92954 - Interpretation From Italian Into Spanish (Language B) I

Course Unit Page

Academic Year 2021/2022

Learning outcomes

The student knows and is able to use conference interpreting techniques (consecutive interpretation and simultaneous interpretation) from Italian into Spanish in a wide range of professional settings.

Course contents

The interpreting course focuses on enhancing students' expressive and communicative skills both in Italian and in Spanish. The students will be trained in linguistic and content analysis, but they will also learn how to deepen into the speaker’s intention and to use the most appropriate register according to the setting. In addition to the current affair topics suggested by the teacher, a series of common topics have been decided upon by all interpreting trainers: social area, environment, political-historical area, economics, energy, technology and scientific developments. Students are expected to keep abreast of the above-mentioned topics.

The first year program will be reviewed with the aim of resolving students' linguistic and technical shortcomings by devising modes of remedial and targeted training also supported by the interpreting tutor.

In particular:

  • analytical reasoning including morphosyntax and terminology of Italian and Spanish speeches;
  • enhancement of summarising skills and public speaking;
  • development of strategies in case of destabilising factors (speech rate, inconsistent or unstructured speech, high level of specialisation);
  • exercises of sight translation, note-taking techniques for consecutive interpreting, whispered interpreting, and simultaneous interpreting techniques.

The lessons will be held in Spanish language.

Within the framework of the Permanent Workshop in Interpreting, researchers and professional interpreters are invited to hold seminars that the students have to attend.


Recommended readings:

Falbo Caterina, Russo Mariachiara e Straniero Sergio, Francesco (a cura di) (1999) L'interpretazione simultanea e consecutiva. Problemi teorici e metodologie didattiche, Milano, Hoepli.

Russo, Mariachiara (2005) L'interpretazione consecutiva dallo spagnolo in italiano. Conoscere altri sistemi per sviluppare il proprio, Bologna, Gedit.

Russo, M. (2012) Interpretare lo spagnolo. L'effetto di dissimmetrie morfosintattiche nella simultanea, Bologna: Clueb.

Further readings:

Abril Martí, M. I. & Collados Aís, A. (2000) El modelo de esfuerzos adaptado a la didáctica de la interpretación bilateral. Manual de interpretación bilateral. Ed. Comares.

Abuín González, M. (2007) El proceso de interpretación consecutiva. Un estudio del binomio problema/estrategia, Granada, Comares.

Baigorri-Jalón, Jesús (2000) La interpretación de conferencias: el nacimiento de una profesión . De París a Nuremberg, Granada, Comares.

Blasco Mayor, M.J. (2007) La comprensión oral en el desarrollo de la pericia de la interpretación de conferencias, Granada, Comares.

Collados Aís, Á. e Fernández Sánchez M.M. (coords.) (2001), Manual de interpretación bilateral, Granada, Editorial Comares.

Collados Aís, Ángela, Fernandez Sánchez Ma Manuela y Gile, Daniel (eds.) (2003) La evaluación de la calidad en interpretación: investigación, Granada, Editorial Comares.

Collados Aís, Ángela (1998) La evaluación de la calidad en interpretación simultánea. La importancia de la comunicación no verbal , Granada, Editorial Comares.

Fernández de la Torrente, G. (1990) Cómo hablar correctamente en público: la comunicación oral. Ed. Playor.

Fusco, Maria Antonietta (1990): Quality in Conference Interpreting between Cognate Languages: A Preliminary Approach to the Spanish-Italian Case. In: The Interpreters' Newsletter 3, 93-97.

Fusco, Maria Antonietta (1991): Le Comunidades Autónomas spagnole: uno studio terminologico istituzionale. Con glossario spagnolo-italiano, Università degli Studi di Trieste, Trieste.

Fusco, Maria Antonietta (1995): On teaching conference interpretation between cognate languages: towards a workable methodology. In: The Interpreters' Newsletter 6, 93-109.

Iliescu Gheorghiu, Catalina (2001) Introducción a la interpretación. La modalidad consecutiva, Alicante, Publicaciones de la Universidad de Alicante.

Morelli, M. (2010) La interpretación español-italiano: planos de ambigüedad y estrategias, Granada, Comares.

Russo, Mariachiara e Gabriele Mack (a cura di) (2005) Interpretazione di trattativa. La mediazione linguistico-culturale nel contesto formativo e professionale, Milano, Hoepli.

Russo, M., Iglesias Fernández, E. e González Rodríguez, M. J. (a cura di) (2019) Telephone Interpreting. The Impact of Technology on Dialogue Interpreting. L’interpretazione telefonica. L’impatto della tecnologia sull’interpretazione dialogica. Bologna: BUP.

San Vicente, F., Bazzocchi, G. e P. Capanaga (a cura di ) (2018) Oraliter: Formas de la comunicación presencial y a distancia, Bologna: BUP.

Teaching methods

Class activities must be accompanied by self-study (in a ratio of 1hour to 2 hours). Exercises associated to the course objectives are envisaged, in order to gain control of the interpreting techniques included in the program.

In particular, the following tasks are envisaged:

  • analysis of text structures and of logico-semantic links;
  • detection of key words in texts;
  • oral summary of speeches read in class or pre-recorded (audio and video), with or without note-taking;
  • strengthening of lexical active knowledge by means of paraphrasing, synonyms and antonyms;
  • oral presentation of impromptu or prepared speeches (Italian/Spanish- Spanish/Italian).

Virtual classes in consecutive and simultaneous are envisaged with Permanent staff members of the European Parliament and the EU Commission with Italian-Spanish combination.

Students are expected to compile glossaries of topics related to class activities.

Teaching materials and tasks are always made available through the Moodle platform.

Students needing extra support during their learning activities can avail themselves of one-to-one tutoring. The tutor has to be contacted by mail.

70% of class attendance is compulsory to be able to sit the examination.

In view of the type of activity and teaching methods adopted, attendance at this training activity requires the prior participation of all students in modules 1 and 2 of training on safety in the workplace, in e-learning mode.

Assessment methods

At the end of the year there will be an exam to verify the command of simultaneous and consecutive interpretation techniques from Italian into Spanish. If necessary, it will take place online.

The speech for simultaneous interpretation will last aprox. 7-8 minutes and that for consecutive aprox. 5-6 minutes. Exam topics will include current issues regarding the topics studied during the lessons.

Evaluation criteria will consider the following 3 aspects of the student’s performance: contents fidelity, language quality and quality of delivery. Marks will be attributed as follows (the main criteria are indicated here):


0- 18

Contents: inadequate due to poor logic-semantic coherence, false meaning sand countersense, frequent additions and/or omissions

Language: serious errors concerning phonetics, grammar, syntax, lexicon, pragmatics

Delivery: hesitant tone, frequent full pauses, disfluencies, interferences and calques



Contents:just adequate with minor false meanings, omissions, additions; local lack of coherence

Language: minor errors concerning phonetics, grammar, syntax, lexicon, pragmatics which don’t affect comprehension

Delivery: limited number of full pauses, disfluencies, lack of interferences and calques

Fairly good


Contents: adequate despite inaccuracies, generalizations, minor additions and/or omissions

Language: minor errors concerning phonetics, grammar, syntax, lexicon, pragmatics which don’t affect comprehension. Adequate lexical choices and register.

Delivery: limited number of full pauses, disfluencies, lack of interferences and calques


24- 27

Contents: very adequate despite a few inaccuracies; generally coherent and complete

Language: correct phonetics, grammar, syntax; appropriate lexicon, pragmatics and register

Delivery: lack of full pauses, disfluencies, interferences and calques; self-confident and pleasant tone



Contents: very adequate; complete, coherent and accurate

Language: correct phonetics, grammar, syntax; appropriate lexicon, pragmatics and register

Delivery: lack of full pauses, disfluencies, interferences and calques; self-confident and pleasant tone, very adequate prosody.

A single final mark is given based on the average of four components (Language A): consecutive interpretation and simultaneous interpretation from Spanish into Italian, and consecutive interpretation and simultaneous interpretation from Italian into Spanish.

A single final mark is given based on the average of two components (Language B): consecutive interpretation and simultaneous interpretation from Italian into Spanish.

50% of successful exam components will be kept as permanent records until successful approval of 4 exam components (Language A) or 2 exam components (Language B).

Exam topics will be announced at least 2 days prior to the exam in the section "Useful Content" of the teacher's website, which hosts also students' exam results in anonymous format. Students can discuss their performance with the lecturer in one-to-one tutorials.

Teaching tools

Interpreting classroom equipped with booths, computer, videoprojector and videocamara. If remote teaching is required, the MS Teams platform will be used. Audio, audio-video and printed material will be used in class.

Teaching material will include: speeches delivered by Italian-speaking politicians, members of parliament, statesmen, representatives of humanities and science; articles from the press; audio recordings and speeches delivered by Italian speakers recorded live from conferences; Internet audiovisual material.

Office hours

See the website of Silvia Sánchez

Office hours

See the website of Silvia Sánchez