honours. The exam demonstrates a complete acquisition of oral, active and passive language skills, excellent linguistic ability, completeness of content and maximum precision in presentation, perfect management of the interlingual and intercultural communicative situation and of the sight translation, without changing registers and seamlessly, without hesitating.

30: excellent. The exam demonstrates a complete acquisition of oral, active and passive language skills, excellent linguistic ability, completeness of content and maximum precision in presentation, perfect management of the interlingual and intercultural communicative situation and of the sight translation.

27-29: above-the-average exam, which demonstrates excellent acquisition of active and passive oral language skills, with generalisations which do not compromise the coherence of the discourse and of the sight translation and which are carried out spontaneously.

24-26: adequate exam, which demonstrates a good acquisition of active and passive oral language skills, with inaccuracies and omissions relating only to minor aspects of speech and with good compensation strategies.

21-23: sufficiently adequate exam, which presents evident limits and inaccuracies of content and form in the management of the linguistic material and the interlingual and intercultural communicative situation, such that the objective of the mediated interaction is achieved with difficulty and the sight translation is not easy to understand; knowledge and skills still to be acquired.

18-20: barely sufficient exam, which meets the minimum criteria for the management of interaction and sight translation but is characterised by serious deficiencies in content and form and by a poor ability to manage the interlinguistic and intercultural communicative situation, such that the objective of the mediated interaction is achieved with great difficulty and that the sight translation is difficult to understand; a great deal of knowledge and ability still to be acquired.

Fail: the exam does not demonstrate adequate acquisition of the expected knowledge, skills and abilities and does not achieve the objective of mediated interaction or sight translation; in this case the exam must be repeated.

Teaching tools

IOL/Moodle course page, text scrolling app, audio/video materials.

Office hours

See the website of Serena Ghiselli

SDGs

Reduced inequalities Peace, justice and strong institutions

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.