Studi e ricerche

La didattica delle lingue nel nuovo millennio

Le sfide dell’internazionalizzazione

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open access | peer reviewed

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

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 it, en

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.