Italian, Latin, English, TRANSLATED TEXT, emphasis
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
V Allora, ehm::DOPO AVER RESPINTO QUESTE COSEtipo ehm—
Prof No aspetta.Is rebus– Is omnibus rebus unum repugnavat
V Ah ehm:A TUTTE QUESTE COSE, UNO RISPONDEVA
Prof No. Unum, non unus. Unum. È neutro.
V UNeh:UNA COSA -- UNA SOLA COSA ANDAVA CONTRO E RISPONDEVA. CIOÈ: oVERO CHE? Ehm: I FR—ehm: Prof Cognòverat
V Sì. IL, ehm, CHE IL FRATELLO DI DIVIZIACO—no.
Prof Cognòverat.
V Sì. AVEVA CONOSCIUTO ovvero IL FATTO CHE ehm: IL POP:OLO Prof CONOSCEVA
V CONOSCEVA ehm: ehm: LA FEDELTÀ DE-- eh VERSO IL POPOLO ROMANO, ehm: LA SUA EGREGIA FIDUCIA, LA SUA GIUSTIZIA TEMPERATA, GIUSTA, ehm: LA SUA GRANDE VOLONTÀ eh
V Alright, um:: AFTER HAVING WARDED OFF THESE THINGS like um—
Prof No wait. Is rebus– Is omnibus rebus unum repugnavat
V Ah um: TO ALL OF THESE THINGS, ONE RESPONDED
Prof No. Unum, not unus. Unum. It’s
neuter.
V A uh: ONE THING – ONE SINGLE THING RESISTED AND RESPONDED.THAT IS: or IN FACT? Um: THE BR—um:
Prof Cognòverat
V Yes. THE, um, THAT THE BROTHER OF
DIVICIACUS—no.
Prof Cognòverat
V Yes. HAD KNOWN or rather THE FACT THAT um: THE PEOP:LE
Prof KNEW
V KNEW um: um: THE FAITHFULNESS OF—uh TOWARD THE ROMAN PEOPLE, um: HIS ILLUSTRIOUS FAITH, HIS TEMPERATE JUSTICE, JUST um: HIS GREAT WILL uh
25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
VERSO IL POPOLO ROMANO IL FRATELLO DI DIVIZIACO
Prof Mm.
V INFATTI, ehm: ehm: TEMEVA, TEMEVA CHE IL SUO, IL SUPPLIZIO DI DIVIZIACO OFFENDESSE IL SUO ANIMO.
Prof TEMEVA INFATTI…CHE…((reads in
Latin))
V ((reads in Latin along with Prof))
Prof TEMEVA INFATTI CHE…[CONLA SUA CONDANNA OFFENDESSE L’ANIMO DI DIVIZIACO.
V [ ((reads translation along with Prof))
Prof Capito? V Sì sì
BROTHER OF DIVICIACUS
Prof Mm.
V INDEED, um: um: HE FEARED, HE FEARED THAT HIS, THE AGONY OF DIVICIACUS OFFENDED HIS SPIRIT.
Prof HE FEARED INDEED…THAT…((reads in
Latin))
V ((reads in Latin along with Prof))
Prof HE FEARED THAT…[WITH HIS
SENTENCE HE OFFENDED THE SPIRIT OF
DIVICIACUS.
V [ ((reads translation along with Prof))
Prof Understand?
V Yes yes
After his second attempt to translate the phrase in lines 3-4, the teacher remains dissatisfied and gives him a hint in lines 5-6, ‘No. Unum, not unus. Unum. It’s neuter.’
In an insistent tone, she contrasts the term with one similar to it, seeking to underline for him that this word is not gender that he thought it was. This seems to get him on the right track and he continues the translation into the next sentence, but is again almost
immediately stopped with Professor Galetti’s ‘cognoverat’ in line 12 and again in line 15,
by which she attempts to call his attention to a mistake in his translation:
V A uh: ONE THING – ONE SINGLE THING RESISTED AND RESPONDED.THAT IS: or IN FACT? Um: THE BR—um:
Prof Cognòverat
V Yes. THE, um, THAT THE BROTHER OF DIVICIACUS—no.
Prof Cognòverat
V Yes. HAD KNOWN or rather THE FACT THAT um: THE PEOP:LE
Prof KNEW
V KNEW um: um: THE FAITHFULNESS OF—uh TOWARD THE ROMAN PEOPLE, um: HIS ILLUSTRIOUS FAITH, HIS TEMPERATE JUSTICE, JUST um: HIS GREAT WILL uh TOWARD THE
ROMAN PEOPLE THE BROTHER OF DIVICIACUS
Prof Mm.
As Venturi struggles to address what she is hinting at, rephrasing the translation around the various ways the verb could be translated, Galetti offers the Italian translation
‘conosceva’ or ‘knew’ (line 18), which Venturi works into his translation (line 19). After
this point, Venturi’s translation proceeds well for three lines and does not receive any interjections from the teacher, eventually being evaluated as satisfactory with a pleased- sounding ‘Mm’ in line 26. Venturi continues:
V INDEED, um: um: HE FEARED, HE FEARED THAT HIS, THE AGONY OF DIVICIACUS OFFENDED HIS SPIRIT.
Prof HE FEARED INDEED…THAT…((reads in Latin))
V ((reads in Latin along with Prof))
Prof HE FEARED THAT…[WITH HIS SENTENCE HE OFFENDED THE SPIRIT OF DIVICIACUS.
V [ ((reads translation along with Prof))
Prof Understand?
V Yes yes
Professor Galetti offers additional scaffolding after Venturi’s first attempt at translating the next line of text, by rephrasing what Venturi had just said in line 27 (‘HE
FEARED INDEED…THAT…,’line 30). After reading the Latin text in unison, and then the
Italian translation in unison, the teacher checks in with him to make sure he has understood the form of the translation (line 38), and receives the preferred response of ‘yes yes’ (line 30) from Venturi, which she takes as confirmation that he has understood.
Venturi’s turn in the interrogazione continues on in this way for several minutes, until Professor Galetti is satisfied and moves on to the other students. She uses much the same scaffolding technique with all of the students, although some need more or less help than others. Not all of the students are asked to do translations, and not all of them are asked to identify parts of speech, as Venturi was instructed to do. Damati, whose turn comes at the very end of the interrogazione, is asked to talk about historical
developments in literary production during a given time period. She is not asked to do any translations. Her performance is like Venturi’s in that she has been given a series of known-answer questions to respond to. However, she has more freedom to “spin” the
discussion in ways that might benefit her and might make her seem more proficient, while Venturi’s turn was so highly structured that literally every word had to be chosen carefully.