Propedeutica all'interpretazione consecutiva: risultati preliminari di una sperimentazione didattica

This article presents the preliminary results of a didactic experiment carried out with a group of students with the Spanish-Italian language combination of the MA Program in Interpreting of the University of Bologna who tested a didactic unit focused on preparatory activities for consecutive interpreting (CI) within an interactive self/collaborative learning online course for interpreting trainees. The design of this didactic tool is part of an ongoing research project on self-learning and peer-learning, maximizing the use of new digital technologies for interpreters and consolidating cross-functional skills for all students. Since the whole students’ cohort participating in the experiment had Spanish-Italian as their language combination, special reference is made to the possible didactic needs and implications for this language pair. The preliminary results show a positive students’ perception of this online didactic unit focused on CI, as well as a set of guidelines to consider when it comes to designing activities aimed at improving CI preparatory skills, before acquiring and consolidating the actual CI technique.