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Chapter 8. Dialogue interpreting on television

How do interpreting students learn to perform?
  • Eugenia Dal Fovo und Caterina Falbo
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Teaching Dialogue Interpreting
Ein Kapitel aus dem Buch Teaching Dialogue Interpreting

Abstract

Television is one of Dialogue Interpreting’s privileged settings. Televised talk show interaction is show aimed at entertaining off-screen viewers. The very existence of an off-screen audience affects every action performed by on-screen interlocutors, whose primary goal is providing entertainment. Interpreters actively participate in the interaction, co-constructing it together with host and guest(s). Television interpreters divest themselves of their traditional invisibility and acquire a higher degree of autonomy, although still abiding by the show and entertainment principles. The pedagogic relevance of our data is its awareness-raising potential on the additional challenge represented by the interpreter acting as on-screen participant, thus encouraging students’ critical reasoning and stimulating meta-translational and interactional observations rather than a merely lexical and propositional analysis of the interpreter’s turns.

Abstract

Television is one of Dialogue Interpreting’s privileged settings. Televised talk show interaction is show aimed at entertaining off-screen viewers. The very existence of an off-screen audience affects every action performed by on-screen interlocutors, whose primary goal is providing entertainment. Interpreters actively participate in the interaction, co-constructing it together with host and guest(s). Television interpreters divest themselves of their traditional invisibility and acquire a higher degree of autonomy, although still abiding by the show and entertainment principles. The pedagogic relevance of our data is its awareness-raising potential on the additional challenge represented by the interpreter acting as on-screen participant, thus encouraging students’ critical reasoning and stimulating meta-translational and interactional observations rather than a merely lexical and propositional analysis of the interpreter’s turns.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Foreword xi
  5. List of acronyms xiii
  6. Introduction. Dialogue interpreting 1
  7. Part I. Setting the stage
  8. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning 29
  9. Chapter 2. It’s not about the interpreter 45
  10. Chapter 3. Sign language interpreting education 63
  11. Chapter 4. Interpreting and mediation 83
  12. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes 101
  13. Part II. Specialized interpreting modules for specialized professional settings
  14. Chapter 6. (Role-)playing fair(s) 119
  15. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals 137
  16. Chapter 8. Dialogue interpreting on television 159
  17. Chapter 9. Teaching interpreters and translators to work in educational settings 179
  18. Chapter 10. Teaching legal interpreting at university level 199
  19. Chapter 11. Training legal interpreters in an imperfect world 217
  20. Part III. Latest trends in dialogue interpreter education
  21. Chapter 12. Telephonic dialogue interpreting 241
  22. Chapter 13. Non-verbals in dialogue interpreter education 259
  23. Chapter 14. Make it different! Teaching interpreting with theatre techniques 275
  24. Chapter 15. Using the Conversation Analytic Role-play Method in healthcare interpreter education 293
  25. Chapter 16. “That we all behave like professionals” 323
  26. References 341
  27. Authors’ biosketches 381
  28. Subject index 387
https://doi.org/10.1075/btl.138.08dal

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Foreword xi
  5. List of acronyms xiii
  6. Introduction. Dialogue interpreting 1
  7. Part I. Setting the stage
  8. Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning 29
  9. Chapter 2. It’s not about the interpreter 45
  10. Chapter 3. Sign language interpreting education 63
  11. Chapter 4. Interpreting and mediation 83
  12. Chapter 5. Ideas for use of notes and other visual prompts in dialogue interpreting classes 101
  13. Part II. Specialized interpreting modules for specialized professional settings
  14. Chapter 6. (Role-)playing fair(s) 119
  15. Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals 137
  16. Chapter 8. Dialogue interpreting on television 159
  17. Chapter 9. Teaching interpreters and translators to work in educational settings 179
  18. Chapter 10. Teaching legal interpreting at university level 199
  19. Chapter 11. Training legal interpreters in an imperfect world 217
  20. Part III. Latest trends in dialogue interpreter education
  21. Chapter 12. Telephonic dialogue interpreting 241
  22. Chapter 13. Non-verbals in dialogue interpreter education 259
  23. Chapter 14. Make it different! Teaching interpreting with theatre techniques 275
  24. Chapter 15. Using the Conversation Analytic Role-play Method in healthcare interpreter education 293
  25. Chapter 16. “That we all behave like professionals” 323
  26. References 341
  27. Authors’ biosketches 381
  28. Subject index 387
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Heruntergeladen am 1.1.2026 von https://www.degruyterbrill.com/document/doi/10.1075/btl.138.08dal/html
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