Teaching dialogue interpreting by distance mode in the COVID-19 era: a challenge for the present, an opportunity for the future

The sudden shift from a traditional to a virtual classroom in the COVID-19 era has resulted in a radical re-organisation of courses not conceived initially as online learning. The Internet availability of materials and tools has been an excellent resource for the so-called \u201cemergency remote teaching\u201d (ERT); however, the passage was somewhat problematic. This paper presents our experience of teaching dialogue interpreting (DI) by distance mode in two beginner interpreter classrooms during the COVID-19 era. We present three different kinds of data: a questionnaire concerning our first ERT experience (2020), observation sheets, and two excerpts of transcriptions (made after recording the students\u2019 role-play performances in 2021). Our aim is to analyse how ERT can affect course delivery and design and to evaluate whether the pedagogical measures we took to mitigate the drawbacks of ERT were effective. In essence, we were faced with the paradox of using distance learning methods for training students to work as dialogue interpreters in face-to-face interactions. Needless to say, some problematic aspects emerged during our lessons. Therefore, the present study is also intended to highlight strengths and weaknesses in teaching dialogic interpreting by remote

Le manuscrit du Myst\ue8re de la chambre jaune ou la construction d\u2019une \ue9nigme

Retrouv\ue9 en 2008, le manuscrit du Myst\ue8re de la chambre jaune de Gaston Leroux rec\ue8le des indices pr\ue9cieux pour d\ue9monter la \uab machine \ubb de ce polar avant la lettre. Nous nous proposons de r\ue9aliser une \ue9tude compar\ue9e de ce document et de la premi\ue8re publication du Myst\ue8re, qui parut en 1907 en feuilleton sur le suppl\ue9ment du magazine L\u2019Illustration. Nous essayerons de mettre en relief les interventions qui ont conf\ue9r\ue9 \ue0 l\u2019ouvrage la structure d\u2019une histoire de d\ue9tective : une attention croissante aux traces du d\ue9lit, l\u2019id\ue9e du drame \uab en deux phases \ubb, l\u2019insistance sur les lieux des crimes se sont en effet av\ue9r\ue9es d\ue9cisives pour que Leroux devienne le premier repr\ue9sentant du \uab roman policier archa\uefque \ubb. Cependant, l\u2019\ue9crivain ne r\ue9sistera pas \ue0 la tentation de replonger dans les plis du \uab drame familial \ubb, comme l\u2019indiquent les chapitres finaux du feuilleton. Ici, l\u2019artiste prolonge consid\ue9rablement le manuscrit tout en anticipant le sequel de l\u2019affaire de la chambre jaune : Le Parfum de la dame en noir

De l'Europe du Nord au centre du monde. Le "Carnet du Voyage en Scandinavie" de Jules Verne

Plus de cent cinquante ans apr\ue8s sa parution, le Voyage au centre de la Terre demeure l\u2019un des textes les plus aim\ue9s et les plus \ue9tudi\ue9s des lecteurs de Jules Verne. La question des sources, en particulier, ne cesse de faire l\u2019objet de recherches gr\ue2ce auxquelles s\u2019\ue9claircit peu \ue0 peu le myst\ue8re de la gen\ue8se de ce chef-d\u2019\u153uvre . Cet article se propose de pr\ue9senter un in\ue9dit de Jules Verne qui donne une nouvelle contribution aux \uab fouilles \ubb : le Carnet du Voyage en Scandinavie, manuscrit consacr\ue9 presque enti\ue8rement \ue0 un voyage dans le nord de l\u2019Europe que notre auteur a effectu\ue9 en 1861. Malgr\ue9 son caract\ue8re discontinu, cet in\ue9dit, qui est catalogu\ue9 comme JV MS 12 et conserv\ue9 \ue0 la Biblioth\ue8que Municipale d\u2019Amiens Louis Aragon, repr\ue9sente un document int\ue9ressant non seulement pour les biographes ou pour les sp\ue9cialistes du Voyage, mais \ue9galement pour tous ceux qui s\u2019int\ue9ressent aux avant-textes des Voyages extraordinaires.Plus de cent cinquante ans apr\ue8s sa parution, le Voyage au centre de la Terre demeure l\u2019un des textes les plus aim\ue9s et les plus \ue9tudi\ue9s des lecteurs de Jules Verne. La question des sources, en particulier, ne cesse de faire l\u2019objet de recherches gr\ue2ce auxquelles s\u2019\ue9claircit peu \ue0 peu le myst\ue8re de la gen\ue8se de ce chef-d\u2019\u153uvre . Cet article se propose de pr\ue9senter un in\ue9dit de Jules Verne qui donne une nouvelle contribution aux \uab fouilles \ubb : le Carnet du Voyage en Scandinavie, manuscrit consacr\ue9 presque enti\ue8rement \ue0 un voyage dans le nord de l\u2019Europe que notre auteur a effectu\ue9 en 1861. Malgr\ue9 son caract\ue8re discontinu, cet in\ue9dit, qui est catalogu\ue9 comme JV MS 12 et conserv\ue9 \ue0 la Biblioth\ue8que Municipale d\u2019Amiens Louis Aragon, repr\ue9sente un document int\ue9ressant non seulement pour les biographes ou pour les sp\ue9cialistes du Voyage, mais \ue9galement pour tous ceux qui s\u2019int\ue9ressent aux avant-textes des Voyages extraordinaires

Contaminazioni linguistiche nel francese della pandemia: il lessico dell\u2019"\ue9tat d\u2019urgence sanitaire" (marzo 2020-aprile 2021)

The outbreak of the new coronavirus SARS-CoV-2 has given rise to an extraordinary linguistic vitality in which not only have mass media and institutional communication been involved, but also ordinary citizens, who have appropriated the \u201cvocabulary of COVID-19\u201d. In this paper, we will discuss some \u201cintra-linguistic contaminations\u201d (Minicucci 2020) which have emerged during the French pandemic period in the legislation of the so-called \ue9tat d\u2019urgence sanitaire: quarantaine, isolement and rassemblement. Some comments will be made on words related to the laws and measures taken during the confi nement (the French lockdown): couvre-feu, bulle sociale and r\ue8gle de six. Keywords: covid-19, \uc9tat d\u2019urgence sanitaire, French Language, Linguistic Contamination

Teaching dialogue interpreting by distance mode in the COVID-19 era: a challenge for the present, an opportunity for the future

The sudden shift from a traditional to a virtual classroom in the COVID-19 era has resulted in a radical re-organisation of courses not conceived initially as online learning. The Internet availability of materials and tools has been an excellent resource for the so-called “emergency remote teaching” (ERT); however, the passage was somewhat problematic. This paper presents our experience of teaching dialogue interpreting (DI) by distance mode in two beginner interpreter classrooms during the COVID-19 era. We present three different kinds of data: a questionnaire concerning our first ERT experience (2020), observation sheets, and two excerpts of transcriptions (made after recording the students’ role-play performances in 2021). Our aim is to analyse how ERT can affect course delivery and design and to evaluate whether the pedagogical measures we took to mitigate the drawbacks of ERT were effective. In essence, we were faced with the paradox of using distance learning methods for training students to work as dialogue interpreters in face-to-face interactions. Needless to say, some problematic aspects emerged during our lessons. Therefore, the present study is also intended to highlight strengths and weaknesses in teaching dialogic interpreting by remote