92955 - Interpretation From Spanish (Language B) Into Italian I

Course Unit Page

SDGs

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

Quality education Gender equality Peace, justice and strong institutions

Academic Year 2021/2022

Learning outcomes

The student knows and is able to use basic interpreting skills (among which, sight translation, whispering interpreting and preliminary note-taking and simultaneous interpreting) between Spanish and Italian.

Course contents

The course is made up of 2 modules: the Spanish into Italian module taught by prof. Mariachiara Russo and the Italian into Spanish module taught by prof. Sánchez López starting in the second semester. In addition, also in the second semester, a 20-hour language module (Lettorato di spagnolo) will be activated to strengthen the understanding and production of Spanish.

Consecutive and simultaneous interpretation techniques will be developed in line with the notions acquired in the Theory and Practice Module of Conference Interpreting which will be given in the first six weeks by Prof. Amato and Mack.

The interpreting course imparted by prof. Russo focuses on: a) development of analysis, comprehension and oral delivery skills applied to oral speeches in Italian and Spanish, b) enhancement of expressive abilities, c) increasing awareness of the wide range of communicative situations usually faced by a conference interpreter.

The course envisages an introductory theoretical framework for the Spanish-Italian language pair (false cognates, morphosyntactical asymmetries etc.) and specific exercises to improve the knowledge and skills required.

During classes the following topics will be tackled: politics, economy, scientific innovations and socio-cultural current affairs, both at national and at international levels.

The class material will be used to tackle the following topics:

  • morphosyntactical, lexical, pragmatic and cultural contrastive analysis between Italian and Spanish linguistic systems (including Iberian and Hispano-American variants);
  • analysis of information redundancy and development of synthesis and oral delivery skills;
  • development of strategies against destabilising factors (i.e. speaker's high speaking speed, unfamiliar accents, incoherent and non-cohesive speeches etc.);
  • step-wise exercises of sight translation; note-taking (consecutive interpretation), whispered interpretation (the interpreter performs next to the hearer) and simultaneous interpretation in the booth.

Lessons will be held in Italian and Spanish.

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

Readings/Bibliography

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:

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

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.

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, the EU Commission and with Spanish Universities with Spanish-Italian combination.

Students are expected to compile glossaries of topics related to class activities and to transcribe Spanish speeches during their self-study 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, [https://elearning-sicurezza.unibo.it/] 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 Spanish into Italian. If necessary because of the epidemiological emergency from covid-19, it will take place online.

The Spanish speech for simultaneous interpretation will last aprox. 7-8 minutes and that for consecutive aprox. 5-6 minutes. Exam topics will include: political, socio-cultural, economic current affairs, IT and scientific innovations.

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):

Insufficient

0- 17

Contents: inadequate due to poor logico-semantic coherence, false meanings and countersense, frequent additions and/or omissions

Language: interferences and calques, serious errors concerning phonetics, grammar, syntax, lexicon, pragmatics

Delivery: unfinished sentences, hesitant tone, frequent full pauses, disfluencies 

Sufficient

18-20

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

Language: lack of interferences and calques, minor errors concerning phonetics, grammar, syntax, lexicon, pragmatics which don’t affect comprehension

Delivery: limited number of full pauses, disfluencies,Fairly good

21-23

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

Language: lack of interferences and calques, 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, 

Good

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

Excellent

28-30L

Contents: very adequate; complete, coherent and accurate

Language: lack of interferences and calques, correct phonetics, grammar, syntax;appropriate lexicon, pragmatics and register

Delivery: lack of full pauses, disfluencies; 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 (course taught by prof. Sánchez López). Completion of the transcription homework can add up to 2 points.

A single final mark is given based on the average of two components (Language B): consecutive interpretation and simultaneous interpretation from Spanish into Italian. Completion of the transcription homework can add up to 2 points.

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. Spanish speaking guest speakers will be invited.

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

Links to further information

https://moodle.sslmit.unibo.it/course/view.php?id=196

Office hours

See the website of Mariachiara Russo