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

8 | 3 | 2019

open access | peer reviewed

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

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

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