This course aims to develop a dual profile of experts in didactics and (inter-)linguistic-cultural researchers, in the field of French Studies, in line with the more general objectives of the curriculum in Didactics and Research (DIRI).

The aim of this course is to consider interpretation (dialogic and conference) as a didactic tool for the teaching of FLE (Français Langue Étrangère). 

The course aims, in particular, at addressing (1) the theoretical aspects of interpreting, focusing in particular on the skills needed in interpreting and which are at the same time enhanced by the practice of interpreting; (2) acquiring the main methodologies of analysis of oral data of dyadic (in French) and triadic interactions mediated by interpreters between Italian and French; (3) practice of Italian-French interpreting aimed at oral language improvement. Last but not least, a twofold objective will be the implementation of (4) the ability to express linguistic, scientific and academic concepts in French, as well as (5) the ability to work in a team and prepare oral presentations for an audience.

- What is dialogue and conference interpreting?

- Pedagogical translation and pedagogical interpreting: points of contact, differences, applicability to French language teaching.

- Skills linked to the different modes of interpretation.

- Acquiring and analysing oral linguistic data of dyadic interactions in French and triadic interactions, mediated by interpreters, between Italian and French, in a didactic context. Transcription systems of oral data in interaction.

- Acquisition of methodologies, skills and strategies used in dialogic interpretation through ad hoc interactive exercises.

Knowledge of at least B2/C1 level of French and Italian.

Knowledge and ability to understand: ability to analyse the linguistic aspects of mono- and multilingual (Italian-French) interactions; ability to identify strategies and methodologies to be implemented with regard to the Italian-French language pair in order to solve specific problems. This is done not only with a view to interpretation, but also to develop oral production skills linked to monologic and dialogic speech. 

Applied knowledge and understanding: ability to solve specific problems related to the learning of FLE and, especially, of oral language, finding and proposing ad hoc exercises also using interpretation for pedagogical purposes and the exercises used in interpreting (from shadowing to sight translation, through hole exercises (using oral speech) and reformulation exercises. Transcripts will provide the tools to better analyse oral data.

Independent judgement: to be able to analyse interlingual interactions and understand what skills are required in FLE learning in order to act on those in which learners are most deficient.

Communicative skills: ability to interpret in a dialogue between Italian and French, ability to express one's own opinions on linguistic facts through reasoning and an adequate and clear vocabulary. 

Ability to learn: to practise autonomously with resources also found online (or in any case electronic resources) in order to improve one's oral skills; ability to keep up to date with the language, so as to always have at one's disposal effective linguistic tools that are in step with the sociolinguistic changes in France and, more generally, in French-speaking countries. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Theoretical and frontal lessons alternated with lectures or more seminar and debate moments in French. Practical exercises of simulations.

The lessons will make use of electronic resources for language learning, as well as materials that will be used for in-class and homework exercises. There will also be assignments for independent and/or group work, which will be discussed in class. 

Course books

Ballardini, E. (1998). “La traduzione a vista nella formazione degli interpreti”. inTRAlinea 1. Disponibile all’indirizzo http://www.intralinea.org/archive/article/1611.

Bidaud, F. (2015). Exercices de grammaire française pour italophones. Torino: Utet.

Bidaud, F. (2015). Grammaire du français pour italophones. Torino: Utet.

Carraro-Tomanek, A. (2001). Manuale dell’interprete di trattativa. Milano: Arcipelago Edizioni.

Chessa, F. (2012a). Interpretazione dialogica. Le competenze per la mediazione linguistica. Roma. Carocci.

Chessa, F. (2012b). “Phraséologie et pragmatique dans la didactique de l’interprétation de liaison”, Rhesis, pp. 28-35.

Eco, U. (2003) Dire quasi la stessa cosa. Milano: Bompiani.

Fogazzaro, E. e L. Gavioli (2004). “L’interprete come mediatore: riflessioni sul ruolo dell’interprete in una trattativa d’affari”. In G. Bersani Berselli, G. Mack, D. Zorzi (a cura di), Linguistica e interpretazione. Bologna: CLUEB. 169-191.

Gavioli, L. (ed) (2009) La mediazione linguistico-culturale: Una prospettiva interazionista. Perugia: Guerra Edizioni.

Kerbrat-Orecchioni, C. (2005a). Le discours en interaction. Paris: Armand Colin.

Kerbrat-Orecchioni, C., (2005b). Les actes de langage dans le discours. Paris: Armand Colin.

Mangiante, J.-M. e C. Parpette (2004). Le Français sur Objectif Spécifique : de l’analyse des besoins à l’élaboration d’un cours. Paris: Hachette FLE.

Merger, M. F. e L. Sini (1995). Côte à côte : préparation à la traduction de l'italien au français : avec exercices auto-correctifs. Firenze: La Nuova Italia.

Russo, M. e G. Mack (a cura di) (2005). Interpretazione di trattativa: la mediazione linguistico-culturale nel contesto formativo e professionale. Milano: Hoepli.

Sandrelli, A. (2005) “La trattativa d'affari: Osservazioni generali e strategie didattiche”. In G. Mack & M. Russo (eds). 77-91.

Zorzi, D. (2006) “Parlare in classe, parlare con tutti”. In P. Nobili (ed), Oltre il libro di testo. Multimedialità e nuovi contesti per apprendere le lingue. Roma: Carocci Faber. 141-170.

Assessment

Simulation of dialogic interpretation between Italian and French; discussion in French of the content covered in the semester. 

The criteria for establishing the grade will be discussed during the course and agreed with the students on the basis of the theory of interpretation, the skills they wish to develop and the considerations that emerge. A table will then be created summarising the skills that will be assessed and the slots used to establish the grade. The following competences will certainly be included in the assessment: linguistic-grammatical and morphosyntactic competence in oral expression, oral skills in French (pronunciation will also have a high weight in the assessment), oral expression skills in terms of clarity, coherence and textual cohesion, ability to convey the message effectively from one language to another, use of vocabulary appropriate to the communicative situation. The overall grade will be given by the average of the dialogue interpreting simulation test and the discussion in French of the content covered during the semester.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students will find on the internet the contents used during the semester and some course notes written by the students themselves. They will be able to study independently, both in terms of theory and practice. The teacher is available to receive non-attending students who have questions or wish to practice.

Course books

Ballardini, E. (1998). “La traduzione a vista nella formazione degli interpreti”. inTRAlinea 1. Disponibile all’indirizzo http://www.intralinea.org/archive/article/1611.

Bidaud, F. (2015). Exercices de grammaire française pour italophones. Torino: Utet.

Bidaud, F. (2015). Grammaire du français pour italophones. Torino: Utet.

Carraro-Tomanek, A. (2001). Manuale dell’interprete di trattativa. Milano: Arcipelago Edizioni.

Chessa, F. (2012a). Interpretazione dialogica. Le competenze per la mediazione linguistica. Roma. Carocci.

Chessa, F. (2012b). “Phraséologie et pragmatique dans la didactique de l’interprétation de liaison”, Rhesis, pp. 28-35.

Eco, U. (2003) Dire quasi la stessa cosa. Milano: Bompiani.

Fogazzaro, E. e L. Gavioli (2004). “L’interprete come mediatore: riflessioni sul ruolo dell’interprete in una trattativa d’affari”. In G. Bersani Berselli, G. Mack, D. Zorzi (a cura di), Linguistica e interpretazione. Bologna: CLUEB. 169-191.

Gavioli, L. (ed) (2009) La mediazione linguistico-culturale: Una prospettiva interazionista. Perugia: Guerra Edizioni.

Kerbrat-Orecchioni, C. (2005a). Le discours en interaction. Paris: Armand Colin.

Kerbrat-Orecchioni, C., (2005b). Les actes de langage dans le discours. Paris: Armand Colin.

Mangiante, J.-M. e C. Parpette (2004). Le Français sur Objectif Spécifique : de l’analyse des besoins à l’élaboration d’un cours. Paris: Hachette FLE.

Merger, M. F. e L. Sini (1995). Côte à côte : préparation à la traduction de l'italien au français : avec exercices auto-correctifs. Firenze: La Nuova Italia.

Russo, M. e G. Mack (a cura di) (2005). Interpretazione di trattativa: la mediazione linguistico-culturale nel contesto formativo e professionale. Milano: Hoepli.

Sandrelli, A. (2005) “La trattativa d'affari: Osservazioni generali e strategie didattiche”. In G. Mack & M. Russo (eds). 77-91.

Zorzi, D. (2006) “Parlare in classe, parlare con tutti”. In P. Nobili (ed), Oltre il libro di testo. Multimedialità e nuovi contesti per apprendere le lingue. Roma: Carocci Faber. 141-170.

Assessment

The examination will be exactly the same as that of the attending students, namely: 

Simulation of dialogic interpretation between Italian and French; discussion in French of the contents covered in the semester. 

The criteria for establishing the grade will be discussed during the course and agreed with the students on the basis of the theory of interpretation, the skills they hope to develop and the considerations that will emerge. A table will then be created summarising the skills that will be assessed and the slots used to establish the grade. The following competences will certainly be included in the assessment: linguistic-grammatical and morphosyntactic competence in oral expression, oral skills in French (pronunciation will also have a high weight in the assessment), oral expression skills in terms of clarity, coherence and textual cohesion, ability to effectively transmit the message from one language to another, use of vocabulary appropriate to the communicative situation. The overall grade will be given by the average of the dialogue interpreting simulation test and the discussion in French of the content covered during the semester.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.