B2547 - Dialogue Interpreting between French (Second Language) and Italian 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

Part 1:
- Listening comprehension exercises based on rephrasing from French to Italian and vice versa;
- Analysis and discussion of various materials regarding cultural aspects;
- Improving oral comprehension in both Italian and French through selective listening aimed at memorising and summarising information;
- Learning appropriate translation strategies to cope with various communicative situations, contexts, registers and styles;
- Expanding vocabulary in both Italian and French;
- Considering ethical and professional aspects related to linguistic and cultural mediation.
Part 2 involves simulations of interpreter-mediated exchanges between French and Italian native speakers in business contexts, as well as related vocabulary-building exercises.
Students are required to achieve at least 70% attendance at lessons; otherwise, they may not be permitted to take 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

The lessons in this module will include a variety of exercises, mostly done in pairs. The main teaching methods will be dialogic lessons and role plays.

Part of the course will focus on discussing and providing guidance on the intelligent and judicious use of AI tools, as well as evaluating specific tools, to help participants enhance their language and interpretative skills during self-training.

Assessment methods

The final test will involve mediating a bilingual exchange. During the semester, students will be given suggestions and recommendations to help them improve their skills and pass the exam successfully.
Further details will be provided at the start 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.

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

Audio and/or video recordings, reading materials, coursework and role plays.

Office hours

See the website of Lucia Baldi