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 European Journal of Applied Linguistics Pub Date : 2023-01-10 DOI:10.1515/eujal-2022-0024
Claudio Baraldi, Federica Ceccoli
{"title":"儿童在老师和家长之间的口译会议中参与的问题","authors":"Claudio Baraldi, Federica Ceccoli","doi":"10.1515/eujal-2022-0024","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents\",\"authors\":\"Claudio Baraldi, Federica Ceccoli\",\"doi\":\"10.1515/eujal-2022-0024\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":43181,\"journal\":{\"name\":\"European Journal of Applied Linguistics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/eujal-2022-0024\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/eujal-2022-0024","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
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。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.00
自引率
0.00%
发文量
24
期刊最新文献
What does linguistic structure tell us about language ideologies? Academic register anxiety? – How language ideologies influence university students’ oral participation Whose language counts? Playback interviews as a method for research on language ideologies: Citationality, reflexivity, and rapport in interdiscursive encounters Epilogue: The traces and tracings of language ideologies
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1