Studi e ricerche

Collana | Studi e ricerche
Volume 13 | Miscellanea | La didattica delle lingue nel nuovo millennio

La didattica delle lingue nel nuovo millennio

Le sfide dell’internazionalizzazione

open access | peer reviewed

Abstract

Atti del IV Congresso della società di Didattica delle Lingue e Linguistica Educativa DILLE (Università Ca’ Foscari Venezia, 2-4 febbraio 2017). Il fenomeno dell’internazionalizzazione è sempre più presente in ogni sfera della vita economica, sociale e culturale del paese. In ambito educativo, l’internazionalizzazione è associata a nuove condizioni culturali e linguistiche, nuove esigenze e problemi, e i suoi effetti sono ad ampio raggio, dal momento che il fenomeno produce un impatto importante sull’educazione linguistica, sui programmi formativi per gli studenti, sulla formazione dei docenti, sull’erogazione di corsi. Dietro lo sfondo della crescente natura internazionale del sistema educativo, i contributi presentati al Congresso hanno esplorato le implicazioni per l’insegnamento/apprendimento delle lingue e per l’educazione linguistica in generale.

Keywords Academic Italian • International classes • Integrated curriculum • Higher Education • Academic language • Interaction studies • International students • Scaffolding • Intercultural language education • Teachers Training • Knowledge • Student perceptions • Immigrant languages • Sociolinguistics • Text • Language Policy • Education • Academic discourse • Language teaching • Teacher Training • English-medium instruction • Students’ perception • English-as-a-Foreign-Language • Vocabulary acquisition • Intercomprehension among related languages • Italian language • Applied linguistics • Language awareness • Mitigation • Teachers training • Urban context • Foreign university students • Certificate in “Italian Language Teaching” DILS-PG • Italian as L2 • Rhetoric • Student mobility • Ethnicization • Text meaning • ICT • Heritage language • Malta • Simplification • Multiculturalism • Learners • Linguistic and cultural diversity • Multiethnic classroom • Scholarly interaction • Culture • French/Spanish/German • Intercultural skills • Intercultural communication • Reading • Teaching foreign languages • " • Second Language • Language for academic purposes • International classroom • Linguistic diversity • Linguistic repertoires • Discourse community • Language proficiency • Child language brokering • Non-native speaker • Museum learning • Language competences • Blogging • Arabic • CLIL • Methodological innovation • Academic writing • Plurilingualism • Key competences • Literature • ICC • Competencies • Skills • University students’ communicative skills • Romance languages teaching • ICLHE • Interlinguistic strategies • Italian dialects • Migrant students • Categorization analysis • Cooperative language learning and teaching • Listening comprehension • Italian as FL/SL • Multilingualism • Austria • Learner autonomy • Study abroad • L2 Italian • Language testing • Linguistic Landscape • Non-professional mediation • Young learners • Internationalization of research • Content subject teacher • Minority language university students • Alphabetization • Literacy • Intercultural communicative competence assessment • Candidates • Intercomprehension • Language education • Bilingualism • Italian L2 • Reading skills • Pragmatic competence • English-Taught Programs • Placement test • Higher education • Content and Language integrated learning • Italian for academic purposes • Method • Resilience • Bilingual education • Intercultural communicative competence • Interculturality • Internationalization • Italian as a Second Language • Testing academic language proficiency • ETP • Linguistic and Intercultural Needs • European policies • Second generation • Carinthia • Writing approach • Non-formal learning • Integration • Longitudinal studies • Italian • Academic vocabulary • Lecturing styles • Oral intercomprehension didactic methods • Team teaching • Subtitles • Plurilingual communication • Authentic video • Intercultural education • Erasmus • Conversation analysis • CEFR • Assessing initial preparation • Teacher training • Proverbs • EMI • Incidental learning • Self-assessment • Internationalisation • Language teacher profile • Heteroglossia • Language Testing • School • Intercultural learning

Permalink http://doi.org/10.30687/978-88-6969-227-7 | e-ISBN 978-88-6969-227-7 | ISBN (PRINT) 978-88-6969-228-4 | Pubblicato 15 Maggio 2018 | Lingua en, it

Copyright © 2018 Carmel Mary Coonan, Ada Bier, Elena Ballarin. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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