BOOKS BY CLAUDIO BARALDI

Questo volume illustra uno studio realizzato nel contesto scolastico per indagare come la questione di genere possa essere negoziata attraverso attività basate sulla facilitazione e sull’uso di narrazioni cinematografiche. Il testo prende in esame i processi comunicativi che contribuiscono a modellare il genere e analizza l’efficacia della facilitazione come strumento per stimolare il dialogo e la riflessione, e le potenzialità dell’uso delle narrazioni per promuovere la partecipazione degli studenti e la loro capacità di immaginare scenari alternativi.

Il volume propone un percorso di formazione per insegnanti ed educatori sull’efficacia della promozione della partecipazione attiva dei bambini e del dialogo, con particolare riferimento alle situazioni multiculturali. Il testo si rivolge a insegnanti ed educatori, dirigenti scolastici, responsabili di politiche educative, studiosi dell’interazione in classe e dell’educazione, studenti universitari impegnati in corsi di laurea, laurea magistrale e master riguardanti l’educazione e i metodi della comunicazione efficace.

Il volume getta una luce nuova, e ampiamente documentata, sul significato della mediazione linguistico-culturale nei servizi sanitari e sulle differenze tra una mediazione efficace e una inefficace. Obiettivo del testo è di fornire indicazioni per politiche sanitarie basate sulla comprensione della qualità della mediazione e dei modi per osservarla e valutarla. Oltre che agli studenti universitari, il volume si rivolge a mediatori, dirigenti e operatori sanitari, responsabili di politiche sanitarie e studiosi della comunicazione medica e della mediazione, sia linguistica, sia interculturale.

This paper analyses interactions in Italian healthcare services, involving Italian speaking doctors, migrant patients with little or no knowledge of Italian and a bilingual mediator. The mediator participates in the interaction with the double function of assuring linguistic understanding and dealing with cultural differences, which may emerge in talk between doctors and migrant patients. In this study, we look at doctors’ question-patients’ answer sequences and their interactional renditions. In our data, a doctor’s question is often rendered by mediators with a series of questions expanding that initial question. The analysis shows that provision of a series of questions, rather than a single rendition, allows the mediators to re-design the doctor’s question in a patient-mediator dyadic interaction. In (provisionally monolingual) dyadic talk, patients are encouraged to deal with their diseases and tell about their worries and concerns. Mediators’ expansions of doctors’ questions seem thus functional to the achievement of patients’ narratives, which can afterwards be rendered to the doctors. Our study suggests that such expanded renditions may achieve patient-centred communication in triadic bilingual interactions.

This paper analyses interactions in Italian healthcare services, involving Italian speaking doctors, migrant patients with little or no knowledge of Italian and a bilingual mediator. The mediator participates in the interaction with the double function of assuring linguistic understanding and dealing with cultural differences, which may emerge in talk between doctors and migrant patients. In this study, we look at doctors’ question-patients’ answer sequences and their interactional renditions. In our data, a doctor’s question is often rendered by mediators with a series of questions expanding that initial question. The analysis shows that provision of a series of questions, rather than a single rendition, allows the mediators to re-design the doctor’s question in a patient-mediator dyadic interaction. In (provisionally monolingual) dyadic talk, patients are encouraged to deal with their diseases and tell about their worries and concerns. Mediators’ expansions of doctors’ questions seem thus functional to the achievement of patients’ narratives, which can afterwards be rendered to the doctors. Our study suggests that such expanded renditions may achieve patient-centred communication in triadic bilingual interactions.