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

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 en, it

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.