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

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.