Having been overshadowed by its more glamorous and eye-catching cousin, i.e. conference interpreting, dialogue interpreting was for decades a largely neglected territory. Besides, while, internationally, studies in the field go back to the early 90s, in Italy consistent research output is no more than a few years old. Two are the major causes that have brought it to the fore: the massive rise of immigration flows and public service interpreting needs, which are increasingly attracting media and public attention; and the implementation of the 2001 Italian university reform leading to the setting up of Language Mediation degree courses. Starting with a brief account of training opportunities currently provided by Italian universities and other institutional actors in the field of oral mediation, this paper will concentrate on issues of curriculum design from the chosen theoretical angle of dialogism. A three-stage teaching programme, with phase-specific analytical instruments and samples of class activities, will then be suggested. Stemming, as they do, from my research interests and specific theoretical background, these indications are also, and to no smaller extent, the result of a 10-year experience in teaching the subject at different universities in both England and Italy.

Teaching dialogue interpreting in higher education: a research-driven, professionally oriented curriculum design

MERLINI, RAFFAELA
2007-01-01

Abstract

Having been overshadowed by its more glamorous and eye-catching cousin, i.e. conference interpreting, dialogue interpreting was for decades a largely neglected territory. Besides, while, internationally, studies in the field go back to the early 90s, in Italy consistent research output is no more than a few years old. Two are the major causes that have brought it to the fore: the massive rise of immigration flows and public service interpreting needs, which are increasingly attracting media and public attention; and the implementation of the 2001 Italian university reform leading to the setting up of Language Mediation degree courses. Starting with a brief account of training opportunities currently provided by Italian universities and other institutional actors in the field of oral mediation, this paper will concentrate on issues of curriculum design from the chosen theoretical angle of dialogism. A three-stage teaching programme, with phase-specific analytical instruments and samples of class activities, will then be suggested. Stemming, as they do, from my research interests and specific theoretical background, these indications are also, and to no smaller extent, the result of a 10-year experience in teaching the subject at different universities in both England and Italy.
2007
9788861291836
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11393/44444
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