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