Rivista | EL.LE
Fascicolo | 8 | 3 | 2019

8 | 3 | 2019

open access | peer reviewed

Keywords Teaching Italian in Germany • L2 writing • Secondary education • Teaching Pronunciation/Orthography/Grammar • Teacher training needs • Cooperative learning • Linguistic education • Social representations • Italian L2 • Process-oriented translation • Index-reading • Intercultural communication • Standard Evaluation Scale • Attitudes • Social representations and teacher education • Functional Adequacy Scale • Language awareness • SLA • Teachers’ Learning Biography • Syntactic complexity • Teachers’ Teaching Biography • L2 Italian • Plurilingualism • Teaching and learning • Learner autonomy • Teachers with Migrant Background • Italy • Intercultural competence • English as a lingua franca • Task-based langugage learning • Lexical search strategies • Teacher cognition • Think-aloud protocols (TAPs) • Mediation • Self-assessment • Reading and translation skills • Teachers’ perceptions • Written competence • Intercultural speaker • Adult refugees • Scaffolding • CLIL • Foreign language teachers • Primary school

Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03 | Pubblicato 04 Giugno 2020 | Lingua it, fr, en

Copyright © 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.

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