Embodied participation: What multimodal analysis can tell us about interpreter-mediated encounters in pedagogical settings

Davitti, Elena; Pasquandrea, Sergio

doi:10.1016/j.pragma.2016.04.008

Cited by 53 publications

(27 citation statements)

References 52 publications

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“…Within Interpreting Studies, the current investigation places itself in the discourse-and interaction-analytical field, as defined by Pöchhacker (2016: 71). This field is characteristically represented by research on interpreter-mediated face-to-face interaction, inspired by ethnomethodology and conversation analysis, encompassing aspects of multimodality (e. g. Biagini et al 2017;Straniero-Sergio 1999;Wadensjö 1998Wadensjö , 2008Davitti and Pasquandrea 2017). Interpreter-mediated interaction is here explored as joint activity rather than as sequences of separate text production and translation moves.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

To Re-present a Nobel Prize Winner. Interpreting a Public Literary Conversation

Poignant

Wadensjö

2020

Multimodal Communication

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This article examines the unfolding of interaction in a growing and, so far, scarcely examined social and cultural practice – interpreter-mediated public literary conversations. In this context, the activity of interpreters, although indispensable when authors and audiences do not share a common language, is sometimes regarded as a “necessary evil” that allegedly causes delays and information loss. Exploring an interpreter-mediated public literary conversation with Nobel Laureate Svetlana Alexievich as a case in point, the focus of this article is rather on what the presence of an interpreter might add to the shared performance on stage. Attention is drawn to the temporal evolvement of the interlocutor’s communicative resources, evident within narrative sequences, drawing on prosody research and research on gestures. The study suggests that, apart from keeping the non-Russian speaking audience updated on content, the interpreter’s rhythmically calibrated performance adds an energizing asset to the event as a whole. The notion of the “coupled turn”, internally hosting gestural and prosodic coherence across topical boundaries and language frame shifts, emerges as a usable unit for the analysis.

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Section: Theoretical Backgroundmentioning

confidence: 99%

To Re-present a Nobel Prize Winner. Interpreting a Public Literary Conversation

Poignant

Wadensjö

2020

Multimodal Communication

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“…settings explored, there is a predominance of research in the medical field, ranging from doctor-patient encounters (Pasquandrea, 2011, 2012; Ticca, 2008, 2010; Krystallidou, 2012, 2014, 2016) to psychotherapeutic (Wadensjö, 2001; Vranjes, forthcoming, Vranjes et al, 2017), mental health (Bot, 2005) and dementia evaluation settings (Majlesi and Plejert, 2018). These are followed by studies in legal settings, including police interviews (Monteoliva García, 2017) and courtrooms (Licoppe, 2015; Licoppe and Verdier, 2013, 2015; Licoppe and Veyrier, 2017); alongside pedagogical settings (Davitti, 2012, 2013, 2015, 2016; Davitti and Pasquandrea, 2017). In addition, two studies have looked at interaction in asylum seeking (Mason, 2012) and social service (Ticca and Traverso, 2017) settings.…”

Section: Multimodal Approaches To Di: a Critical Overviewmentioning

confidence: 99%

Methodological explorations of interpreter-mediated interaction: novel insights from multimodal analysis

Davitti

2018

Qualitative Research

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Research in Dialogue Interpreting (DI) has traditionally drawn on qualitative analysis of verbal behaviour to explore the complex dynamics of these 'triadic' exchanges. Less attention has been paid to interpreter-mediated interaction as a situated, embodied activity where resources other than talk (such as gaze, gestures, head and body movement, proxemics) play a central role in the co-construction of the communicative event. This article argues that understanding the complexity of DI requires careful investigation of the interplay between multiple interactional resources, i.e. verbal in conjunction with visual, aural, embodied and spatial meaning-making resources. This call for methodological innovation is strengthened by the emergence of video-mediated interpreting, where interacting via screens without sharing the same physical space adds a further layer of complexity to interactional dynamics. Drawing on authentic extracts from interpreter-mediated interaction, both face-to-face and video-mediated, this article problematizes how the integration of a multimodal perspective into qualitative investigation of interpreter-mediated interaction can contribute to the advancement of our understanding of key interactional dynamics in DI and, in turn, broaden the scope of multimodality to include new, uncharted territory.

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“…Both are set in the early-education field (day care), a domain of public-service interpreting that has not yet received much attention in research, even though the educational domain represents a publicservice interpreting and translation area that steadily employs public-service interpreters in many European countries, including Finland. One exception to this lack of research on interpreted parent-teacher communication is the work of Davitti (2013), and Davitti and Pasquandrea (2016). (For more detailed information on the research and practice of interpreting in educational settings, see also Tipton and Furmanek 2016: 165-202.…”

Section: Structure and Plot Of The DI Simulationsmentioning

confidence: 99%

Students’ views on the use of film-basedLangPerformcomputer simulations for dialogue interpreting

Viljanmaa

2018

TIS

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This article describes the results of the pilot testing phase of the first LangPerform dialogue interpreting simulations, which replicated authentic communication situations in a Finnish daycare center and consisted of interpreting and sight translation tasks. Five students with German and three with English as their B-language participated in the pilot testing. Afterwards, they were interviewed about their experience and thoughts about the simulations. They were positively surprised by the authenticity of the simulation and regarded the simulation as an excellent additional training method for self-training and self-evaluation. Negative feedback that drew away from authenticity mainly concerned the predetermined time reserved for interpreting, which resulted in there sometimes being long pauses or, on several occasions, not enough time to interpret.

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Embodied participation: What multimodal analysis can tell us about interpreter-mediated encounters in pedagogical settings

Cited by 53 publications

References 52 publications

To Re-present a Nobel Prize Winner. Interpreting a Public Literary Conversation

To Re-present a Nobel Prize Winner. Interpreting a Public Literary Conversation

Methodological explorations of interpreter-mediated interaction: novel insights from multimodal analysis

Students’ views on the use of film-basedLangPerformcomputer simulations for dialogue interpreting

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