Dr Elena Davitti
I am Senior Lecturer in Translation Studies with expertise in interpreting, both conference and dialogue. I hold a PhD in Translation and Intercultural Studies from the University of Manchester and an MA in Conference Interpreting from the University of Bologna at Forlì. Before joining Surrey in 2013, I practised as a freelance interpreter and translator and worked as interpreter trainer at different universities both in the UK and in Italy, such as the University of Leeds, University of Birmingham, University of Macerata and UNINT, Rome.
Areas of specialism
Communicative and interactional dynamics in Dialogue Interpreting;
Multimodal analysis of interpreter-mediated interaction;
Video-mediated and mobile interpreting;
Innovations in interpreter education
University roles and responsibilities
- Programme Leader of MA Interpreting (Multilingual Pathway)
- Programme Leader of MA Translation and Interpreting
Affiliations and memberships
In the media
translation companies. Drawing on participant observation, interviews, and artifacts from field sites, our analysis focuses on the ways in which trust is developed and maintained in the relationships that project managers build, on the one hand, with the clients who commission them to undertake translation projects, and, on the other, with freelance translators who perform the translation work. The project manager?s ability both to confer and to instill trust is highlighted as key to the successful operation of the company. Conceptualizing trust as a dynamic process, we consider what this process of trusting entails in this context: positive expectations visà-vis the other parties; willingness to expose oneself to vulnerabilities; construction of bases for suspending doubts and uncertainties (leaps of faith). We observe the important role of communication and discursive strategies in building and maintaining trust and draw conclusions for translator education.
Drawing on the expertise of an international team of specialist contributors, this single-volume reference presents the state of the art in interpreting studies in a much more fine-grained matrix of entries than has ever been seen before.
For the first time all key issues and concepts in interpreting studies are brought together and covered systematically and in a structured and accessible format.
With all entries alphabetically arranged, extensively cross-referenced and including suggestions for further reading, this text combines clarity with scholarly accuracy and depth, defining and discussing key terms in context to ensure maximum understanding and ease of use.
Practical and unique, this Encyclopedia of Interpreting Studies presents a genuinely comprehensive overview of the fast growing and increasingly diverse field of interpreting studies.
Although a few studies on lyrics translation in stage musicals can be identified, such as Low?s (2003, 2005) Pentathlon Approach and Franzon?s (2005) functional approach, they do not seem to focus on the interaction between modes that is typical of this genre. These models of translation offer valuable guidelines on how to treat the lyrics, but what is missing is a systematic and multimodal model of analysis that can be applied to the song in its entirety.
This research aims to develop a model of analysis that takes into account the complexity of songs. A new approach based on the identification of themes will allow for a more holistic view of the song and of its content.
The application of the model to a selection of musicals shows how verbal, audio and visual semiotic resources interact to create meaning, establishing relations of addition, enhancement and modification with each other.
The findings provide a clearer understanding of songs of stage musicals, opening up more possibilities for translators approaching this genre, and suggesting the value of a collaborative approach between translator, director and creative team in the adaptation of stage musicals.
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.
Against this backdrop, the main aim of AVIDICUS 3 was to identify institutional processes and practices of implementing and using video links in legal proceedings and to assess them in terms of how they accommodate and support bilingual communication mediated through an interpreter. The focus was on spoken-language interpreting. The project examined 12 European jurisdictions (Belgium, Croatia, England and Wales, Finland, France, Hungary, Italy, the Netherlands, Poland, Scotland, Spain and Sweden). An ethnographic approach was adopted to identify relevant practices, including site visits, in-depth and mostly in-situ interviews with over 100 representatives from different stakeholder groups, observations of real-life proceedings, and the analysis of a number of policy documents produced in the justice sector.
The chapter summarises and systematises the findings from the jurisdictions included in this study. The assessment focuses on the use of videoconferencing in both national and cross-border proceedings, and covers different applications of videoconferencing in the legal system, including its use for links between courts and remote participants (e.g. witnesses, defendants in prison) and its use to access interpreters who work offsite (see Braun 2015; Skinner, Napier & Braun in this volume).
remains unclear how the results of such research can be effectively integrated in interpreter education. This paper outlines a semester long
module, in which research on DI is employed for teaching purposes. During the module, students are introduced to relevant
literature and exposed to different case studies of interpreter-mediated interaction, based on authentic data. The aim is to create an
understanding of the interpreter ?s role and conduct in a variety of communicative situations, and help students identify the challenges
that may arise in interpreter-mediated interaction. Implications for current codes of conduct are also discussed.