Liaison interpreting from theory to practice: a project to help students develop their interpreting skills

The aim of this thesis is that of discussing the studies of scholars and researchers in the field of interpreting, first through an analysis of the definitions that they have given of ‘interpreting’, followed by an analysis of the different modes of interpreting and the skills and competences an interpreter should possess in order to become a professional in this field. Finally, the role of the liaison interpreter is analysed and the specific challenges he/she has to deal with. Then the thesis explores how interpreting training involves the development of language competence, focusing therefore on the description of the four basic skills of a language, namely speaking, writing, listening and reading. The theoretical part will be followed by a final practical part which consists in a project aimed at helping students practicing some liaison interpreting dialogues in order to improve their skills in interpreting.The aim of this thesis is that of discussing the studies of scholars and researchers in the field of interpreting, first through an analysis of the definitions that they have given of ‘interpreting’, followed by an analysis of the different modes of interpreting and the skills and competences an interpreter should possess in order to become a professional in this field. Finally, the role of the liaison interpreter is analysed and the specific challenges he/she has to deal with. Then the thesis explores how interpreting training involves the development of language competence, focusing therefore on the description of the four basic skills of a language, namely speaking, writing, listening and reading. The theoretical part will be followed by a final practical part which consists in a project aimed at helping students practicing some liaison interpreting dialogues in order to improve their skills in interpreting

Moving Boundaries in Translation Studies

Translation is in motion. Both translation practice and translation studies (TS) have seen considerable innovation in recent decades, and we are currently witnessing a wealth of new approaches and concepts, some of which refect new translation phenomena, whereas others mirror new scholarly foci. Volunteer translation, crowdsourcing, virtual translator networks, transediting, and translanguaging are only some examples of practices and notions that are emerging on the scene alongside a renewed focus on well-established concepts that have traditionally been considered peripheral to the practice and study of translation: intralingual and intersemiotic translation are cases in point. At the same time, technological innovation and global developments such as the spread of English as a lingua franca are affecting wide areas of translation and, with it, translation studies. These trends are currently pushing or even crossing our traditional understandings of translation (studies) and its boundaries. The question is: how to deal with these developments? Some areas of the translation profession seem to respond by widening its borders, adding new practices such as technical writing, localisation, transcreation, or post-editing to their job portfolios, whereas others seem to be closing ranks. The same trend can be observed in the academic discipline: some branches of translation studies are eager to embrace all new developments under the TS umbrella, whereas others tend to dismiss (some of) them as irrelevant or as merely refecting new names for age-old practices. Translation is in motion. Technological developments, digitalisation and globalisation are among the many factors affecting and changing translation and, with it, translation studies. Moving Boundaries in Translation Studies offers a bird’s-eye view of recent developments and discusses their implications for the boundaries of the discipline. With 15 chapters written by leading translation scholars from around the world, the book analyses new translation phenomena, new practices and tools, new forms of organisation, new concepts and names as well as new scholarly approaches and methods. This is key reading for scholars, researchers and advanced students of translation and interpreting studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 licens

Translation, Mediation and Accessibility for Linguistic Minorities

Linguistic minorities are everywhere, and they are diverse. In this context, linguistic mediation activities – whether translation or interpreting – are key to the social inclusion of any kind of linguistic minority. In most societies autochthonous linguistic minorities coexist with foreignspeaking minorities and people with (or without) disabilities who rely linguistically or medially adapted on texts to access information. The present volume draws on this broad understanding of the concept of linguistic minorities to explore some of the newest developments in the field of translation studies and linguistics. The articles are structured around three main axes: • accessibility of content, especially audiovisual translation • intralingual translation, including initiatives regarding plain language, easy-to-read and easy language • mediation for minorities in a broader sense and language ideologies

Moving Boundaries in Translation Studies

Translation is in motion. Both translation practice and translation studies (TS) have seen considerable innovation in recent decades, and we are currently witnessing a wealth of new approaches and concepts, some of which refect new translation phenomena, whereas others mirror new scholarly foci. Volunteer translation, crowdsourcing, virtual translator networks, transediting, and translanguaging are only some examples of practices and notions that are emerging on the scene alongside a renewed focus on well-established concepts that have traditionally been considered peripheral to the practice and study of translation: intralingual and intersemiotic translation are cases in point. At the same time, technological innovation and global developments such as the spread of English as a lingua franca are affecting wide areas of translation and, with it, translation studies. These trends are currently pushing or even crossing our traditional understandings of translation (studies) and its boundaries. The question is: how to deal with these developments? Some areas of the translation profession seem to respond by widening its borders, adding new practices such as technical writing, localisation, transcreation, or post-editing to their job portfolios, whereas others seem to be closing ranks. The same trend can be observed in the academic discipline: some branches of translation studies are eager to embrace all new developments under the TS umbrella, whereas others tend to dismiss (some of) them as irrelevant or as merely refecting new names for age-old practices. Translation is in motion. Technological developments, digitalisation and globalisation are among the many factors affecting and changing translation and, with it, translation studies. Moving Boundaries in Translation Studies offers a bird’s-eye view of recent developments and discusses their implications for the boundaries of the discipline. With 15 chapters written by leading translation scholars from around the world, the book analyses new translation phenomena, new practices and tools, new forms of organisation, new concepts and names as well as new scholarly approaches and methods. This is key reading for scholars, researchers and advanced students of translation and interpreting studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 licens

Translation, Mediation and Accessibility for Linguistic Minorities

Linguistic minorities are everywhere, and they are diverse. In this context, linguistic mediation activities – whether translation or interpreting – are key to the social inclusion of any kind of linguistic minority. In most societies autochthonous linguistic minorities coexist with foreignspeaking minorities and people with (or without) disabilities who rely linguistically or medially adapted on texts to access information. The present volume draws on this broad understanding of the concept of linguistic minorities to explore some of the newest developments in the field of translation studies and linguistics. The articles are structured around three main axes: • accessibility of content, especially audiovisual translation • intralingual translation, including initiatives regarding plain language, easy-to-read and easy language • mediation for minorities in a broader sense and language ideologies

Audiovisual Translation: Subtitling Netflix documentary â Black Hole Apocalypseâ

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Acquiring Translation Competence through the Use of Subtitling. Enhancing Language Learning through Translation and Translating.

The research work presented here is the result of two interconnected factors: on the one hand the results of a preliminary study on the skills of students of the degree courses “Mediazione Linguistica e Culturale” [Linguistic and Cultural Mediation] and “Lingue, Letterature e Culture Moderne” [Modern Languages, Literature and Cultures] to analyse and assess the translation of audiovisual products and on the other hand the analysis of the most recent literature on language learning and audiovisual material, in particular interlingual subtitling. The first shows that the competences acquired during the three years of study do not always guarantee satisfying language and translation skills – in particular, a rather literal approach to texts persists –; while the second presents encouraging results on the use of subtitling in foreign language teaching, although the studies conducted so far are few and on small samples. Hence, the need for students to abandon their word-for-word approach and the intrinsic characteristics of interlingual subtitling and of audiovisual texts (i.e. the time and space constraints imposed on the text) are the starting point of this dissertation. Although the Common European Framework of Reference (CEFR) acknowledges translation as part of the activities necessary to language learning, its status is not yet clear since it is sometimes included in reception and production skills. The lack of specific descriptors then, makes the role played by translation in language learning still uncertain. To this end a methodology based on the use of two pieces of software was designed and implemented, namely LvS 2.5.2 a subtitling simulator for didactic purposes and Translog 2006 that allows to record all cursor movements and keystrokes. The first was used to analyse the processes and products of the translation of audiovisual texts, while the latter to create subtitles from English to Italian. One of the innovative aspects of this project lies precisely in the combination of these two pieces of software for the survey and development of language and translation competence for English L2 learners. The first stage of this investigation consisted in a pilot study with 18 volunteers of the third year of the degree course “Mediazione Linguistica e Culturale” over three lessons. The main purpose of the pilot study was to test students' reactions to the use of LvS and Translog and improve the methodology, as well as the quality of the learning material. This provided us with positive reactions on the part of students and with preliminary data on translation processes that proved helpful to the trial. The most striking datum found is that around 40% of the students observed do not read the text before translating, with negative consequences on the working speed and quality of their translations. The trial had a larger sample of students (27) and took place over a period of about two months (10 lessons). Students underwent an initial profiling activity, so that their translation style and initial competence and were instructed on how to use LvS and Translog. The activities carried out during the trial were structured according to the main stages of the translation process (orientation, drafting and end-revision). Therefore, every lesson would entail three stages: a group watching of the material and students' comments on the content and possible translation problems, then the translation with Translog and a transposition on LvS, and finally a group discussion with students' proposals. The material was administered on the basis of the learner-centred approach in which the teacher was a mere facilitator and encouraged a critical dialogue among students as much as possible rather than impose her own perspective. The definition of competence the study and the analysis refer to is that proposed by the PACTE group (“the underlying system of knowledge required to translate”). The audiovisual texts propose to students were selected on the basis of a number of “Rich Points”, which were then the specific object of the qualitative and quantitative analysis. Special attention was paid to the three basic stages of the translation process and their evolution, the duration of pauses, number of re-elaborations and the quality of the solutions of Rich Points. Moreover, the trial group's translation performance was compared to that of a control group to allow better data validation. The results of the study have contributed to gather precious information on learners' translation style and techniques and seem to encourage the use of this practice in foreign language teaching through the analysis and translation of audiovisual material. In fact, the trial group outperformed the control group both as far as the general approach to translation is concerned and specific problems considered representative of the most common translation difficulties