SAIL Studi sull’apprendimento e l’insegnamento linguistico

open access | peer reviewed

Aims & Scope
The series is the expression of the Center for Research on Teaching of Languages, which in Edizioni Ca’ Foscari also has a magazine, Linguistics Education - Language Education, EL.LE, and a necklace, Intercultural Communication, COMINT, dedicated to this important but overlooked aspect of language mastery. In the series, the volumes of which are approved by three blind referees before publication, are three types of search space: a. studies on the epistemologic nature of the science that studies language education, in the wider meaning that includes Italian mother tongue, second and foreign, modern languages and classical ones; b. operational studies on methods, strategies, language teaching methodologies; c. quantitative and qualitative surveys on particular aspects of language teaching in the various training areas. The collection hosts studies of scholars working both at Ca’ Foscari University and in other institutions.

Permalink doi.org | e-ISSN 2610-9557 | ISSN 2610-9549 | Language en, es, it, pt | ANCE E237414

Copyright 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.

Latest published volume

Latest journal publication cover
  • Capovolgere la formazione dei docenti di italiano, lingue straniere e lingue classiche
  • Paolo E. Balboni
  • May 15, 2025
  • Teacher training is expensive in terms of time and money. Language teacher training is even more so because language education changes according to the language taught and the learners’ age and aims. As a result, training courses require a wide range of trainers – and qualified trainers are difficult to find and costly to get. As a consequence, it is common to invite qualified trainers to deliver isolated lectures. However, being ‘isolated’, they are not a part of a systematic process, and, being ‘lectures’, they disseminate new ideas but have little or no impact on the trainees’ teaching practice. Flipped teacher training, according to the model designed in this study, can change the idea and the practice of language teacher training. The core idea is to split the organization and management of training courses and the availability of high-level methodological input. The book discusses how to form local trainers (both teachers who organize training and freelance professional trainers). These trainers are, in fact, tutors who know how to detect the needs of the teachers and schools in a specific area. Tutors should (a) promote training modules on such needs; (b) collect the teaching practices of trainees on the topic of the module and then share and discuss them; (c) choose one or more videos concerning the topic of the module, among the videos provided by scholars and collected in the many repositories available on line, and then guide trainees in comparing their practice to the principles discussed in the experts’ videos; (d) invite trainees to produce teaching materials to try and implement the experts’ proposals and test them in their classes; and (e) disseminate the results through language teaching journals, seminars, and so on.





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