Journal | EL.LE
Journal issue | 8 | 3 | 2019

8 | 3 | 2019

open access | peer reviewed

Keywords Teaching Italian in Germany • L2 writing • Secondary education • Teaching Pronunciation/Orthography/Grammar • Teacher training needs • Cooperative learning • Linguistic education • Social representations • Italian L2 • Process-oriented translation • Index-reading • Intercultural communication • Standard Evaluation Scale • Attitudes • Social representations and teacher education • Functional Adequacy Scale • Language awareness • SLA • Teachers’ Learning Biography • Syntactic complexity • Teachers’ Teaching Biography • L2 Italian • Plurilingualism • Teaching and learning • Learner autonomy • Teachers with Migrant Background • Italy • Intercultural competence • English as a lingua franca • Task-based langugage learning • Lexical search strategies • Teacher cognition • Think-aloud protocols (TAPs) • Mediation • Self-assessment • Reading and translation skills • Teachers’ perceptions • Written competence • Intercultural speaker • Adult refugees • Scaffolding • CLIL • Foreign language teachers • Primary school

Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03 | Published June 4, 2020 | Language it, fr, en

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