«dovrebbe essere essenziale dire [ɲɔkki] e non [ɲɔtʃi]»
Riflessioni soggettive sull’insegnamento della grammatica italiana
Abstract
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.
Presentato: 25 Novembre 2019 | Accettato: 14 Febbraio 2020 | Pubblicato 04 Giugno 2020 | Lingua: it
Keywords Teaching Italian in Germany • Teaching Pronunciation/Orthography/Grammar • Teacher cognition • Teachers’ Learning Biography • Teachers with Migrant Background • Teachers’ Teaching Biography
Copyright © 2019 Jan Scheitza, Judith Visser. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03/004