B6113 - Distance Interpreting

Academic Year 2024/2025

  • Docente: Ira Torresi
  • Credits: 8
  • SSD: L-LIN/02
  • Language: English
  • Moduli: Nicoletta Spinolo (Modulo 1) Ira Torresi (Modulo 2)
  • Teaching Mode: E-learning (Modulo 1) E-learning (Modulo 2)
  • Campus: Forli
  • Corso: Second cycle degree programme (LM) in Intepreting (cod. 6057)

Learning outcomes

Students know the main platforms for distance interpreting and are able to perform dialogue and consecutive interpreting using such platforms, in communicative settings that simulate real-life professional practice.

Course contents

This course is part of the Interpreting and Technologies for Communication (InTeCo) Curriculum and consists of 40 hours taught entirely online, mainly in the synchronous mode (teachers and students connected at the same time). It builds on the knowledge developed in the first semester in the Consecutive and Dialogue Interpreting course and in the relevant parts of the Self-Training course, while developing practical skills and competences in the field of distance dialogue and consecutive interpreting, i.e. interpreting that is mediated by platforms and technologies that enable communication between several speakers connecting from different locations.

Readings/Bibliography

The following are a selection of recommended (not mandatory) readings, all of which are available via e-proxy through AlmaStart or in open access at the time of writing:

Amato, A. et al. (2018) Handbook of Distance Interpreting - SHIFT in Orality, Bologna: Università di Bologna, DIT.

Braun, S. (2013) “Keep Your Distance? Remote Interpreting in Legal Proceedings: A Critical Assessment of a Growing Practice”, Interpreting 15:2, 200-228.

Braun, S. (2015). “Remote interpreting”, in H. Mikkelson, R. Jourdenais eds, Routledge Handbook of Interpreting, London: Routledge, 352–367.

Braun S., E. Davitti, S. Dicerto (2016) AVIDICUS 3 Project – Research Report, http://wp.videoconference-interpreting.net/?page_id=180 . (All reports and final documents of the Avidicus 1-3 projects can be downloaded from the same page).

Ceccoli, F., I. Torresi (2022) “The impact of the Covid-19 pandemic on Italian mediation services: a focus on mediators’ perceptions in Emilia-Romagna”, The Interpreters' Newsletter 27, 43-62.

Cirillo, L., N. Niemants eds. (2017) Teaching Dialogue Interpreting: Research-based Proposals for Higher Education, Amsterdam/Philadelphia: Benjamins. (In particular, chapter 12 on telephone interpreting by M.J. González and N. Spinolo)

Davitti, E., S. Braun (2020) “Analysing interactional phenomena in video remote interpreting in collaborative settings: implications for interpreter education”, The Interpreter and Translator Trainer 14:3, 279-302.

De Boe, E. (2021) “Management of overlapping speech in remote healthcare interpreting”, The Interpreters' Newsletter 26, 137-155.

Napier, J., R. Skinner, S. Braun eds. (2018) Here or There: Research on Interpreting Via Video Link, Washington: Gallaudet.

Zhu, X., V. Aryadoust (2022) “A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model”, Frontiers in Psychology 13: n.p.

Teaching methods

Classes will comprise roleplays to be interpreted in the distance dialogue mode between Italian and English, in front of the rest of the class (who will observe for subsequent discussion). The roleplays may include long shifts to be interpreted consecutively with notes, and may involve some forms of oral transformation of written texts, such as sight translation, gist translation, or helping fill out forms.

The roleplays will replicate real or real-like work situations and will be adapted in real time to the course of the conversation, depending on what the interpreter actually says. The written materials used for sight translation/gist translation/form filling will also be real or adapted from reality. In addition to the synchronous lessons, students are expected to make time for self-training and preparation.

During classroom practice and self-training, the additional language (other than English and Italian) that each InTeCo student has in their personal language profile will also be employed. The final assessment, however, will not be based on interpreting between this language and English and/or Italian.

As this course involves the use of electrical equipment and computers, please complete e-learning modules 1 and 2 of the mandatory training on safety in the workplace before the course starts: https://elearning-sicurezza.unibo.it/.

Assessment methods

End-of-course assessment consists of a roleplay of a similar type to that covered in class, and will be based exclusively on interpreting between English and Italian, including the abilities connected to the oral transformation of written texts, and the management of remote communication.

The exam mark may be:

30/30L: excellent exam, showing that the student has thoroughly acquired oral language translation skills between English and Italian, excellent language skills, excellent management of content transfer and remote interaction (including intercultural aspects), utmost precision.

27-29: above-the-average exam, showing that the student has acquired very good oral language translation skills between English and Italian and very good management of the technology and peculiarities of remote communication, with few imprecisions and/or omissions of secondary aspects and good compensation strategies.

24-26: adequate exam, with some problems in language, content and remote communication management skills, showing overall adequate management of the interaction.

21-23: sufficiently adequate exam, with evident limitations and incorrect language, content and remote interaction management (including intercultural aspects); some of the learning outcomes have not been fully achieved.

18-20: barely sufficient exam, which shows a minimum level of awareness in the management of the source text, with severe limitations and incorrect use of language, poor content and distance interaction management (including intercultural aspects); several of the learning outcomes have not been fully achieved.

Fail: the exam shows that the key learning outcomes have not been achieved. The communication breakdown generated by the interpreter cannot be remedied by the other parties' cooperative communicative behaviour. The exam must be repeated.

If a student is not satisfied with her/his exam results, s/he may re-take the exam only once. E.g. if I choose to retake an exam that was marked 19, and next time the mark is 18, I can no longer re-take it.

Teaching tools

Role-plays developed by the lecturers and other real-life or real-like materials simulating real work situations will be used in class and made available on Virtuale. Lessons will take place on free, open-access or UniBO-licensed platforms (such as Teams, Zoom), and will require a webcam and microphone. It will be necessary to access these platforms with UniBO credentials.

Office hours

See the website of Ira Torresi

See the website of Nicoletta Spinolo