90662 - Introduction To Dialogical Interpretation Between Spanish And Italian (Second Language)

Course Unit Page

SDGs

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

Good health and well-being Quality education Gender equality

Academic Year 2021/2022

Learning outcomes

Students know the basic problems and strategies of dialogic interpretation and are able to employ this practice in elementary communicative situations.

Course contents

The course aims to deepen the linguistic knowledge - in Italian and Spanish - in order to be able to use them in elementary communicative and mediation contexts. First, the student learns the main communicative and rhetorical strategies through preparatory exercises of various kinds aimed at refining his/her ability to express himself /herself orally in public in Italian and Spanish, and also to be able to listen actively and understand the main diatopic variants of Spanish. Therefore, various activities will be carried out, such as turning written texts into oral ones, memorization, summaries and reformulation of oral and written texts, interlinguistic and intralinguistic reformulation exercises, etc. The practice sight translation into Italian will also be introduced. Finally, dialogic interpretation in informal settings will be approached through role-play simulations.

As far as the lexical fields are concerned, during the course we will see:

- academic matters (i.e. applying for a grant or traveling and studying abroad);

- everyday life topics (i.e.the tourism, gastronomy - both as socio-cultural and economic phenomena);

- culture and institutions, both from European Spanish and Latin American variants.


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.

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

Chessa, F. (2012). Interpretazione dialogica. Le competenze per la mediazione linguistica. Roma. Carocci.

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

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

González Rodríguez, María Jesús (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, María Jesús (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

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

Zorzi, D. (2006) “Parlare in classe, parlare con tutti”. In P. Nobili (ed), Oltre il libro di testo. Multimedialità e nuovi contesti per apprendere le lingue. Roma: Carocci Faber. 141-170.

Teaching methods

The course will consist of frontal lessons and classroom exercises. Audio and video materials both in Italian and Spanish,  teaching tools and assignments will be uploaded to the Moodle platform.


For each topic, there will be activities aimed at acquiring the specific vocabulary, developing memorization techniques and reformulation of information content, and understanding and reproducing communication intentions and information content in a coherent and organized way.

Sight translation will be practiced in order to develop concentration skills, readiness of reflexes and the use of linguistic automatisms.

In addition, dialogic interpretation will be introduced in informal contexts through role-plays in which students will take turns acting both as speakers and as mediators, from and into Spanish.

Moreover, Spanish culture-specific topics (folklore, institutions, landscape, etc.) will be explored in depth through oral presentation elaborated by groups of the students .




Assessment methods

The final examination consisting of the following tests, each of which will be awarded a maximum of 10 points, for a total of 30:
- sight translation of a text of about 150 words (interlinguistic test)
- one intralingual (from Spanish to Spanish) recall, i.e. listening, memorizing and rephrasing a short oral text (approximately 2 minutes)

- one interlingual recall (from Spanish to Italian), i.e. listening, memorizing and rephrasing an oral text lasting ( approximately 3 minutes).

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 speech.

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.

In addition, the oral presentations on realia made during the course will be evaluated for the exam and will be added (for a maximum of 3 points) to the grade of the above mentioned exam.


Teaching tools

Computer, webcam, microphone and beamer, Microsoft Teams platfom.

Materials and tools will be available on Moodle Platform.

Office hours

See the website of Raffaella Tonin