Home Linguistics & Semiotics Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 7. Developing flexibility to meet the challenges of interpreting in film festivals

  • Raffaela Merlini
View more publications by John Benjamins Publishing Company
To Publisher Page
Teaching Dialogue Interpreting
This chapter is in the book Teaching Dialogue Interpreting

Abstract

The focus of this chapter is on an under-investigated setting of professional interpreting practice, namely Film Festival Interpreting, which is subsumed here under the wider field of “broadcast interpreting” on three counts: the multiplicity of communication levels; the interpreters’ professional exposure; and reference to an “ethics of entertainment”. In line with the rationale of the present volume, the suggested teaching approach addresses only those interpreting tasks that are brought together by the dialogic format of face-to-face spontaneous interaction, involving the use of the short consecutive mode. More specifically, the chapter deals with on-stage talk between the host and the festival’s special guests introducing gala screenings and the awarding of prizes, and both on-air and off-air one-to-one press interviews with actors, directors, or jury members. Given the different expectations, constraints, and requirements characterizing these settings, students are taught to develop the ability to select, autonomously and in full awareness of the specific “environmental conditions”, the interpreting behaviour which is best suited to the unfolding of any given exchange. This flexibility is achieved through a progression of learning activities going from a theoretical discussion of context-specific interactional features, to the analysis of video-recorded authentic data, to role-play practice.

Abstract

The focus of this chapter is on an under-investigated setting of professional interpreting practice, namely Film Festival Interpreting, which is subsumed here under the wider field of “broadcast interpreting” on three counts: the multiplicity of communication levels; the interpreters’ professional exposure; and reference to an “ethics of entertainment”. In line with the rationale of the present volume, the suggested teaching approach addresses only those interpreting tasks that are brought together by the dialogic format of face-to-face spontaneous interaction, involving the use of the short consecutive mode. More specifically, the chapter deals with on-stage talk between the host and the festival’s special guests introducing gala screenings and the awarding of prizes, and both on-air and off-air one-to-one press interviews with actors, directors, or jury members. Given the different expectations, constraints, and requirements characterizing these settings, students are taught to develop the ability to select, autonomously and in full awareness of the specific “environmental conditions”, the interpreting behaviour which is best suited to the unfolding of any given exchange. This flexibility is achieved through a progression of learning activities going from a theoretical discussion of context-specific interactional features, to the analysis of video-recorded authentic data, to role-play practice.

Chapters in this book

  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.138.07mer

Chapters in this book

  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
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 29.12.2025 from https://www.degruyterbrill.com/document/doi/10.1075/btl.138.07mer/html
Scroll to top button