儿童在老师和家长之间的口译会议中参与的问题

IF 0.8 Q3 LINGUISTICS
Claudio Baraldi, Federica Ceccoli
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引用次数: 0

摘要

摘要本文关注意大利小学教师、移民父母及其子女之间的六种口译员中介互动,这一主题在公共服务口译文献中尚未得到广泛研究。该分析借鉴了在欧洲地平线2020项目期间在意大利收集的口译员介导的音频互动。这篇论文展示了让儿童参与这些互动的障碍。观察到的困难多种多样,比阻碍父母参与的困难更难克服。虽然儿童研究表明,儿童在社会环境中的能动性的重要增强需要特定的非层级互动结构,但在分析的口译员介导的互动中,教师、家长和调解员的相互定位不允许这种增强。因此,参与其中的儿童保持沉默,他们在被提及时提供的回应很少,他们表现出痛苦的感觉,他们为数不多的举措得不到其他参与者的支持。本文指出了教师的行为和调解员的协调未能让儿童参与并支持他们行使代理权的原因。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents
Abstract This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.
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CiteScore
2.00
自引率
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发文量
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