Università degli Studi di Bari: Open Journal Systems
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The Council of Nicaea as a Crossroads of Relationships
No full textL’articolo si propone di tratteggiare le varie dimensioni che hanno connotato l’evento del primo Concilio ecumenico - quello di Nicea del 325 - per mostrarne le diverse relazioni che esso ha intessuto non solo all’interno del mondo ecclesiale, ma anche con tutta l’ecumene del tempo. Da questa molteplicità di linee - relazioni - e dalla lettura di alcuni eventi ecclesiali contemporanei è forse possibile scorgere una linea per poter cogliere qualcuna delle realistiche coniugazioni dell’evento conciliare oggi. Un evento che potrebbe non passare - o anche essere passato - tanto distante dalle vite quotidiane.
The paper aims to outline the various dimensions that characterized the event of the first ecumenical council - the Council of Nicaea in 325 - to highlight the different relationships it wove, not only within the ecclesial world but also with the wider oikumene of its time. From this multiplicity of lines - that is, relationships - and through the reading of certain contemporary ecclesial events, it may be possible to discern a path for grasping some realistic ways of reinterpreting the conciliar event today. An event that might not be - or might not have been - so distant from everyday life.The paper aims to outline the various dimensions that characterized the event of the first ecumenical council - the Council of Nicaea in 325 - to highlight the different relationships it wove, not only within the ecclesial world but also with the wider oikumene of its time. From this multiplicity of lines - that is, relationships - and through the reading of certain contemporary ecclesial events, it may be possible to discern a path for grasping some realistic ways of reinterpreting the conciliar event today. An event that might not be - or might not have been - so distant from everyday life
Strategies, challenges and opportunities for gender-expansive pedagogies in the beginner language classroom
No full textAlthough grammatical gender is typically introduced early in the curriculum in the teaching of gendered languages, students are often expected to align with binary gender categories when referring to themselves, an approach that marginalizes gender-nonconforming learners. This article explores how linguistic forms beyond the binary can be integrated into second language curricula, with particular attention to beginner-level courses. It starts by discussing the importance of embedding gender-expansive language into pedagogical practices and then offers practical strategies for increasing the visibility of underrepresented groups or for neutralizing gender references. The article goes on to identify key factors that educators should consider when implementing gender-expansive approaches, examining how these can influence the uptake of gender-expansive pedagogies. Drawing on examples from Italian, the paper concludes with hands-on suggestions for introducing linguistic forms beyond the binary and facilitating discussions on gender justice from the earliest stages of language instruction while keeping content manageable for learners
Da L09-H a L-LIN/02 fino a GLOT-01/B: l’evoluzione del settore di linguistica educativa in Italia dal 1974 al 2024
No full textQuesta riflessione ha inevitabilmente anche una componente autobiografica, visto che ho vissuto la mia carriera all'interno dell’“area tematica” L09-H (istituito nel 1973), divenuta “settore scientifico-disciplinare” L-LIN/02 dal 1990, trasformato in GLOT-01/B dal 2025 – area di ricerca che negli anni ha cambiato non solo denominazioni ma anche fisionomia, tanto da riuscire quasi irriconoscibile se paragonato a quello che fondarono i primi due professori ordinari nel 1980, Giuseppe Arcaini e Giovanni Freddi, cui nella tornata successiva si aggiunsero Monica Berretta, Wanda D’Addio e Gianfranco Porcelli.
In questo saggio non affrontiamo il progressivo cambiamento della matrice epistemologica della scienza che studia l’educazione linguistica, preferiamo attenerci ai dati quantitativi costituiti dai volumi (monografie e curatele) e dalle riviste specializzate nel mezzo secolo che va dal 1974 al 2024, ultimo anno su cui abbiamo dati per quanto possibile completi. Se nascerà un dibattito, potremo passare dalla relazione quantitativa all’argomentazione qualitativa: ma al momento credo serva un uno studio “banalmente” quantitativo, quasi grezzo nella sua elementarità, per consentire a ciascuno dei lettori di adeguare la sua percezione della natura della ricerca edulinguistica in Italia sulla base di indicatori quantitativi.
Ci assiste in questa ricerca un repertorio bibliografico che, iniziato negli anni Settanta catalogando le pubblicazioni di linguistica educativa dal 1960, vive ancor oggi con aggiornamenti annuali: Bibliografia della Linguistica Educativa in Italia (BLEI; originariamente era BELI, Bibliografia dell'Educazione Linguistica in Italia), disponibile in accesso libero in vari siti[1].
Il repertorio cataloga la maggior parte degli studi sull’educazione linguistica, comprese le pubblicazioni di didattica delle lingue classiche (negli anni Settanta, quando si definirono le “aree tematiche”, la didattica delle lingue moderne fu separata dalla didattica delle lingue classiche); sono incluse anche le pubblicazioni di studiosi di settori affini o non accademici, dei dottori e dottorandi: il mondo che si riconosce nei temi definiti dalla declaratoria del settore disciplinare “Didattica delle Lingue Moderne”, oggi GLOT-02B.
Un’osservazione necessaria per attutire l’impatto di tabelle e diagrammi nei paragrafi seguenti: essi forniscono un’idea generale dello stato dell’arte e delle tendenze, ma si tratta di un’idea generale perché non tutta la ricerca edulinguistica (soprattutto in passato) è registrata nella BLEI, che si basa essenzialmente sulle segnalazioni volontarie che i membri del settore e di aree affini inviano al curatore, che a sua volta introduce un elemento di soggettività nella scelta sulla registrazione di studi borderline tra linguistica educativa e altre scienze del linguaggio o dell’educazione.
[1] La versione completa, dal 1960 all’anno precedente a quello in corso, è nel sito del Centre for Research in Educational Linguistics di Ca’ Foscari, www.unive.it/crdl; i file sono accessibili anche da www.societadille.it e www.anils.it, in entrambi i casi nella sezione Risorse.
Gli aggiornamenti annuali sono pubblicati nel primo numero annuale delle riviste online in open access Educazione Linguistica - Language Education, EL.LE, e Italiano LinguaDue, e in alcune annate anche nella rivista cartacea Rassegna Italiana di Linguistica Applicata, RILA
Single SEZ and TEDA: two models compared
No full textAbstract: Il saggio esamina in prospettiva giuridico-comparata la disciplina della Zes Unica italiana e delle TEDA in Albania, analizzandone la natura, le fonti normative e le implicazioni sul piano del diritto interno ed europeo. Dopo un inquadramento ricostruttivo dell’evoluzione storica delle ZES e della complessità definitoria derivante dall’assenza di una nozione unitaria a livello internazionale, il contributo approfondisce gli elementi giuridici, economici e istituzionali che caratterizzano tali strumenti di politica industriale. In Italia, l’approdo alla ZES unica rappresenta il tentativo di razionalizzare un sistema frammentato, concentrando in un’unica area agevolazioni fiscali, autorizzazioni semplificate e una governance centralizzata; tuttavia, restano irrisolte criticità normative, quali l’assenza di una disciplina organica e il mancato inserimento di obiettivi di sostenibilità. Invece, l’analisi del quadro albanese evidenzia un modello più flessibile, nel quale le TEDA, pur presentandosi come istituti giuridicamente più flessibili, non hanno ancora raggiunto operatività a causa di carenze infrastrutturali, incertezza amministrativa e limiti nella capacità di attrarre investimenti. Il confronto mette in luce come i due ordinamenti, sebbene si muovano entro vincoli e obiettivi differenti, condividano sfide comuni: garantire stabilità normativa, rafforzare la governance e orientare le zone speciali verso la crescita sostenibile e l’integrazione con l’economia locale. Infine, viene posto l’interrogativo se le ZES possano essere viste non solo come strumenti in grado di attirare investimenti, ma anche di riequilibrio territoriale e innovazione, sottolineando la necessità di politiche coerenti e di lungo periodo per tradurre tali ambizioni in risultati concreti
This essay examines the Italian Single Economic Zone (SEZ) and Albanian TEDA regulations from a comparative legal perspective, analysing their nature, legal sources, and implications for domestic and European law. After a reconstructive overview of the historical evolution of SEZs and the definitional complexity resulting from the lack of a unified international definition, the paper delves into the legal, economic, and institutional elements that characterise these industrial policy instruments. In Italy, the establishment of the Single Economic Zone (SEZ) is an attempt to rationalise a fragmented system by concentrating tax breaks, simplified authorisations, and centralised governance in a single area. However, regulatory issues remain unresolved, such as the lack of comprehensive regulation and the failure to include sustainability objectives. However, the analysis of the Albanian framework highlights a more flexible model, in which TEDAs, despite presenting themselves as more legally flexible institutions, have not yet achieved operational effectiveness due to infrastructural deficiencies, administrative uncertainty, and limitations in their ability to attract investment. The comparison highlights how the two legal systems, although operating within different constraints and objectives, share common challenges: ensuring regulatory stability, strengthening governance, and orienting special zones toward sustainable growth and integration with the local economy. Finally, the question is raised as to whether SEZs can be seen not only as tools for attracting investment, but also for territorial rebalancing and innovation, emphasising the need for coherent, long-term policies to translate these ambitions into concrete results.This essay examines the Italian Single Economic Zone (SEZ) and Albanian TEDA regulations from a comparative legal perspective, analysing their nature, legal sources, and implications for domestic and European law. After a reconstructive overview of the historical evolution of SEZs and the definitional complexity resulting from the lack of a unified international definition, the paper delves into the legal, economic, and institutional elements that characterise these industrial policy instruments. In Italy, the establishment of the Single Economic Zone (SEZ) is an attempt to rationalise a fragmented system by concentrating tax breaks, simplified authorisations, and centralised governance in a single area. However, regulatory issues remain unresolved, such as the lack of comprehensive regulation and the failure to include sustainability objectives. However, the analysis of the Albanian framework highlights a more flexible model, in which TEDAs, despite presenting themselves as more legally flexible institutions, have not yet achieved operational effectiveness due to infrastructural deficiencies, administrative uncertainty, and limitations in their ability to attract investment. The comparison highlights how the two legal systems, although operating within different constraints and objectives, share common challenges: ensuring regulatory stability, strengthening governance, and orienting special zones toward sustainable growth and integration with the local economy. Finally, the question is raised as to whether SEZs can be seen not only as tools for attracting investment, but also for territorial rebalancing and innovation, emphasising the need for coherent, long-term policies to translate these ambitions into concrete results
La lingua musicale e il suo ritmo: una proposta di utilizzo dell’nVPI nella pratica didattica L2/LS
No full textNeuroscientific and linguistic studies have identified correlations between musical rhythm and linguistic prosody, using tools such as the nVPI (Normalized Pairwise Variability Index) to analyse rhythmic similarities between language and music. This article examines the application of nVPI in L2 teaching, with experiments involving a small group of Chinese-speaking students. By proposing melodies calibrated to the rhythms of Italian, English, and Chinese, it was observed that adapting the melody to the linguistic rhythm enhances memorisation and vocabulary acquisition, as well as improving listening skills. Conversely, significant differences between the natural rhythms of languages and music appear to hinder the process. The research concludes by emphasising the need to explore the role of linguistic tone in the design of future musical teaching approaches.
 
Using Virtual Reality to improve interdependent language learning: training and strategies for teachers
No full textThis paper addresses the integration of Virtual Reality (VR) in language education to foster interdependent language learning among students through immersive technologies. Interdependent language learning promotes cooperative relationships and skill development through shared goals, but there is a gap in understanding how VR can effectively support these dynamics. This study assesses the impact of VR on teachers' acceptance and perceived usability of immersive experiences designed to enhance student interactions and mediation strategies, using data derived from interventions conducted with language teachers at the University of Arizona. Insights are revealed into their practices regarding the use of VR in class planning and delivery, improved by perceptions of its usefulness and a greater willingness to incorporate it into language teaching through involvement in interdependent activities for class planning. Additionally, the study presents methodological strategies for designing VR-based language learning activities that foster collaboration between students and actively involve teachers in the planning process. The insights aim to support educators in adapting their instructional methods to leverage VR technology for fostering cooperative and equitable learning environments
Sulle prime traduzioni spagnole dell'Arcadia
No full textL’Arcadia di Jacopo Sannazzaro ebbe una profonda influenza sulla letteratura spagnola del XVI secolo. Numerose furono le sue ‘riscritture’ tra cui, tra le più note, quella realizzata da Garcilaso de la Vega nella sua Écloga II e la Diana di Jorge de Montemayor. Nell’ottica di una maggior comprensione di questo fenomeno, si intende proporre una ricognizione delle traduzioni realizzate nella Spagna del Cinquecento con particolare attenzione agli esemplari in cui esse sono conservate e agli elementi paratestuali di cui essi sono vettori.Jacopo Sannazzaro’s Arcadia had a profound influence on Sixteenth-century Spanish literature. Numerous were its ‘rewritings’ including, among the best known, the one realized by Garcilaso de la Vega in his Écloga II and Jorge de Montemayor’s Diana. With a view to a greater understanding of this phenomenon, we intend to propose a survey of the translations made in sixteenth-century Spain with particular attention to the specimens in which they are preserved and the paratextual elements of which they are carriers. 
Agenda 2030 dell’ONU, Obiettivo 4: Implementazione di principi teorici per un’Istruzione di Qualità nel processo di apprendimento/insegnamento
No full textThis essay focuses on Sustainable Development Goal (SDG) 4 of the UN 2030 Agenda, which aims at a “quality education”, an objective that the recent global pandemic has made even more challenging to achieve. All educational institutions, primarily universities, pursue this objective, setting up well-defined educational plans with clear learning pathways.
Starting from the seemingly controversial principle that “learning is hindered by teaching” (Widdowson, 2019), three relevant pedagogical practices are examined: Recovery, Content and Language Integrated Learning (CLIL) and Microlanguages, along with a brief reflection on Translation. The essay then enumerates and analyses key principles and theoretical areas, including the role of Artificial Intelligence
Tra culture dell'apprendimento: un'analisi della percezione studentesca sui materiali didattici per l'italiano L2/LS fra la Cina e l’Italia
No full textThis study investigates the perceptions of Chinese students learning Italian, focusing on their experiences with textbooks in both the People’s Republic of China and Italy. The primary objective is to give a voice to the end-users of these didactic materials, highlighting their opinions on the resources used in different educational contexts. Employing a qualitative research methodology, a questionnaire was administered to 46 Chinese students enrolled in the Marco Polo and Turandot Programs. The findings reveal a significant difference in pedagogical approaches: textbooks published in China are highly structured and centered on clear grammatical explanations and vocabulary lists. In contrast, materials used in Italy place a greater emphasis on communicative and intercultural competence. The analysis suggests that didactic materials reflect their respective “cultures of learning”. The study identifies the teacher as a fundamental mediator between the textbook and the student. While limited by its sample size, this research is groundbreaking as it is the first to explore the perceptions of this specific group of students, providing a valuable starting point for future research in foreign language didactics and highlighting the need for a more explicit intercultural reflection in teaching materials