93085 - Interpretation From Spanish (Language C) Into Italian Ii

Learning outcomes

The student knows and is able to use conference interpreting techniques (consecutive interpretation and simultaneous interpretation) from Spanish into Italian in a wide range of professional settings, both on site and remotely

Course contents

The course is made up of 2 modules: the Spanish into Italian module taught by prof. Mariachiara Russo and the Italian into Spanish module taught by prof. Spinolo. The interpreting course imparted by prof. Russo aims at enhancing students' expressive and communicative skills. In the use of Spanish training material, special attention will be devoted to morphological, syntactical, lexical, idiomatic and pragmatic features of the language, text cohesion and coherence, neologisms, terminology and phraseology.

In addition to the current affair topics suggested by the teacher, a series of common topics have been decided upon by all interpreting trainers: social area, environment, political-historical area, economics, energy, technology and scientific developments. Students are expected to keep abreast of the above-mentioned topics.

The first year program will be reviewed with the aim of solving students' linguistic and technical shortcomings by devising modes of remedial and targeted training. This will be also supported by the interpreting tutor.

In particular:

· Consecutive interpretation- Analytical, listening, focussing, memorising and expressive skills for a high quality consecutive performance will be enhanced through increasingly difficult training material.

· Simultaneous interpretation- Analytical, comprehension and expressive skills for a high quality simultaneous performance will be enhanced through increasingly difficult training material.

In the first semester students are invited to participate on a voluntary basis to an Italo-Peruvian online intercultural training activity organized in collaboration with prof. Soraya Yrigoyen Fajardo of the Universidad Peruana de Ciencias Aplicada.

Readings/Bibliography

Course Texts:

Bertozzi, M., González Rodríguez, M. J. e M. Russo (2021) “Interpretare tra spagnolo e italiano”. In M. Russo (a cura di) Interpretare da e verso l’italiano: didattica e innovazione per la formazione dell’interprete, Collana Open Teaching, Bologna: BUP, 289-312.

Falbo Caterina, Russo Mariachiara e Straniero Sergio, Francesco (a cura di) (1999) L'interpretazione simultanea e consecutiva. Problemi teorici e metodologie didattiche, Milano, Hoepli.

Russo, M. (2005) L'interpretazione consecutiva dallo spagnolo in italiano. Conoscere altri sistemi per sviluppare il proprio, Bologna, Gedit.

Russo, M. (2012) Interpretare lo spagnolo. L'effetto di dissimmetrie morfosintattiche nella simultanea, Bologna: Clueb.

Further readings:

Abuín González, M. (2007) El proceso de interpretación consecutiva. Un estudio del binomio problema/estrategia , Granada, Comares.

Amato, A., Spinolo, N. e M.J. González Rodríguez (a cura di) (2018) Handbook of remote interpreting.http://amsacta.unibo.it/5955/

Baigorri-Jalón, Jesús (2000) La interpretación de conferencias: el nacimiento de una profesión. De París a Nuremberg, Granada, Comares.

Bersani Berselli, G., Mack, G. e D. Zorzi (a cura di) (2004), Linguistica e interpretazione, CLUEB, Biblioteca della SSLMIT, Forlì.

Blasco Mayor, M.J. (2007) La comprensión oral en el desarrollo de la pericia de la interpretación de conferencias, Granada, Comares.

Collados Aís, Ángela, Fernandez Sánchez Manuela y Gile, Daniel (eds.) (2003) La evaluación de la calidad en interpretación: investigación , Granada, Editorial Comares.

Collados Aís, Ángela (1998) La evaluación de la calidad en interpretación simultánea. La importancia de la comunicación no verbal, Granada, Editorial Comares.

Falbo, C. (1999) “Morfosintassi e riformulazione” in Interpretazione simultanea e consecutiva, a cura di Falbo, Russo e Straniero Sergio, Milano: Hoepli, pp. 175-188.

Kelly, Dorothy, Martin, Anne, Nobs, Marie-Louise, Sánchez, Dolores y Way, Catherine (eds.) (2003) La direccionalidad en traducción e interpretación. Perspectivas teóricas, profesionales y didácticas. Granada, Editorial Atrio.

Iglesias Fernández, E. (2007) La didáctica de la interpretación de conferencias: teoría y práctica, Granada, Comares.

Morelli, M. (2010) La interpretación español-italiano: planos de ambigüedad y estrategias, Granada, Comares.

Russo, M. (a cura di) (2021) Interpretare da e verso l’italiano: didattica e innovazione per la formazione dell’interprete, Collana Open Teaching, Bologna: BUP.

Russo, M., Iglesias Fernández, E. e González Rodríguez, M. J. (a cura di) (2019) Telephone Interpreting. The Impact of Technology on Dialogue Interpreting. L’interpretazione telefonica. L’impatto della tecnologia sull’interpretazione dialogica. Bologna: BUP.

San Vicente, F., Bazzocchi, G. e P. Capanaga (a cura di) (2018) Oraliter: Formas de la comunicación presencial y a distancia, Bologna: BUP.

San Vicente, Felix e Gloria Bazzocchi (a cura di) LETI Lengua española para traducir e interpretar Bologna: CLUEB

Teaching methods

Class activities must be accompanied by self-study (in a ratio of 1hour to 2 hours). Interpreting classes will include: exercises aimed at strengthening listening, comprehension, memorising and production abilities in Italian and Spanish; exercises of oral presentation of impromptu and/or prepared speeches in Italian and Spanish; exercises of consecutive and simultaneous interpretation from increasingly difficult speeches taken from a variety of video and audio sources.

During classes students' performances will be audio and videorecorded for self-, peer- and teacher's evaluation purposes.

Students are expected to compile glossaries of topics related to class activities and to transcribe Spanish speeches during their self-study activities.

Consecutive and simultaneous interpreting sessions will be held in videoconference (Virtual Classes) with the interpreters of the DG Interpretation of the European Commission and of the European Parliament, and of Spanish Interpreter Training Schools at University level.

During the second semester some lessons will be devoted to remote interpreting both telephone and video-based using methods and materials developed in the 3-year European project SHIFT in Orality- Shaping the Interpreters of the Future and of Today (www.shiftinorality.eu), to which prof. Russo actively participated.

Within the framework of the Permanent Workshop in Interpreting, researchers and professional interpreters are invited to hold seminars that the students have to attend.

Teaching materials and tasks are always made available through the Virtuale platform.

Students needing extra support during their learning activities can avail themselves of one-to-one tutoring. The tutor has to be contacted by mail.

70% of class attendance is compulsory to be able to sit the examination.

In view of the type of activity and teaching methods adopted, attendance at this training activity requires the prior participation of all students in modules 1 and 2 of training on safety in the workplace, [https://elearning-sicurezza.unibo.it/] in e-learning mode.

Assessment methods

At the end of the course there will be an examination based on the simultaneous and consecutive interpretation of original speeches from Spanish into Italian. If necessary because of emergencies decided by the University Central Authorities, it will take place online.

The speech to be interpreted simultaneously will last aprox. 10-12 minutes and the text for consecutive aprox. 7-8 minutes. Examination topics will include, among others, topics related to the following areas: social, environment, political-historical, economy, energy, technology and scientific developments.

Evaluation criteria will consider the following 3 aspects of the student’s performance: contents fidelity, language quality and quality of delivery. Marks will be attributed as follows (the main criteria are indicated here):

Insufficient

0- 17

Contents:inadequate due to poor logico-semantic coherence, false meanings and countersense, frequent additions and/or omissions

Language: serious errors concerning phonetics, grammar, syntax, lexicon, pragmatics, interferences and calques

Delivery: hesitant tone, frequent full pauses, disfluencies

Sufficient

18-20

Contents:just adequate with minor false meanings, omissions, additions; local lack of coherence

Language: minor errors concerning phonetics, grammar, syntax, lexicon, pragmatics which do not affect comprehension, lack of interferences and calques

Delivery: limited number of full pauses, disfluencies

Fairly good

21-23

Contents: adequate despite inaccuracies, generalizations, minor additions and/or omissions

Language: minor errors concerning phonetics, grammar, syntax, lexicon, pragmatics which don’t affect comprehension. Adequate lexical choices and register, lack of interferences and calques

Delivery: limited number of full pauses and disfluencies

Good

24- 27

Contents: very adequate despite a few inaccuracies; generally coherent and complete

Language: correct phonetics, grammar, syntax; appropriate lexicon, pragmatics and register, lack of interferences and calques

Delivery: lack of full pauses and disfluencies; self-confident and pleasant tone

Excellent

28-30L

Contents:very adequate; complete, coherent and accurate

Language: correct phonetics, grammar, syntax; appropriate lexicon, pragmatics and register, lack of interferences and calques

Delivery: lack of full pauses and disfluencies; self-confident and pleasant tone, very adequate prosody.

The final mark of the 15 ECTS credit course will be an average of the 4 components: 2 Spanish into Italian components (consecutive from prof. Spinolo's module DIALOGUE, MULTIMEDIA AND REMOTE INTERPRETATION and simultaneous interpretation) and 2 Italian into Spanish simultaneous and consecutive interpretation.

The final mark for the 6 ECTS course will be an average of the 2 components: simultaneous and consecutive interpretation from Spanish into Italian (the consecutive component is taken from the module taught by prof. Spinolo DIALOGUE, MULTIMEDIA AND REMOTE INTERPRETATION). 

50% of successful exam components will be kept as permanent records until successful approval of 4 exam components (Language B) or 2 exam components (Language C).

Exam topics will be announced at least 4 days prior to the exam in the section "Useful Content" of the teacher's website, which hosts also students' exam results in anonymous format.

Students' exam performances will be discussed with Prof. Russo in one-to-one tutorials.

Teaching tools

Interpreting classrooms are equipped with booths, computer, videoprojector and videocamara. If remote teaching is required, the MS Teams and Zoom platforms will be used. The softwares for interpretation exercises especially developed by the IT technicians of our Department "Rebooth" and "InTrain" will be used.

Audio and audio-video materials will be used in class. Spanish speaking guest speakers will be invited.

Teaching material will include: speeches delivered by Spanish-speaking politicians, members of parliament, statesmen, representatives of humanities and science, both European and Latin American; articles from the press; audio recordings and speeches delivered by Spanish/Latin American speakers recorded live from conferences; Internet audiovisual material.

Links to further information

https://moodle.sslmit.unibo.it/enrol/index.php?id=41

Office hours

See the website of Mariachiara Russo