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