Pub Date : 2021-06-28DOI: 10.30687/978-88-6969-523-0/004
G. Maugeri
{"title":"4 Metodologie a mediazione sociale come alternative alla didattica trasmissiva","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/004","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/004","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"61 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":"114140559","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: 10.30687/978-88-6969-523-0/002
G. Maugeri
{"title":"2 La formazione dei docenti come fattore qualificante per l’italiano nel mondo","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/002","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/002","url":null,"abstract":"","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":"128005269","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: 10.30687/978-88-6969-523-0/007
G. Maugeri
{"title":"7 La valutazione nella glottodidattica umanistica","authors":"G. Maugeri","doi":"10.30687/978-88-6969-523-0/007","DOIUrl":"https://doi.org/10.30687/978-88-6969-523-0/007","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"96 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":"121827142","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 : 2021-02-23DOI: 10.30687/978-88-6969-477-6/015
E. Graziano, L. Romito
The growing presence of students from migrant cultural backgrounds in Italian schools has changed classrooms, giving them a multicultural and intercultural aspect. This could mean a challenge for the concept of inclusion in educational contexts. This situation, very heterogeneous due to the various native places of foreign students, is often associated with the presence of learning difficulties. Recognising a possible learning disorder (Law no. 170/2010) in students from migrant cultural backgrounds is made more difficult by the lack of specific screening measures. This paper aims to present a preliminary report of a tool tested on a sample of Italian and foreign primary school children in order to evaluate their reading ability, regardless of the language they have as mother tongue. The tool is conceived as a preliminary screening in schools to understand if the difficulties of the students are related to the low L2 language proficiency or if they are the manifestation of other problems to be investigated through medical-diagnostic tests.
{"title":"Uno strumento per comprendere le difficoltà di apprendimento degli alunni stranieri","authors":"E. Graziano, L. Romito","doi":"10.30687/978-88-6969-477-6/015","DOIUrl":"https://doi.org/10.30687/978-88-6969-477-6/015","url":null,"abstract":"The growing presence of students from migrant cultural backgrounds in Italian schools has changed classrooms, giving them a multicultural and intercultural aspect. This could mean a challenge for the concept of inclusion in educational contexts. This situation, very heterogeneous due to the various native places of foreign students, is often associated with the presence of learning difficulties. Recognising a possible learning disorder (Law no. 170/2010) in students from migrant cultural backgrounds is made more difficult by the lack of specific screening measures. This paper aims to present a preliminary report of a tool tested on a sample of Italian and foreign primary school children in order to evaluate their reading ability, regardless of the language they have as mother tongue. The tool is conceived as a preliminary screening in schools to understand if the difficulties of the students are related to the low L2 language proficiency or if they are the manifestation of other problems to be investigated through medical-diagnostic tests.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122716594","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 : 2021-02-23DOI: 10.30687/978-88-6969-477-6/010
Bruna Di Sabato
This study on inclusion and narrative writing stems from a recent classroom experience with English L2 students at postgraduate level. The presence in the class of two students with special needs meant that a revision of the previously established syllabus had to be carried out in order to cater for the following exigencies: the need to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure; the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole; the need to find suitable learning practices and associated assessment tools. The idea of setting up a creative writing project emerged both as a response to these needs and as a desire to regain the ancestral value of narration as a tool for the building and transmission of knowledge. In the following pages a detailed account of this ‘vision’ of inclusion and narration through creative writing will be provided, together with samples taken from the students’ production and a final reflection on the results obtained.
{"title":"And this is the end of the story: raccontare per includere","authors":"Bruna Di Sabato","doi":"10.30687/978-88-6969-477-6/010","DOIUrl":"https://doi.org/10.30687/978-88-6969-477-6/010","url":null,"abstract":"This study on inclusion and narrative writing stems from a recent classroom experience with English L2 students at postgraduate level. The presence in the class of two students with special needs meant that a revision of the previously established syllabus had to be carried out in order to cater for the following exigencies: the need to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure; the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole; the need to find suitable learning practices and associated assessment tools. The idea of setting up a creative writing project emerged both as a response to these needs and as a desire to regain the ancestral value of narration as a tool for the building and transmission of knowledge. In the following pages a detailed account of this ‘vision’ of inclusion and narration through creative writing will be provided, together with samples taken from the students’ production and a final reflection on the results obtained.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128157032","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 : 2021-02-23DOI: 10.30687/978-88-6969-477-6/014
G. Mayr
Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.
{"title":"Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale","authors":"G. Mayr","doi":"10.30687/978-88-6969-477-6/014","DOIUrl":"https://doi.org/10.30687/978-88-6969-477-6/014","url":null,"abstract":"Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127425904","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 : 2018-09-03DOI: 10.30687/978-88-6969-270-3/003
Paolo E. Balboni
{"title":"1 Sillabo e curricolo","authors":"Paolo E. Balboni","doi":"10.30687/978-88-6969-270-3/003","DOIUrl":"https://doi.org/10.30687/978-88-6969-270-3/003","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124295164","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 : 2018-09-03DOI: 10.30687/978-88-6969-270-3/005
Paolo E. Balboni
{"title":"3 Fonti per la costruzione del sillabo","authors":"Paolo E. Balboni","doi":"10.30687/978-88-6969-270-3/005","DOIUrl":"https://doi.org/10.30687/978-88-6969-270-3/005","url":null,"abstract":"","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130411610","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 : 2018-09-03DOI: 10.30687/978-88-6969-270-3
Paolo E. Balboni
Nel 2015 il Ministero degli Esteri dedicò l’anno alla riflessione mondiale sul rapporto tra lingua italiana e musica. La prima cosa che emerse, passando dai ‘proclami’ sull’importanza dell’italiano della musica alla progettazione di linguistica educazionale, fu l’assenza di una visione sistemica e scientifica del concetto di ‘italiano della musica’ e del suo insegnamento. La Società Dante Alighieri e i Laboratori Itals e LabCom di Ca’ Foscari hanno avviato un approfondimento su questo tema: il risultato della ricerca, affidata a Paolo E. Balboni, è questo sillabo di italiano per strumentisti, cantanti d’opera, direttori, compositori e musicologi, con ampie differenziazioni tra questi diversi gruppi. Il sillabo è gratuitamente a disposizione di autori di manuali, di insegnanti, di enti certificatori e formatori.
{"title":"Sillabo di riferimento per l’insegnamento dell’italiano della musica","authors":"Paolo E. Balboni","doi":"10.30687/978-88-6969-270-3","DOIUrl":"https://doi.org/10.30687/978-88-6969-270-3","url":null,"abstract":"Nel 2015 il Ministero degli Esteri dedicò l’anno alla riflessione mondiale sul rapporto tra lingua italiana e musica. La prima cosa che emerse, passando dai ‘proclami’ sull’importanza dell’italiano della musica alla progettazione di linguistica educazionale, fu l’assenza di una visione sistemica e scientifica del concetto di ‘italiano della musica’ e del suo insegnamento. La Società Dante Alighieri e i Laboratori Itals e LabCom di Ca’ Foscari hanno avviato un approfondimento su questo tema: il risultato della ricerca, affidata a Paolo E. Balboni, è questo sillabo di italiano per strumentisti, cantanti d’opera, direttori, compositori e musicologi, con ampie differenziazioni tra questi diversi gruppi. Il sillabo è gratuitamente a disposizione di autori di manuali, di insegnanti, di enti certificatori e formatori.","PeriodicalId":265083,"journal":{"name":"SAIL","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121162653","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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