90681 - Dialogical Interpretation Between Spanish And Italian I (First Language)

Learning outcomes

The student gets familiar with the problems of professional dialogue interpreting, is able to identify ethical and professional behaviour and manages to use dialogue interpreting basic strategies in contexts where authentic working conditions are simulated.

Course contents

Dialogue interpreting (Prof. María Jesús González Rodríguez): integrated course LINGUA E MEDIAZIONE SPAGNOLA II (PRIMA LINGUA) (C.I.)

Lessons (first semester) are to be held twice a week during first term and are organised in two parts. 70% of class attendance is compulsory to be able to sit the examination.

The main course topics will be presented in detail (tourism, trade fairs, rural tourism, health and wellness tourism, enogastronomic tourism).

In the first part, additional activities are to be held in order to foster the necessary dialogue interpreting skills and the knowledge of specific vocabulary. These lessons will deal with active listening exercises, comprehension, memorization of information, summarization of oral texts, identification of missing words, recognition of key ideas, intralinguistic rephrasing, and sight-translation exercises. 

In the second part, together with an Italian mother tongue teacher, we will deal with sight-translation and dialogue interpreting exercises by doing simulations  with a pre-prepared guide and role play. These simulations will cover main course topics. Every course topic will be communicated to the students beforehand to allow a good preparation of language and content.

Deontology and professional status of interpreters will be discussed whenever relevant, as well as suggestions about how to start a career.

 

Readings/Bibliography

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

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

- COLLADOS AÍS A. y M. M. FERNÁNDEZ SÁNCHEZ (Coords.) (2001), Manual de interpretación bilateral, Granada: Editorial Comares.

- 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

- GONZÁLEZ RODRÍGUEZ M.J. (2006), “De lo escrito a lo oral y viceversa: una forma de ordenar el desorden en mediación”, in Capanaga, P., Bazzocchi, G. (eds.). Mediación lingüística entre lenguas afines: español / italiano. Bologna: Gedit, pp. 245-272.

- GONZÁLEZ RODRÍGUEZ, M.J. (2014), “La interpretación bilateral como disciplina de especialización: formación y perspectivas en investigación”, en SKOPOS, Revista internacional de Traducción e Interpretación, vol. 5, pp. 59-76.

- RUSSO M. & G. MACK (a cura di) (2005), Interpretazione di trattativa. La mediazione linguistico-culturale nel contesto formativo e professionale, Milano: Hoepli.

- TROVATO, G. (2012). "El papel del intérprete en el ámbito ferial y de negocios: actividades y propuestas didácticas", Entreculturas 5, 75-91, http://www.entreculturas.uma.es/n5pdf/articulo04.pdf

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

Further bibliographic information will be provided during the course.

Teaching methods

Introduction to the techniques used to structure information, memorisation, interlinguistic reprocedssing, terminological choice, introduction to active communicative behaviours. All this will be trained using exercises such as:

- active reading – textual oralisation

- interlinguistic and intralinguistic rephrasing exercises

- sight-translation, back-translation

- summarizing: listening, comprehension, memorisation and synthesis of oral texts or audio/video, isolating key concepts and logical connections

- textual construction and improvising techniques starting with key elements, reconstruction of missing information.

 

Dialogue interpreting: simulations, medium duration and difficulty.

Evaluation methods:
- self-evaluation
- students evaluation
- teacher's'evaluation

Assessment methods

The exam consists of a brief sight translation (from Spanish to Italian, about +/- 240 words) and a dialogue interpreting exam of about 15/20 minutes.

Score scale for Dialogue Interpreting between Spanish and Italian I, first language :

30-30 cum laude: Excellent. Student demonstrates a full knowledge of dialogue interpreting skills, perfect oral language production with clear and fluent delivery, high quality management of the interlingual and intercultural interaction.

27-29: 'Very good' mark. Student demonstrates a very good knowledge of dialogue interpreting skills, oral language production with minor errors, and manage very well the interlingual and intercultural interaction.

24-26: 'good' mark. Student demonstrates a good knowledge of dialogue interpreting skills, good oral language production with some problems, an essentially correct ability to manage the interlingual and intercultural interaction.

21-23: 'average' mark. Student demonstrates evident problems and imprecisions in dialogue interpreting, innacurate oral language production, and limited capacity to manage the interlingual and intercultural interaction.

18-20: 'Pass' mark. Student demonstrate basic but superficial abilities in dialogue interpreting, with major grammatical, lexical or phonological errors, an oral production difficult to understand, and a limited ability to manage the interlingual and intercultural interaction.

Fail mark: Student is unable to adequataly perform spanish/italian dialogue interpreting.

The Spanish Dialogue Interpreting I (first language) moduleis part, with the Spanish Language and Culture II (first language) module, of the Spanish Language and Mediation II (first language) course.

The overall mark for the whole course is obtained by averaging the marks obtained in the exams for the two constituent modules.

Teaching tools

Projector, computer, loudspeakers, language lab, Microsoft Teams.

MOODLE:

On-line materials (texts and audiovisual materials).

 

Besides attending classes, students are encouraged to practice individually or in groups of 3-4, making use of the materials available on the e-learning site (Moodle) and with their own material.

Office hours

See the website of Maria Jesus Gonzalez Rodriguez