Pub Date : 2022-08-03DOI: 10.30687/978-88-6969-628-2
David Newbold, P. Paschke
In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.
{"title":"Accents and Pronunciation\u0000 Attitudes of Italian University Students of Languages","authors":"David Newbold, P. Paschke","doi":"10.30687/978-88-6969-628-2","DOIUrl":"https://doi.org/10.30687/978-88-6969-628-2","url":null,"abstract":"In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122173204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.30687/978-88-6969-607-7
Paolo E. Balboni
When a scholar comes to the end of his or her professional life as a researcher, most of the ideas he or she contributed along the years are scattered in journals and libraries, and most of it is out of print and unavailable. No one apart from the researcher him or herself knows all that he or she has produced, and which among the ideas he or she contributed are original and innovative – or were so when they were published. At this point of his or her professional life a scholar can make a synthesis – and may move from the impersonal pronoun ‘we’ used by researchers to the subject ‘I’, thus taking up responsibility for what he or she stated and states. ICT provides an efficient setting to do so: a collection of videos, a text to guide the viewer through them, a collection of PDF essays for further reading. The result is this Thesaurs of Educational Linguistics, which is available in the Phaidra repository: https://phaidra.cab.unipd.it/o:461216.
{"title":"Thesaurus di Linguistica Educativa: guida, testi, video","authors":"Paolo E. Balboni","doi":"10.30687/978-88-6969-607-7","DOIUrl":"https://doi.org/10.30687/978-88-6969-607-7","url":null,"abstract":"When a scholar comes to the end of his or her professional life as a researcher, most of the ideas he or she contributed along the years are scattered in journals and libraries, and most of it is out of print and unavailable. No one apart from the researcher him or herself knows all that he or she has produced, and which among the ideas he or she contributed are original and innovative – or were so when they were published.\u0000At this point of his or her professional life a scholar can make a synthesis – and may move from the impersonal pronoun ‘we’ used by researchers to the subject ‘I’, thus taking up responsibility for what he or she stated and states. ICT provides an efficient setting to do so: a collection of videos, a text to guide the viewer through them, a collection of PDF essays for further reading. \u0000The result is this Thesaurs of Educational Linguistics, which is available in the Phaidra repository: https://phaidra.cab.unipd.it/o:461216.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134615133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.30687/978-88-6969-570-4
A. Benucci, Giulia I. Grosso, Viola Monaci
The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, i
{"title":"Linguistica Educativa e contesti migratori","authors":"A. Benucci, Giulia I. Grosso, Viola Monaci","doi":"10.30687/978-88-6969-570-4","DOIUrl":"https://doi.org/10.30687/978-88-6969-570-4","url":null,"abstract":"The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens.\u0000COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021.\u0000The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role.\u0000The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. \u0000It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies.\u0000In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, i","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128545874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.30687/978-88-6969-525-4
G. Maugeri, Graziano Serragiotto
This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
{"title":"L’insegnamento della lingua italiana in Giappone\u0000 Uno studio di caso sul Kansai","authors":"G. Maugeri, Graziano Serragiotto","doi":"10.30687/978-88-6969-525-4","DOIUrl":"https://doi.org/10.30687/978-88-6969-525-4","url":null,"abstract":"This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1\u0000This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now.\u00001 Modern Language Policy in Japan Between Past and Present\u0000This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT).\u00002 Japanese Educational System\u0000Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation.\u00003 Teaching Italian Language in Japan \u0000The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context.\u0000Part 2In the second part the action research and the training project design are described.\u00004 The Action-Research Project\u0000This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students.\u0000Part 3 \u0000In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined.\u00005 A Case Study at Italian Culture Institute in Osaka \u0000The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC.\u00006 A Case Study at Osaka University\u0000The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian.\u00007 A Case Study at Kyoto Sangyo University\u0000The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128839354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/005
G. Maugeri
{"title":"5 Il nodo della grammatica","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/005","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/005","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"255 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114091327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/008
G. Maugeri
{"title":"8 Il contesto fisico come variabile qualificante per la qualità dell’insegnamento dell’itaLS","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/008","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/008","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128436798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/006
G. Maugeri
{"title":"6 Letteratura, cinema e fumetto d’autore come strumenti integrativi e motivanti per gli studenti stranieri","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/006","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/006","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117222529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/001
G. Maugeri
{"title":"1 Il contesto in cui si inserisce l’insegnamento dell’itaLS","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/001","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/001","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120910295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/003
G. Maugeri
{"title":"3 L’opzione tra lo studente come ‘cliente’ oppure come ‘persona’","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/003","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/003","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130328359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0
G. Maugeri
This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian lan
{"title":"L’insegnamento dell’italiano a stranieri\u0000 Alcune coordinate di riferimento per gli anni Venti","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0","url":null,"abstract":"This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian lan","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129859205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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