This paper examines interactions during educational activities in international camps for children, with English used as a lingua franca. Data were collected mostly at different camps in Italy (2006–7), but also in Brazil and the USA (both in 2013). The study focuses on 11 extracts from transcribed video and audio recordings of occasions when Italian children experience difficulty understanding and speaking English. On such occasions, Italian educators acting as ad-hoc interpreters often provide renditions not fully consistent with what has been said in English: reduced, summarised or expanded renditions are frequent, with some turns not rendered and others added. In this way, what is purported to be interpreting is often more concerned with achieving preassigned educational tasks. Talk in English is thus reduced to normative explanations, and ad-hoc interpreting takes the form of gatekeeping, the effect of which is to limit children’s active participation in social interactions. This educationally oriented gatekeeping can be avoided by involving children in sequences of conversational exchanges, using Italian: they are thus enabled to express their perspectives, the gist of which can be formulated in English, ensuring a stronger dialogic component in communication and closer attention to the children’s contributions.

中文翻译：

---

国际教育环境中的临时口译：移交问题

本文探讨了在国际儿童营地的教育活动中的互动，其中英语被用作通用语言。数据主要是在意大利（2006-7）的不同难民营收集的，但在巴西和美国（均在2013年）收集的。这项研究的重点是从抄录的视频和音频记录中提取的11种摘录，这些记录是在意大利儿童难以理解和说英语的场合进行的。在这种情况下，充当临时口译员的意大利教育工作者通常会提供与英语所说的说法不完全一致的演绎形式：减少，摘要或扩大的演绎形式很常见，有些轮番未作呈现，而另一些则增加了。以这种方式，通常被解释为口译的东西通常与完成预定的教育任务有关。因此，英语会话被简化为规范性的解释，临时口译采取守门的形式，其作用是限制儿童积极参与社会互动。通过使用意大利语，可以通过让孩子参与对话交流来避免这种以教育为导向的看门人：这样，他们就可以表达自己的观点，其要旨可以用英语来表达，从而确保了沟通中更强的对话性和对儿童的密切关注。儿童的贡献。