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

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 | Published May 15, 2018 | Language 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.