90660 - Introduction To Dialogical Interpretation Between Spanish And Italian (First Language)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Reduced inequalities

Academic Year 2021/2022

Learning outcomes

The student knows the problems linked with dialogue interpreting - s/he can use basic dialogue interpreting strategies.

Course contents



Lessons will be held in the second semester and will be divided into two sessionsper week.

In the first session, students will be provided with some basic theoretical concepts aimed at improving their knowledge and ability to analyze and elaborate oral language, through the presentation and analysis of authentic materials and materials produced by the students themselves, both in monolingual communication and in interpreter-mediated bilingual communication. Preparatory exercises for dialogue interpreting will also be presented.

In the second session the knowledge acquired in the first block will be put to the test through simulations and collective analysis of monolingual and bilingual oral interactions mediated by interpreters.

Readings/Bibliography

The following bibliography is not a list of mandatory readings. These texts are aimed at deepening on some of the topics that will be addressed during the course.

Baraldi, C. & L. Gavioli (eds.) (2012) Coordinating participation in dialogue interpreting. Amsterdam/Philadelphia: John Benjamins.

Collados Aís, A. & M. M. Fernández Sánchez (Coords.), Manual de interpretación bilateral. Granada: Editorial Comares, 2001.

González Rodríguez, M. J. (2006). “El ‘don de la ubicuidad' en la Interpretación Bilateral. Esbozo didáctico para emprender los primeros pasos”. Rivista Mediazioni. http://www.mediazionionline.articoli/02gonzalez.htm [http://www.mediazionionline.it/], DOI10.1473/media31.

Mason, I. (ed.) (2001) Triadic exchanges: Studies in dialogue interpreting. Manchester/Northampton: St. Jerome.

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

Tipton, R. & O. Furmanek(2016) Dialogue interpreting. A guide to interpreting in public services and the community. New York: Routledge.

Wadensjo, C. (2002) “The double role of a dialogue interpreter”. In F. Pöchhacker & M. Shlesinger (a cura di) The interpreting studies reader. London: Routledge, pp. 355-370.

Teaching methods

Discussion of theoretical foundations in frontal teaching mode. Collaborative teaching activities for practical exercises, such as introduction to information structuring techniques, memorization, interlinguistic reworking, terminological selection, introduction to active communicative behaviour through:

- active reading - text oralization,

- structuring and storing information and content,

- interlinguistic and intralinguistic reformulation exercises,

- introduction to sight translation

- sight-summary: listening, understanding, memorising and summarising written or oral (audio/video) texts, identifying key words/ideas and logical links

- textual construction and improvisation techniques from key elements, and reconstruction of missing information in a text

- creation, simulation and interpretation of short interactions.


It is essential to prepare for classes by studying the specific vocabulary of each field treated and actively contribute to the dialogue with the teacher and the rest of the class during face-to-face sessions.

Assessment methods

In order to prove the acquisition of interpreting abilities, students will have to take an exam which consists of the improvisation, on one of the macro-themes addressed during the course, of two short oral presentations starting from a prompt (images and keywords). The exam will be interlingual (prompt in Spanish, presentation in Italian and vice versa).

 

For the assessment scale see the following criteria:

30-30L: Excellent evidence demonstrating complete acquisition of oral, active and passive language skills, completeness of content and utmost precision in exposition, perfect management of interlingual and intercultural communicative situation.

27-29: Above average exam, demonstrating very good acquisition of oral, active and passive language skills, with some inaccuracies and omissions relating only to secondary aspects of the source text.

24-26: Quite good exam, with some problems of form and content concerning oral language performance and showing an overall appropriate ability to manage the interlingual and intercultural communicative situation.

21-23: Fairly good, but with noticeable limitations and inaccuracies of form and content in the management of the linguistic material, the interlingual and intercultural communicative situation and the content of the source text; knowledge and skills to be acquired.

18-20: Barely sufficient exam characterized by serious linguistic and communicative deficiencies and a poor ability to handle the interlingual and intercultural communicative situation.

Insufficient: Evidence of inadequate acquisition of expected knowledge, skills and abilities; the examination must be retaken.

Teaching tools

Computer with video projector and Internet connection, online materials, written texts and audiovisual material. Moodle. In addition to class attendance, students are recommended to practice individually or in groups of three to four people and record audio/video work, using material made available on the moodle platform and with their own material.

Office hours

See the website of Nicoletta Spinolo