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

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.