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