Studi e ricerche

La didattica delle lingue nel nuovo millennio

Le sfide dell’internazionalizzazione

crossmark logo

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

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.