Studi e ricerche

La didattica delle lingue nel nuovo millennio

Le sfide dell’internazionalizzazione

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

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 it, en

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.