90656 - Introduction To Dialogical Interpretation Between English And Italian (Second Language) (CL1)

Course Unit Page

SDGs

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

Quality education

Academic Year 2021/2022

Learning outcomes

Students are made aware of the problems encountered in dialogue interpreting and are given the necessary tools to apply a professional code of conduct and the basic strategies required to perform dialogue interpreting.

Course contents

The module of Introduction to Dialogical Interpretation between English and Italian (second language) is part of the integrated course on English Language and Mediation I (second Language) and is divided into two classes.

The module includes teaching the basics of linguistics mediation by developing interactional, linguistic, lexical, mnemonic skills in situations that simulate real-life interactions in different settings (including gastronomy and tourism).

The course also includes the introduction to a theoretical framework of the practice of linguistic mediation, ethical implications, work opportunities, stress management, as well as the analysis and discussion of verbal and non-verbal communication and linguistic registers.

Attendance of the lettorato classes is mandatory.

Students are also encouraged to participate in the scientific activities and events organized by the Department of Interpreting and Translation and, particularly, the conferences and seminars organized within the various Research laboratories and which are related to the topics addressed by the module.

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

Baraldi, C. & Gavioli, L. (2012) "Introduction: Understanding coordination in interpreter-mediated interaction", in Baraldi, C. & Gavioli, L. (eds.), Coordinating participation in dialogue interpreting. Amsterdam/Philadelphia: John Benjamins. 1-22.

Baraldi, C. & Gavioli, L. (2015) “Mediation”. In F. Pöchhacker (eds.), Routledge Encyclopedia of Interpreting Studies. London: Taylor & Francis. 246-249.

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

Gavioli L. (ed.) (2009) La mediazione linguistico-culturale: Una prospettiva interazionista. Perugia: Guerra Edizioni.

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

Sandrelli, A. (2005) “La trattativa d'affari: Osservazioni generali e strategie didattiche”. In Mack, G. & Russo, M. (eds). 77-91.

Wadensjö, C. (1998) Interpreting as Interaction. London/New York: Longman.

Teaching methods

All lessons are taught classes and students are encouraged to participate actively and critically in all the activities.

The module will rely on two main teaching methods.

The first method is aimed at identifying potential problems and issues linked to the role and activity of linguistic and cultural mediators. Each topic will be introduced by highlighting the various ethical and interactional aspects of linguistic mediation practices in the contexts taken into consideration (non-verbal communication, code of ethics, stages and management of linguistically mediated events). The exercises used in this first part include rephrasing from Italian into Italian, English into English, Italian into English, and English into Italian, memory exercises, keyword searches, fill-in exercises, vocabulary exercises, exercises based on various materials related to cultural aspects of English-speaking countries and vocabulary related to specific topics.

The exercises used for the second teaching method comprise simulations of interpreter-mediated exchanges between English native speakers and Italian native speakers in daily contexts, sight translation from and into English, exercises for memory-skill and lexical development.

Attendance is mandatory for at least 70% of all lessons.

Assessment methods

In order to assess the acquired and expected knowledge and skills of dialogical interpretation techniques, the final exam of this module will consist of a roleplay of a simulated mediation and sight translation into and/or from English. Throughout the module and during lessons the acquisition of lexical and theoretical acquisition will be assessed.


The final mark of the course "English Language and Dialogical Interpretation I" will be defined by the mark obtained from the first module (English Language and Culture, which will constitute 50% of the final mark) and the mark obtained from this second module (which will count for the remaining 50%).

Marks

30-30L: Excellent level. The candidate displays a strong command of dialogical interpretation techniques and appropriate verbal and nonverbal communication skills in both English and Italian.

27-29: Above average level. The candidate makes only minor errors, and shows a solid command of the required skills and competences.

24–26: Generally sound level. The candidate makes few mistakes, but finds alternative, correct ways of expressing information and thus displays a reasonable command of the required skills and competences.

21-23: Adequate level. The candidate makes several mistakes and displays only an adequate command of the required skills and competences.

18–20: Minim. level. The candidate only meets the minimum level required and shows a minimal command of the required skills and competences.

< 18 Fail: The candidate does not meet the required standard and shows a wholly inadequate command of the required skills and competences.

Teaching tools

Unit-specific glossaries. Online and multimedia resources, PowerPoint presentations.

Exercises and all the materials used in class, as well as extra material for autonomous work, will be published on VIRTUALE.

Office hours

See the website of Federica Ceccoli