B6114 - Introduction to Simultaneous Interpreting

Learning outcomes

Students know the fundamental elements (terms, concepts) of the theory of simultaneous interpreting as well as the cognitive aspects of this interpreting mode. They are able to manage the cognitive load of time-dependent text transformation tasks.

Course contents

This course is part of the Interpreting and Technologies for Communication (InTeCo) Curriculum and is taught entirely online in the asynchronous mode. In addition to the lecturer, a tutor ensures student attendance and compliance with assignments.

Through theoretical and practical lessons, students will become familiar with the basic principles of simultaneous interpreting, with the concurrent handling of listening and speaking, and with the related cognitive load.

The practical part will include preparatory activities for simultaneous interpreting and will be complemented by the relevant part of the Self-training course, also held on an asynchronous platform. It will take place mainly in English or between Italian and English, but in some exercises the additional language that each InTeCo student possesses in their personal language profile will also be used. The final assessment, however, will not be based on interpreting between the additional language and Italian or English.

Readings/Bibliography

The following readings are recommended (not mandatory) and available via e-proxy through AlmaStart or in open access at the time of writing:

Diriker, E. (2004) De-/Re-Contextualizing Conference Interpreting. Amsterdam/Philadelphia: Benjamins.

Gaiba, F. (1998) The Origins of Simultaneous Interpretation. The Nuremberg Trial, Ottawa: University of Ottawa Press.

Gile, D. (1997/2002) “Conference interpreting as a cognitive management problem” in F. Pöchhacker. and M. Shlesinger (eds.), The Interpreting Studies Reader. London & New York: Routledge, 163-176.

Gile, D. (1999) “Testing the effort models’ tightrope hypothesis in simultaneous interpreting: A contribution”, Hermes 23, 153-172.

Mack, G. (2021) “L’interpretazione simultanea”, in Russo, M. (ed.) Interpretare da e verso l’italiano: didattica e innovazione per la formazione dell’interprete, Bologna: BUP, 19-39.

Setton, R., & Dawrant, A. (2016) Conference Interpreting – A Complete Course, Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/btl.120.

Teaching methods

Students will be required to connect to the e-platform regularly (although at their time of choice) and complete the assignments set out by the lecturer and/or tutor. They will also be required to record their interpreted texts and listen to them again in order to identify their points of strength and weaknesses, particularly in relation to speed management and simultaneity of listening and production efforts.

As this course involves the use of electrical equipment and computers, please complete e-learning modules 1 and 2 of the mandatory training on safety in the workplace before the course starts: https://elearning-sicurezza.unibo.it/.

Assessment methods

The end-of-course examination consists in interpreting simultaneously a 3-4 minutes long oral (or video) text, or in an exercise of one of the preparatory skills developed during the course of a similar duration, in the IT>EN or EN>IT direction. The examination will be administered synchronously and will reflect the level and type of exercises covered during the course.

The grading scheme is as follows: 30/30L: excellent acquisition of the cognitive effort management skills required by simultaneous interpreting between Italian and English and/or its preparatory skills. Complete and accurate content, impeccable form and technical management.

27-29: above-average acquisition of the cognitive effort management skills required by simultaneous interpreting between Italian and English and/or its preparatory skills. Any inaccuracies and omissions concern only minor aspects of the discourse and/or are accompanied by good compensation strategies; any formal errors are limited to style.

24-26: some problems of form, content and/or management of the cognitive effort required by simultaneous interpretation between Italian and English and/or its preparatory skills. Such problems, however, remain localised and do not recur throughout the text.

21-23: sufficiently reliable interpreting, which does not completely alter the source text or altogether compromise the listener’s comprehension regardless of conspicuous limitations and inaccuracies in form, content and interpreting technique; some competences and skills remain to be acquired.

18-20: barely reliable interpreting. The student seems aware of how the source text should be managed, but shows significant linguistic and communicative gaps and/or poor management of the techniques of simultaneous interpreting and/or its preparatory skills.

Fail: the exam shows that the key learning outcomes have not been achieved. The interpreter's performance does not manage to convey the content of the original text. The exam must be repeated.

If a student is not satisfied with her/his exam results, s/he may re-take the exam only once. E.g. if I choose to retake an exam that was marked 19, and next time the mark is 18, I can no longer re-take it.

Teaching tools

The materials used will all be made available on the Virtuale e-learning platform. The online scroller developed in-house at DIT may be used for sight translation. Students may be asked to record their own interpreting during assignments (e.g. using free software such as Audacity on a computer, or a voice recorder app on their mobile phone).

Office hours

See the website of Ira Torresi