Dal Sillabo ai manuali didattici
Alcune riflessioni sulla metaconsapevolezza linguistica della lingua russa
Abstract
Starting from a brief theoretical overview of the general guidelines and prevailing methods in the metalinguistic awareness of Russian as a foreign language, the paper aims to examine, from a historical-diachronic perspective, some metalinguistic indications in the Russian language Syllabus for Italian secondary schools (2019). These elements are compared with those present in some textbooks published before its release, and with the same discursive features in other editions which came out afterwards. It is of interest to verify whether and to what extent the metalinguistic traits present in the textbooks published later benefit from the indications of the Syllabus, whether they reflect its evolving trends, or if they instead differ. In the comparative analysis we considered some of the simpler metalinguistic aspects (instructions, grammatical explanations, exercise prompts), as well as more elaborate ones (notes and quotations, prefaces, and editing) in widely used textbooks for teaching and learning Russian language and culture to Italian-speaking students. The research objectives are to establish: a) whether and in what forms a language ‒ i.e., Italian and Russian ‒ is explicitly and consciously used as a metalanguage in the educational context; b) which sources (and resources) the previous textbooks referred to; c) the historical evolution of certain metalinguistic elements in more recent editions compared to the metalanguage used in the Syllabus.
Presentato: 17 Maggio 2025 | Accettato: 13 Ottobre 2025 | Pubblicato 15 Dicembre 2025 | Lingua: it
Keywords Italian Syllabus of the Russian language • Russian language textbooks in Italy • Russian language teaching • Diachronic evolution • Metalinguistic Awareness • Textbooks comparative analysis
Copyright © 2025 Ilaria Remonato. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2025/03/001