1,721,064 research outputs found
Do authentic data mean authentic learning? On the use of authentic samples and (in)authentic activities in teaching and learning dialogue interpreting
Full text linkFor some time now, research on Dialogue Interpreting (DI) has relied on data collected in real life situations, recorded and transcribed in order to analyse their discoursal and interactional features. A number of studies (e.g. Wadensjo 1998; Davidson 2000, 2002; Mason 1999, 2006) have highlighted that interpreting in interactions does not necessarily occur turn by turn, may include sequences involving the interpreter and only one of the interlocutors, may take forms different from the turns it refers to, by e.g. expanding or reducing their content. These findings have recently been taken up in DI teaching and training, in which authentic data - recorded and transcribed - are being increasingly used with learners or trainees to highlight relevant interactional features or for the students to engage in similar situations. The debate on the use of authentic data in teaching and learning is however not new and raises a series of problems which need to be considered when engaging in DI teaching. In what follows, I summarize the debate on the relationship between authentic data and authentic learning (section 2), and then illustrate some issues deriving from analysis of authentic DI interaction which may be relevant in DI learning and training (section 3). Through the observation of a roleplay activity, I then show that translating these insights into learning tasks is not easy and needs ad hoc research (section 4). Section 5 offers some concluding thoughts
“La gestione dell’affettività in incontri mediati da un interprete: alcune riflessioni su attività di coordinamento e traduzione”
No full textPresentazione di alcuni risultati di un progetto di ricerca interateneo, organizzato nell'ambito del Centro interuniversitario AIM (Analisi dell’Interazione e della Mediazione). In particolare si esamina la dimensione relazionale nella comunicazione mediata da un interprete in ambito medico (L. Gavioli) e in ambito legale (D. Zorzi
Language mediation in schools. The case of parent-teacher meetings.
Full text linkThis chapter focuses on interpreter-mediated interactions between teachers and migrant parents. The chapter includes a review of studies on interpreter-mediated interactions in schools, a description of the data and methodology adopted and the discussion of our data. The main corpus of data consists in audio-recorded interpreter-mediated interactions between teachers and foreign-speaking parents in Italian contexts, largely in primary schools. Interpreting is provided by professional intercultural mediators, who are employed to provide interpreting service in many Italian public areas. The teachers participating in the interactions all speak Italian while parents are of diverse provenances and they speak Chinese, Twi, Arabic, Urdu and Albanian. The main issues dealt with in our interpreter-mediated interactions concern the children’s performance, both at school and during education activities at home (mainly homework). Some reflections are drawn on the ways in which language mediation may affect school–family communication when the families are migrant
La mediazione linguistico-culturale nei servizi sanitari: Interazione ed efficacia comunicativa
No full textIl volume riassume i risultati di quindici anni di ricerca sulla mediazione linguistico-culturale in servizi sanitari. Partendo da un’ampia letteratura internazionale, propone le interpretazioni più aggiornate sul significato di tale mediazione, in una prospettiva interdisciplinare che unisce linguistica e sociologia. Nel volume vengono illustrati, attraverso molti esempi di episodi reali, i modi di praticare la mediazione, attraverso la traduzione, in una dimensione interculturale e a sostegno della comunicazione tra operatori sanitari e pazienti migranti. Gli esempi sono stati registrati nei servizi sanitari di Modena e Reggio Emilia, che sono all’avanguardia nell’uso della mediazione; sono stati quindi accuratamente trascritti, spiegati e commentati nei vari capitoli, in modo da risultare comprensibili ai lettori. Il volume getta così una luce nuova, e ampiamente documentata, sul significato della mediazione linguistico-culturale nei servizi sanitari e sulle differenze tra una mediazione efficace e una inefficace. Obiettivo del volume è fornire indicazioni per politiche sanitarie basate sulla comprensione della qualità della mediazione e dei modi per osservarla e valutarla. Queste osservazioni indicano modi possibili di formare mediatori e operatori capaci di favorire in modo efficace la partecipazione attiva dei pazienti migranti alle pratiche di prevenzione e cura. Il volume si rivolge a mediatori; dirigenti e operatori sanitari; responsabili di politiche sanitarie; studiosi della comunicazione medica e della mediazione, sia linguistica, sia interculturale; studenti universitari impegnati in corsi di laurea, laurea magistrale e master dedicati alla mediazione linguistica e alle dinamiche degli incontri interculturali, e di area medica qualora includano insegnamenti sulla comunicazione
La mediazione linguistico culturale in ambito sanitario
No full textWhile a distinction has been made between “public service interpreting” and “(intercultural)
mediation”, translation and mediation go hand in hand in dialogue interpreting, particularly
when delicate situations are involved, as is the case in healthcare. In this paper, I
provide an outline of the debate foregrounding the relationship between interpreting and
mediation and I discuss some examples of authentic interaction interpreted by mediators in
public healthcare services in Italy. The data show that, although not necessarily close repetitions
of turns in the other language, the forms of rendition adopted by the mediators are
in line with the goals of the interaction and facilitate understanding and rapport between
patients and healthcare providers. Renditions are oriented to achievements related to the
medical context of the examination (e.g. taking the patients’ history) and they cope with
local interactional problems
When Clinicians and Patients Do Not Speak the Same Language: A Preface to Interpreting in Health Care
No full textFrom the last decade of the twentieth century, increasing migration flows as well as people movements across borders for business, education, or tourism have changed the panorama of those who may be in need of medical assistance. For
quite a while, health care services have coped with the need to assist patients who have little or no knowledge of the language spoken by the medical staff. Thus, translating between clinicians’ and patients’ languages has developed as an interpreting practice in hospitals and doctors’ surgeries. This special issue deals with some of the problems encountered when communicating through the help of an interpreter, in healthcare
Role
No full textWhile the professional training of (conference) interpreters has long focused on the latters’ capacity to manage their cognitive efforts in translating speech from one language to another somehow independently on the context in which interpreting takes place (Gile 1995), the variety of communicative situations in which interpreters are increasingly involved as a consequence of the expansion of contacts across different regions of the world, has raised the issue of whether cognitive ability to find textual equivalents quickly was actually enough to: a. explain and b. inform interpreted rendition choices convincingly enough. While on the one hand the “conduit” model (Roy 1993) is still alive and thriving in most interpreter training programs, on the other field-work in doctor-patient talk (Englund-Dimitrova 1997), asylum hearings (Keselman et al. 2010) or from and into sign language (Metzger 1999, Turner 2009) has shown cases in point about what it means to provide effective interpreting in situations of high inequality.
Rethinking interpreters’ role in a communicative perspective has thus become a central issue in interpreting literature (Pöchhacker and Shlesinger 2002: part 7). In dialogue interpreting, in particular, analysis of interpreter-mediated occurrences of interaction has shown that some activities which are fundamental characteristics of talk, like repair, could not be dealt with, with no involvement of interpreters as “participants” (Wadensjö 1998). An interpreters’ “more active” role has thus been acknowledged as fundamental to achieve reciprocal understanding (Davidson 2002), solve underdeterminacy of interlocutors’ assumptions (Mason 2006) and ultimately address the goals of the interaction effectively (Davitti 2013, Straniero Sergio 2012).
Today, while the debate on interpreters’ role is still burning and the need of clear orientations in interpreting conduct most wanted (Hale 2007, Tebble 2012, Angelelli 2007), there seems to be a consensus that since no rendition can be provided without understanding the communication process and interpreting it, interpreters ‘cannot not participate’ in talk (Pöchhacker 2012: 50). The concept of interpreters’ role can thus possibly be viewed along two main axes. The first is that of interpreters as participants. In this respect, one dimension of interpreters’ role consists in identifying forms of participation in communicative events ranging from coordinating implicitly and explicitly (Wadensjö 1998), to negotiating authority and responsibility (Gavioli 2015). The second is that of interpreters as transformative agents, going from explications of implicit (cultural?) assumptions (Mason 2006) to advocacy (Leanza 2005), to more overt forms of activism (Inghilleri 2005, 2010; Boéri 2008) or empowerment (Baraldi 2012).
My contribution provides an overview of the development of the notion of interpreter’s role and of the changes brought to it from theoretical perspectives that look at participation and agency as fundamental to communication processes
Enriching reality: Language corpora in language pedagogy
No full textIn recent years there has been considerable discussion of how far ELT syllabuses and materials should be 'corpus-driven' in order to better reflect linguistic reality. In this paper we argue that this debate has tended to overlook the potential of corpora as tools in the hands of learners, for whom they can provide a wide range of opportunities to observe and participate in real discourse for themselves. © 2001 Oxford University Press
Health Communication, Volume 36, Issue 9 (2021) - When Clinicians and Patients Do Not Speak the Same Language: A Preface to Interpreting in Health Care
No full textEffective Communication and Knowledge Distribution in Healthcare Interaction with Migrants
No full textABSTRACT
Modern patient-centered approaches increasingly recognize the contribution of patients’ knowledge in
interactions with health-care personnel. Effective involvement is exceptionally difficult when patients are
migrants with limited command of specialized language. Interactional practices that promote effective
distribution of knowledge and access to it are needed: by doctors interacting directly with patients in
a shared language and by mediators providing interpreting services across different languages. In this
paper, we look at two types of sequence which seem to be effective in involving (migrant) patients. The
first concerns clinicians’ reactions to spontaneous patients’ initiatives, like claims to knowledge or
personal narratives. The second concerns interpreters’ explanations when they render the clinicians’
instructions to the patients. While both sequences are clearly designed to promote patients’ participation,
they need particular communicative competence on the part of staff, clinicians, and interpreters
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