Children's involvement in interpreter-mediated parent–teacher conferences.
This paper examines a corpus of audio-recorded, interpreter-mediated, Parent–Teacher Conferences (PTCs) with migrant families and children in primary schools in the provinces of Modena and Reggio-Emilia, Italy. The aim is to investigate how verbal communication develops when children are present dur...
| Publicado en: | Perspectives: Studies in Translatology Vol. 33; no. 3; pp. 580 - 596 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=185154392&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 185154392 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0907676X S2F jtl: Perspectives: Studies in Translatology issn: 0907676X maglogo: N pubinfo: dt: Jun2025 vid: 33 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 185154392 10.1080/0907676X.2023.2297838 ppf: 580 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 525KB tig: atl: Children's involvement in interpreter-mediated parent–teacher conferences. aug: au: Ceccoli, Federica affil: Department of Interpretation and Translation (DIT), University of Bologna, Bologna, Italy su: Children of immigrants School children Oral communication Primary schools Participation Parent-child relationships sug: subj: Children of immigrants School children Oral communication Primary schools Participation Parent-child relationships keyword: agency children's participation interpreted-mediated interactions Parent–teacher conferences question tags ab: This paper examines a corpus of audio-recorded, interpreter-mediated, Parent–Teacher Conferences (PTCs) with migrant families and children in primary schools in the provinces of Modena and Reggio-Emilia, Italy. The aim is to investigate how verbal communication develops when children are present during these meetings, namely whether and how children are involved and/or invited to speak, and how the other parties orient themselves to children's participation. The analysis will focus on (a) the interactional moves that enable and trigger children's participation, (b) children's reactions after being involved in the interaction, and (c) the adults' reactions to children's participation. The results will show that children's verbal participation during PTCs is very limited and is not actively promoted by the other participants. On the few occasions when children do take the floor, it is because they are invited to speak by the mediators. However, on these few occasions, the interactional strategies used by the mediators to trigger children's participation are not effective enough to promote the full exercise of children's agency. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Perspectives: Studies in Translatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Perspectives: Studies in Translatology holder: Taylor & Francis Ltd dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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