B2755 - INTERPRETAZIONE DIALOGICA IN AMBITO SETTORIALE - LINGUA INGLESE (SECONDA LINGUA) (CL4)

Learning outcomes

At the end of this training module, students will be familiar with the main features and challenges of dialogue interpreting will be able to implement the professional code of conduct of medial interprters; they will be able to use a wide range of interpreting strategies between English and Italian in complex communicative situations simulating real professional practice.

Course contents

The course aims at practising language skills in oral communication contexts and complex dialogue interpreting scenarios. A special focus will be on the following contents:

• Role and role boundaries of dialogue interpreters as listeners, speakers, message converters; message clarifiers and cultural brokers.
• Professional principles and code of conduct: accuracy and completeness, professionalism and integrity, respect for individuals and communities, confidentiality, impartiality, cultural responsiveness.
• Knowing how to speak correctly: characteristics of spoken discourse, lexical adequacy and communication skills.
• Memorization, active listening, summary, reformulation.
• Preparation activities on specific topics before interpreting: use of parallel texts, compiling glossaries.
• Sight translation into A and B language both as a preparatory activity and as an assignment.
• Dialogue interpreting in complex contexts: healthcare.
• Consecutive note-taking: an introduction.

The course is mainly practice-based and students are asked to perform exercises in authentic cultural and dialogue interpreting contexts (both in an intra- and inter-linguistic perspective):

• active listening
• conceptualization and memorization of oral texts
• summary of oral texts
• sight translation into A and B language
• documentation and preparatory activities (identification of lexical problems, finding parallel texts, managing lexicographic resources)
• drafting of role plays to be interpreted by fellow students
• dialogue interpreting in complex scenarios: mock dialogue interpreting situations in the field of healthcare.
• conflict management and turn-taking in dialogue interpreting.
• Classroom activities will be interlinguistic (Italian<>English), therefore a major focus will be on language and communication skills not only in the foreign language but also in the student's native language. For this purpose, several activities aimed at boosting listening, comprehension and oral production skills in Italian and English will be carried out. A sound knowledge of one's working languages is the precondition for dialogue interpreting.

Readings/Bibliography

Amato, A. (2012). L’interprete nel contesto medico. Bologna: Clueb

Angelelli, C. (2004). Medical interpreting and cross-cultural communication. Cambridge: Cambridge University Press.

Angelelli, C. (2006). “Minding the gap: new directions in interpreting studies”, TIS Translation and Interpreting Studies 1:1, 41-67.

Carraro-Tomanek, A. (2001). Manuale dell’interprete di trattativa. Milano: Arcipelago Edizioni.

Cavagnoli, S. (2006). La comunicazione specialistica. Roma: Carocci.

Cirillo, L. and Niemants, N. (eds.) (2017). Teaching Dialogue Interpreting. Research-based proposals for higher education. Amsterdam: John Benjamins.

Delli Ponti A., Forlivesi, K. (2005). “Il lavoro dell’interprete all’interno di una struttura ospedaliera”, in Russo, M., Mack, G. (eds) L’interprete e traduttore di trattativa. Formazione e professione. Milano: Hoepli, 195-202.

Gentile, A., Ozolins, U. & Vasilakakos, M. (1996). Liaison Interpreting. A Handbook. Melbourne: Melbourne University Press.

González Rodríguez, M.J. (2006). "El ‘don de la ubicuidad' en la interpretación bilateral. Esbozo didáctico para emprender los primeros pasos", MediAzioni 2, no pag., http://www.mediazioni.sitlec.unibo.it/images/stories/PDF_folder/document-pdf/2006/articoli2006/1%20gonzlez%20rodrguez.pdf

González Rodríguez, M. J. (2014). "La interpretación bilateral como disciplina de especialización: formación y perspectivas en investigación", Skopos Revista Internacional de Traducción 5, 59-76, https://www.uco.es/ucopress/ojs/index.php/skopos/issue/archive

Krystallidou, D., et al. (2018). “Training doctor-minded interpreters and interpreter-minded doctors: First insights into the benefits of collaborative practice in interpreter training”, Interpreting. An International Journal of Research and Practice in Interpreting, 20(1), 126-144. https://www.academia.edu/37306028/Training_doctor_minded_interpreters_and_interpreter_minded_doctors_The_benefits_of_collaborative_practice_in_interpreter_training

Heath, M., Fløe Hvass, A.M. and Morberg Wejse, C. (2023). “Interpreter services and effect on healthcare - a systematic review of the impact of different types of interpreters on patient outcome”, Journal of Migration and Health 7, 1-11.https://www.sciencedirect.com/science/article/pii/S2666623523000120?via%3Dihub

Nevado Llopis, A. and Foulquié Rubio, A.I. (eds) (2024). Medical Interpreting - Training the Professionals. Oxford: Peter Lang.

Paananen, J., and Majlesi, A.R. (2018). “Patient-centered interaction in interpreted primary care consultations”, Journal of Pragmatics138, 98-118.

Russo, M., Mack, G. (2005). Interpretazione di trattativa. La mediazione linguistico-culturale nel contesto formativo e professionale. Milano: Hoepli.

Turner, C. and Best, B. (2017). “On motivational ethical norms – From defensive interpreting to effective professional practice”. In M. Biagini, M.S. Boyd and C. Monacelli (eds) The changing role of the interpreter. New York/London: Routledge, 102-121.

Wadensjo, C. (1993). “The double role of a dialogue interpreter”, Perspectives: Studies in Translatology 1:1, 105-121. https://it.scribd.com/document/619856751/WADENSJO-1993-The-Double-Role-of-a-Dialogue-Interpreter

Wadensjo, C. (1998). Community Interpreting. London: Routledge.

Teaching methods

The course attendance is compulsory (70% of tot. number of hours).

Lessons will be interactive, requiring students to participate in practical exercises of sight translation, dialogue interpretation (role-play), reformulation and memorisation, at the end of which they will receive detailed feedback.

The didactic approach is cooperative-learning based: the lessons and the different types of exercises will require the students to participate actively in order to acquire those contents and processes that are necessary for professional dialogue interpreting practice

As concerns the teaching methods of this course unit, all students must attend the online Modules 1, 2 on Health and Safety [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas].

Assessment methods

The teachers will assess the students’ progress throughout the course on the basis of their performances during class activities, but students will be asked to sit a final test consisting of at least one of the following exercises:

• sight translation into A and B languages of a 150 word-text (inter-linguistic exercise) (optional)
• mock dialogue interpreting situation (role-play) in the above mentioned fields (inter-linguistic exercise) (compulsory)

Examination Assessment Criteria:

- Score 30-30L= excellent test demonstrating complete acquisition of oral, active and passive language skills, excellent ability to render language, completeness of content and utmost precision in rendition, perfect management of the interlingual and intercultural communicative situation.

- Score 27-29 = Very good test, demonstrating more than good acquisition of oral, active and passive language skills, with inaccuracies and omissions concerning only minor aspects of the dialogue and with good remedial strategies.

- Score 24- 26 = Fair test, with some problems of form and content regarding oral language rendering and showing an overall appropriate ability to manage the interlingual and intercultural communicative situation.

- Score 21-23 = Sufficient, but with noticeable limitations and inaccuracies of form and content in the rendition, the interlingual and intercultural communicative situation and the content of the source dialogue; relevant knowledge and skills not completely acquired.

- Score 18- 20 = A barely sufficient test that meets the minimum criteria for the management of the source dialogue, but is characterized by serious linguistic and communicative deficiencies and a poor ability to manage the interlingual and intercultural communicative situation; a great deal of knowledge and skills remain to be acquired.

- Insufficient score = Insufficient teset that does not demonstrate adequate acquisition of expected knowledge, skills, and abilities; the exam should be retaken.

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

Projector, computer, language lab, loudspeakers.
All teaching materials will be uploaded on Virtuale platform.

Office hours

See the website of Eleonora Bernardi