B2505 - Dialogue Interpreting between Italian and French (First Language) I

Learning outcomes

At the end of the module, the student is familiar with the challenges of dialogic interpretation and is capable of evaluating ethically appropriate behavior in this field; he/she is able to use the basic strategies of dialogic interpretation between French and Italian in communicative situations simulating real professional practice.

Course contents

The Linguistic Mediation Module is divided into two parts:

• Part 1: listening comprehension exercises based on rephrasing from French into French, French into Italian and Italian into French; analysis and discussion of various materials regarding cultural aspects; improving oral comprehension in both Italian and French through selective listening aimed at memorizing and summarizing information; learning appropriate translation strategies to cope with various communicative situations and contexts and different registers and styles; expanding vocabulary in both Italian and French; thinking about ethical/professional aspects related to linguistic/cultural mediation.
• Part 2: simulations of interpreter-mediated exchanges between French native speakers and Italian native speakers in business contexts and related vocabulary-building exercises.

Students are required to have achieved at least 70% of attendance at lessons; otherwise, they may not be allowed to sit in the examination.

Readings/Bibliography

Ballardini, E. (1998) “La traduzione a vista nella formazione degli interpreti”. inTRAlinea 1. Disponibile all’indirizzo http://www.intralinea.org/archive/article/1611

Cirillo L. & Niemants N. (2017) Teaching dialogue interpreting. Research-based proposals for higher education. Amsterdam/Philadelphia: John Benjamins.

Dal Rosso Gabriella, 1997. “L'interprete di trattativa”, in Laura Gran & Alessandra Riccardi (a cura di), Nuovi orientamenti negli studi sull'interpretazione, SERT6, Università degli Studi di Trieste, pp. 237-249.

Falbo, C., Viezzi, M. (a cura di) (2014) Traduzione e interpretazione per la società e le istituzioni. Trieste: EUT.

Fogazzaro, E. e L. Gavioli (2004), “L'interprete come mediatore: riflessioni sul ruolo dell'interprete in una trattativa d'affari” In Bersani Berselli G., G. Mack & D. Zorzi (a cura di) Linguistica e interpretazione. CLUEB Bologna, “Biblioteca della SSLMIT- Forlì. Pp. 169-188.

Gavioli, L. (a cura di) (2009) La mediazione linguistico-culturale: Una prospettiva interazionista. Perugia: Guerra Edizioni.

Niemants, N. (2021) "Teoria e Prassi dell'interpretazione dialogica". In M. Russo (a cura di) Interpretare da e verso l'italiano. Didattica e innovazione per la formazione dell'interprete. Bologna: BUP. 41-60.

Russo, M. (a cura di) Interpretare da e verso l'italiano. Didattica e innovazione per la formazione dell'interprete. Bologna: BUP. https://buponline.com/prodotto/interpretare-da-e-verso-litaliano/

Russo, M. e Mack G. “Interpretazione di trattativa”, Milano, Hoepli, 2005.

Teaching methods

Lessons of this module will include exercises of different kinds, mostly in pairs. The main teaching methods will be dialogic lessons and role-plays.

Assessment methods

The Final test will be a mediation of a bilingual exchange. Students' skills will also be tested during the semester. Further details (parameters) will be available at the beginning of the course.

Highest marks in student’s performance (27 to 30 with honours) : complete and accurate rendering of the source language text into the target language; language and register must be appropriate: the rendering can contain minor grammar or pronunciation mistakes only.

In order to obtain 24-26 (good) or 21-23 (fair) : there can be omissions or inaccuracies in the student’s performance, provided they are not serious; there can be mistakes or distortions provided they do not cause a complete loss of cohesion and of the main rhetorical features of the original speech; there can be some inaccuracies in register and language; the rendering can contain minor grammar, syntax or pronunciation mistakes.

In order to obtain a pass (18 to 20), the rendering may contain omissions and distortions but overall it should convey the content of the original speech; language and register may show inaccuracies but should not undermine the comprehension of the rendering: there can be grammar, syntax and pronunciation mistakes.

Students with specific learning difficulties (SpLD) or with disabilities that can affect their ability to attend courses are invited to contact the University service for students with disabilities and SLD at the earliest opportunity -- ideally before the start of the course: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students. The University service will suggest possible adjustments to the course work and/or exam, which must then be submitted to the course leader so they can assess their feasibility, in line with the learning objectives of the course. Please note that adjustments to the exam must be requested at least two weeks in advance.

Teaching tools

Computer with overhead projector; audio and/or video recordings; reading materials, coursework and role plays.

Office hours

See the website of Lucia Baldi