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Research Article

«dovrebbe essere essenziale dire [ɲɔkki] e non [ɲɔtʃi]»

Riflessioni soggettive sull'insegnamento della grammatica italiana

Jan Scheitza    Ruhr-Universität Bochum    

Judith Visser    Ruhr-Universität Bochum    



In the teaching of Italian in Germany, grammar is nowadays considered as a tool that serves language acquisition, but that is subordinated to the communicative goals of the language lessons. Teachers have to take these as a starting point for their didactic decisions. However, decision procedures do not only depend on educational policy or scientific findings, but also on individual hypotheses of various types. Based on 31 interviews of (future) teachers of Italian (2016-17), the present study aims at analysing (future) teachers’ decision making considering the teaching of grammar. The results show that a dialect and migrant background can play a significant role for didactic decisions.

Keywords: Teacher cognition. Teaching Italian in Germany. Teachers with Migrant Background. Teaching Pronunciation/Orthography/Grammar. Teachers’ Learning Biography. Teachers’ Teaching Biography.

Language: it

Submitted: Nov. 25, 2019
Accepted: Feb. 14, 2020
Published: June 4, 2020

permalink: http://doi.org/10.30687/ELLE/2280-6792/2019/03/004

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License