1,721,151 research outputs found
La costruzione dell’intersoggettività nella comunicazione aumentata e alternativa (CAA)
No full textIn this paper we investigate communication which includes the use of computer-based speech aids by people with severe cerebral palsy (Augmented and Alternative Communication, AAC).The electronic speech aid not only produces a disembodied language (synthetic speech), but also has a massive impact on the mutual corporeal attunement of the participants. It slows down the production of turns to such a degree that sequential structure – and hence also mutual understanding – are in danger of being destroyed, and it brings about the Aug-mented/Alternative Communicator's withdrawal from the ongoing focused interaction. It will be shown that these detrimental effects of AAC can lead to a breakdown in temporal, sequen-tial and topical structure, and to interactional failure and lack of understanding. However, we will also be shown that there are ways to overcome these risks when the user reduces the time needed to output speech by refraining from putting together complex utterances; this strategy requires co-participants' willingness and competence to integrate the machine-produced se-mantic hint into a sequence of 'post-processing'
Sviluppare la Competenza Interazionale di Classe
No full textThis article offers a preliminary conceptualisation of Classroom Interactional Competence
(CIC, Walsh, 2011). Placing interaction at the centre of language learning, the paper considers
the various practices available to both teachers and learners to enhance CIC and to
produce classrooms which are more dialogic, more engaged and more focused on participation.
Using a conversation analytic informed methodology, data extracts are presented to
highlight specific features of CIC, relating to the ways in which space for learning is created
and learner contributions ‘shaped’. I suggest that better understandings of these practices
offer an alternative approach to enhancing learning and learning opportunity and highlight
the need for a movement away from classroom decisions which are essentially materials –
and methodology – based towards ones which are centred on spoken interaction
Sviluppare la Competenza Interazionale di Classe
No full textThis article offers a preliminary conceptualisation of Classroom Interactional Competence (CIC, Walsh, 2011). Placing interaction at the centre of language learning, the paper considers the various practices available to both teachers and learners to enhance CIC and to produce classrooms which are more dialogic, more engaged and more focused on participation. Using a conversation analytic informed methodology, data extracts are presented to highlight specific features of CIC, relating to the ways in which space for learning is created and learner contributions ‘shaped’. I suggest that better understandings of these practices offer an alternative approach to enhancing learning and learning opportunity and highlight the need for a movement away from classroom decisions which are essentially materials – and methodology – based towards ones which are centred on spoken interaction
La costruzione dell’intersoggettività nella comunicazione aumentata e alternativa (CAA)
No full textIn this paper we investigate communication which includes the use of computer-based speech aids by people with severe cerebral palsy (Augmented and Alternative Communication, AAC).The electronic speech aid not only produces a disembodied language (synthetic speech), but also has a massive impact on the mutual corporeal attunement of the participants. It slows down the production of turns to such a degree that sequential structure – and hence also mutual understanding – are in danger of being destroyed, and it brings about the Aug-mented/Alternative Communicator's withdrawal from the ongoing focused interaction. It will be shown that these detrimental effects of AAC can lead to a breakdown in temporal, sequen-tial and topical structure, and to interactional failure and lack of understanding. However, we will also be shown that there are ways to overcome these risks when the user reduces the time needed to output speech by refraining from putting together complex utterances; this strategy requires co-participants' willingness and competence to integrate the machine-produced se-mantic hint into a sequence of 'post-processing'
Trattare il trattamento dell’errore: i come, quando e perché della correzione orale
No full textThe essay is devoted to discussing the main types of corrective oral feedback, their significance, scope, and effectiveness. The discourse is organised around the issues of "how", "when" and "why" of corrective interactional feedback with an eye to the relevance of this matter for teachers of L2 Italian
Parlare all'allievo straniero. Strategie di adattamento linguistico nella classe plurilingue.
No full textmodalità di interazione tra insegnanti e allievi in classi plurilingui della scuola dell'obbligo
Costruire un percorso ItalStudio per le eccellenze alloglotte: fondamenti e princìpi metodologico-didattici del Progetto “Garantire Pari Opportunità nella scelta dei Percorsi scolastici”
Full text linkA massive experience in immersion (or rather: “submersion”; see Tosi 1995) education is taking place in Italy, involving thousands of “foreigner”, bi- (or multi-)lingual students in Italian schools. Although often born and raised in Italy, their choices regarding higher education dramatically differ from those of their “Italian” colleagues (MIUR-Colombo, Ongini 2014): the great majority avoid high schools (particularly “licei”) in favour of vocational schools. A large-scale scientific study, involving 70 experimental groups and 70 control groups in 5 Italian large cities, tries to impact on those choices by providing, among other measures, a course in “Italian for educational purposes” (or “italiano per lo studio”). The principles and methodology of this course, whose results are currently being evaluated, are presented here for the first time
IL TRANSLANGUAGING PER IL SUCCESSO ACCADEMICO. OSSERVAZIONI SU STRATEGIE MONOLINGUI E PLURILINGUI DEGLI STUDENTI INTERNAZIONALI
Full text linkL’impostazione monolingue dell’istruzione è responsabile della scarsa valorizzazione del plurilinguismo come risorsa utile per l’apprendimento. Le competenze nella lingua d’istruzione sono le sole considerate, e al solo rafforzamento di questa si rivolgono tipicamente le azioni di rinforzo. La relazione esplora un possibile approccio alternativo, ispirato dal translanguaging, che valorizza le pratiche plurilingui come espressioni dinamiche e flessibili dell’intero potenziale comunicativo. Una sperimentazione in cui studenti plurilingui svolgono collaborativamente attività accademiche ricorrendo al solo italiano vs. a tutto il loro repertorio permetterà di illustrare strategie monolingui e plurilingui di accesso alla comprensione ed alla produzione scritta di testi di studio, traendone spunti didattici.
Translanguaging for academic success. Observations on monolingual and multilingual strategies of international students
The monolingual approach to education is responsible for the low level of multilingualism as a useful resource for learning. Competence in the language of instruction is the only one considered, and reinforcement actions are typically aimed at strengthening it. This report explores a possible alternative approach, inspired by translanguaging, which values multilingual practices as dynamic and flexible expressions of one’s entire communicative potential. An experience where multilingual students collaboratively carried out academic activities using only Italian rather than their repertoires will illustrate monolingual and multilingual strategies for access to comprehension and written production of study texts, and the lessons learned
La reazione all’errore. Implicazioni didattiche e interazionali dei principali tipi di feedback correttivo conversazionale in classe
No full textFaced with the student's error, the teacher reacts in various ways. This contribution is aimed at teachers, in service or in training, to raise awareness and refine the practice of using a fundamental didactic tool in conversational exchange
with students: correction (or rather, "repair" or feedback). The text first delimits the theme of "error reaction", defined
as "negative conversational feedback", in line with the perspective taken by the interactionist vein of studies on language acquisition. With the help of examples from interactions of the Italian L2 class context the fundamental ways of reacting to language errors in learners' speech are discussed. Based on the main results of the research on feedback, the main didactic and interactional consequences are outlined for each of them. The work concludes with some ideas for actions and reflections on feedback
- …
