B2637 - INTERPRETAZIONE DIALOGICA IN AMBITO SETTORIALE - LINGUA SPAGNOLA (PRIMA LINGUA) (CL1)

Learning outcomes

At the end of the module, the student understands the issues related to dialogue interpreting and is able to assess ethically appropriate behavior in this field. They are capable of using a wide range of dialogue interpreting strategies between Spanish and Italian in complex communicative situations that simulate real professional practice.

Course contents

The course aims to deepen and, in particular, apply linguistic knowledge in complex communicative and dialogue interpreting contexts. Specifically, the course will focus on:

· Speaking accurately and listening effectively: characteristics of spoken discourse, lexical appropriateness, communicative competence, rhetorical strategies.

· Oralization of written texts, memorization, active listening, summarization, and reformulation.

· Preparatory research work before an interpreting assignment.

· Sight translation (both into and from the target language) as a preparation tool and as a task in real-life contexts.

· Dialogue interpreting in complex settings: specialized commercial and socio-healthcare fields.

The course will have a predominantly practical and applied focus. Students will be required to complete exercises related to communicative situations typical of dialogic interpreting, including:

· Active listening exercises

· Oralization of texts (from written to spoken discourse) and reading/oral production techniques

· Conceptualization and memorization of oral texts

· Summarizing oral messages

· Syntactic and lexical reformulation

· Sight translation (into and from the target language)

· Documentation and preparatory activities for dialogue interpreting (identifying lexical challenges, locating parallel texts, managing lexicographic resources)

· Dialogue interpreting in complex contexts through simulations of real-life situations in specialized commercial and socio-healthcare settings

· Managing conflict and turn-taking in dialogue interpreting

Great importance will be given to linguistic and communicative competence in both the foreign language and the student’s native language. To this end, numerous activities will be proposed to strengthen listening, comprehension, and oral production skills in both Italian and Spanish.

The course consists of 40 contact hours and is worth 5 ECTS credits. It will take place in the second semester.

Readings/Bibliography

The list does not constitute a set of required readings, but rather a collection of methodological resources that are extremely useful for successfully following the course.

Arumí Ribas, M. (2018). La interpretación dialógica como práctica estratégica. Análisis de la toma de decisiones de cinco intérpretes en los Servicios Públicos. Meta, Volume 63, Number 1, April 2018, 118–138.

Bertozzi, M., González Rodríguez, M.J., Russo, M. (2021). “Interpretare tra spagnolo e italiano”. In Russo, M. (ed.), Interpretare da e verso l’italiano. Bologna: BUP, 289-314.

Briz, A. (2008). Saber hablar. Aguilar-Instituto Cervantes, Madrid.

Collados Aís, A., M. M. Fernández Sánchez (eds.) (2001). Manual de interpretación bilateral. Comares, Granada.

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

González Rodríguez, M. J. (2021). "Quieres ser intérprete? Las competencias en interpretación dialógica, su adquisición y desarrollo". In San Vicente, Félix e Bazzocchi, Gloria (ed.), LETI (Lengua española para traducir e interpretar). Bologna: CLUEB, 371-392.

González Rodríguez, M. J. e Radicioni, M. (2021). “Interpretazione umanitaria”. In Russo, M. (ed.), Interpretare da e verso l’italiano. Bologna: BUP, 373-394.

Niemants, N. (2021). “Teoria e prassi dell’interpretazione dialogica”. In Russo, M. (ed.), Interpretare da e verso l’italiano. Bologna: BUP, 41-60.

Niemants, N. e Bernardi, E. (2021). “Interpretare per i servizi sociosanitari”. In Russo, M. (ed.), Interpretare da e verso l’italiano. Bologna: BUP, 395-414.

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

Spinolo, N. (2021). “La interpretación dialógica en ámbito sociosanitario”. In San Vicente, Félix e Bazzocchi, Gloria (ed.), LETI (Lengua española para traducir e interpretar). Bologna: CLUEB, 415-432.

Trovato, G. (2011). "La interpretación bilateral: algunas reflexiones metodológicas en torno a la combinación lingüística español-italiano", Revista Electrónica de Didáctica del Español Lengua Extranjera 23.

Wadensjö, C. (2002). “The double role of a dialogue interpreter”. In F. Pöchhacker & M. Shlesinger (eds.) The Interpreting Studies Reader. London: Routledge, pp. 355-370.

Teaching methods

The chosen teaching approach follows constructivist principles; therefore, lessons and the various types of exercises require the active participation of students, who are engaged in acquiring the knowledge and processes necessary for the professional practice of dialogue interpreting.

The lessons, which are primarily practical and collaborative in nature, include activities aimed at acquiring both the basic specialized vocabulary related to each topic covered and the fundamental methodology for conducting preparatory research. Focus will also be placed on essential skills such as memorization, summarization, and reformulation, based on both written and audiovisual materials.

Additional emphasis will be placed on sight translation—both into and from the target language—in order to develop automatisms, build vocabulary, and improve reflexes.

Finally, a significant portion of the lessons will be dedicated to role-plays, that is, simulations of professional interpreting situations in which students will be actively involved.

Assessment methods

In order to demonstrate the acquisition of course content, students will be assessed through an optional group project assigned by the instructor during the course (worth up to 2 bonus points) and a final oral exam consisting of:

· Sight translation (into and from the target language) of a text of approximately 200 words (interlinguistic test)

· Dialogue Interpreting Role-play: simulation of a dialogue interpreting situation (within the fields described above) (interlinguistic test)

The two components of the final exam contribute equally to the final grade.

Grading scale for the final exam:

· 30–30L (cum laude): Excellent performance, demonstrating full mastery of interpreting techniques and oral language skills (active and passive), outstanding quality of delivery, and excellent management of the interlinguistic and intercultural communicative situation.

· 27–29: Above-average performance, showing very good command of interpreting techniques and oral language skills (active and passive), high-quality delivery with only minor content or form inaccuracies, and very good handling of the interlinguistic and intercultural communicative situation.

· 24–26: Satisfactory performance, with some difficulties in the use of interpreting techniques and/or issues in the form or content of the oral delivery, but demonstrating an overall appropriate ability to manage the interlinguistic and intercultural communicative situation.

· 21–23: Sufficient performance, but with noticeable problems in interpreting techniques and/or significant content and form inaccuracies in the oral delivery, and a limited ability to manage the interlinguistic and intercultural communicative situation.

· 18–20: Barely sufficient performance, with serious technical shortcomings and/or substantial inaccuracies in the form and content of the delivery, and poor management of the interlinguistic and intercultural communicative situation.

· Fail (Insufficient): The performance demonstrates inadequate acquisition of the knowledge, skills, and competences expected in the field of Spanish-Italian dialogue interpreting.

 

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 speakers and projector

Textual and audiovisual materials

Virtuale platform of the course

In addition to attending lessons, students are strongly encouraged to practice regularly, both individually and in small groups, and to record and self- and peer-evaluate their performances.

Office hours

See the website of Nicoletta Spinolo