90634 - INTERPRETAZIONE DIALOGICA TRA L'INGLESE E L'ITALIANO II (SECONDA LINGUA)

Learning outcomes

Knowing and managing the problems and strategies for dialogue interpreting- being able to use them in complex communicative situations.

Course contents

The course aims at practising language skills in oral communication contexts and complex dialogue interpreting scenarios. A special focus will be on the following contents:

• Role and role boundaries of dialogue interpreters as listeners, speakers, message converters; message clarifiers and cultural brokers.
• Professional principles and code of conduct: accuracy and completeness ,professionalism and integrity, respect for individuals and communities, confidentiality, impartiality, cultural responsiveness
• Knowing how to speak correctly: characteristics of spoken discourse, lexical adequacy and communication skills.
• Memorization, active listening, summary, reformulation.
• Preparation activities on specific topics before interpreting: use of parallel texts, compiling glossaries.
• Sight translation into A and B language both as a preparatory activity and as an assignment.
• Dialogue interpreting in complex contexts: health, public services, education, immigration.
• Consecutive note-taking: an introduction.

The course is mainly practice-based and students are asked to perform exercises in authentic cultural and dialogue interpreting contexts (both in an intra- and inter-linguistic perspective):

• active listening
• conceptualization and memorization of oral texts
• summary of oral texts
• syntactic and lexical reformulation
• sight translation into A and B language
• documentation and mediation preparatory activities (identification of lexical problems, finding parallel texts, managing lexicographic resources)
• drafting of role plays to be interpreted by fellow students
• dialogue interpreting in complex scenarios: mock dialogue interpreting situations in the field of health, public service, education and immigration.
• conflict management and turn-taking in dialogue interpreting for public services.

Classroom activities will be both intra- and interlinguistic (Italian-Italian/English-English vs. Italian<>English), therefore a major focus will be on language and communication skills not only in the foreign language but also in the student's native language. For this purpose, several activities aimed at boosting listening, comprehension and oral production skills in Italian will be carried out. A sound knowledge of one's native language is the precondition for dialogue interpreting.

There will be 40 hours of lectures in the second semester, for a total number of 5 CFU; this course is the second part of LINGUA E MEDIAZIONE INGLESE III.

Readings/Bibliography

Amato, A. (2012). L’interprete nel contesto medico.Bologna: CLUEB.

Angelelli, C. (2004). Medical interpreting and cross-cultural communication. Cambridge: Cambridge University Press.

Angelelli, C. (2006). “Minding the gap: new directions in interpreting studies”, TIS Translation and Interpreting Studies 1:1, 41-67.

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

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.

Wadensjo, C. (1993). “The double role of a dialogue interpreter”, Perspectives: Studies in Translatology 1:1, 105-121.

Wadensjo, C. (1998). Community Interpreting. London: Routledge.

Teaching methods

The course attendance is compulsory (70% of tot. number of hours).

The didactic approach is cooperative-learning based, so the lessons and the different types of exercises will require the students to participate actively in order to acquire those contents and processes that are necessary for professional dialogue interpreting practice

As concerns the teaching methods of this course unit, all students must attend the online Modules 1, 2 on Health and Safety [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas].

Assessment methods

There will be an ongoing evaluation based on the oral exercises carried out during the lesson, and students will be asked to undergo a final test consisting of at least one of the following exercises:

• sight translation (into A and B languages) of a 150 word-text (inter-linguistic exercise) (optional)
• Dialogue Interpreting test: mock dialogue interpreting situation (role-play) in the above mentioned fields (inter-linguistic exercise) (compulsory)

Examination Assessment Criteria:

- Score 30-30L= excellent test demonstrating complete acquisition of oral, active and passive language skills, excellent ability to render language, completeness of content and utmost precision in rendition, perfect management of the interlingual and intercultural communicative situation.

- Score 27-29 = Very good test, demonstrating more than good acquisition of oral, active and passive language skills, with inaccuracies and omissions concerning only minor aspects of the dialogue and with good remedial strategies.

- Score 24- 26 = Fair test, with some problems of form and content regarding oral language rendering and showing an overall appropriate ability to manage the interlingual and intercultural communicative situation.

- Score 21-23 = Sufficient, but with noticeable limitations and inaccuracies of form and content in the rendition, the interlingual and intercultural communicative situation and the content of the source dialogue; relevant knowledge and skills not completely acquired.

- Score 18- 20 = A barely sufficient test that meets the minimum criteria for the management of the source dialogue, but is characterized by serious linguistic and communicative deficiencies and a poor ability to manage the interlingual and intercultural communicative situation; a great deal of knowledge and skills remain to be acquired.

- Insufficient score = Insufficient teset that does not demonstrate adequate acquisition of expected knowledge, skills, and abilities; the exam should be retaken.

Teaching tools

Projector, computer, language lab, loudspeakers.

All teaching materials will be uploaded on the Moodle platform

Office hours

See the website of Amalia Agata Maria Amato