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

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 en, it

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.