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